Summarization
Description
Learners identify and accumulate
the most important ideas and
restate them in their own words.
Learners identify and accumulate
the most important ideas and
restate them in their own words.
Summarizing video goes through the 6 main questions to ask when someone summarizing text. The video demonstrates how to make sense and keep the same meaning after summarizing.
Live version of summarizing. The student summarizes a book for the teacher with great detail, expressing that she was engaged in the activity. The teacher wants more specific details and has the student answer more questions that connects the story to the readers personal life. "What was the author trying to tell the reader?" "What was your favorite part of the story?"
Example questions/statements
What things will help me/you summarize this text – list, mind map, note-taking, annotations, etc.?
What are the main ideas and significant details from the reading/viewing/listening?
If you were to tell another person about the text read/viewed/heard in a few sentences, what would you tell them?
What is the main theme? How is it connected to the world beyond the text?
In what significant ways does this text relate to/elaborate on the topic that you have been investigating?
Can you create a metaphor for the text that you have read?
Example teaching idea
Key words: Students highlight words, they believe are key to understanding the passage. These words are written on post-it notes and placed on the page. After reading the students close the book and arrange the key words in an order that supports a cohesive summary.
What things will help me/you summarize this text – list, mind map, note-taking, annotations, etc.?
What are the main ideas and significant details from the reading/viewing/listening?
If you were to tell another person about the text read/viewed/heard in a few sentences, what would you tell them?
What is the main theme? How is it connected to the world beyond the text?
In what significant ways does this text relate to/elaborate on the topic that you have been investigating?
Can you create a metaphor for the text that you have read?
Example teaching idea
Key words: Students highlight words, they believe are key to understanding the passage. These words are written on post-it notes and placed on the page. After reading the students close the book and arrange the key words in an order that supports a cohesive summary.
Teaching Ideas
V.I.P.
Cut up sticky notes into strips. As student read, they can tear off a strip to mark points in the text that are V.I.P. (Very Important Points) for them. As a posting activity, students can compare points and tell why they chose to mark each one.
Partner Retelling
After reading a story to students, divide the class in half so there is a storyteller group and a listening group. The storytellers work in teams to reread the selection and remind each other of the focus points for retell. The listeners also reread and reflect on what the most important parts of the story were. Each storyteller pairs up with a listener to retell the story.
Team Retelling
Teams of 3 or 4 students reflect and talk about pertinent aspects of the story structure. Teams take turns retelling their stories with emphasis on the targeted elements of the story design. Use visual cards to support teams.
Key Word Strategy
Students select words they believe are important to understanding the text. Selected words are written on sticky notes and placed on the page from the text. After reading, arrange the keywords to support a cohesive summary. Student then retells or writes to summarise.
Pass Around Retells
Students work in teams of three or four. Each student is given a piece of paper. At a signal, everyone begins writing a retell of the story on their own paper. When a timer rings, each writer passes their paper to the right. Students need to read what has been written and continue the story from that point. Continue until paper reaches back to original writer.
Weave a Web of Understanding
After reflection on a factual text, gather students in a circle. The first students hold a ball of wool and shares one thing that is remembered about the text. The first student hangs on to the string and the ball is passed across the circle not around. Repeat this process.
I remember
Students are reminded to remember interesting information during a read-aloud. During the reading stop and pause and students share what they remembered from the text.
Writing and Summarizing
This is a skill that people with excellent vocabulary thrive at. Being able to condense your main points, is a skill that strongly expresses the writers' views. It also demonstrates the main points the reader took from the story.
Teaching Standards
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.6.8.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
1.8.7.7 Distinguish among and understand purposes of different types of print, digital, and multimodal media. b. Summarize ideas from media in own words.
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.8.3.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
11.13.2.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
This is a skill that people with excellent vocabulary thrive at. Being able to condense your main points, is a skill that strongly expresses the writers' views. It also demonstrates the main points the reader took from the story.
Teaching Standards
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
5.1.2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
4.2.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.6.8.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
1.8.7.7 Distinguish among and understand purposes of different types of print, digital, and multimodal media. b. Summarize ideas from media in own words.
5.8.2.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.8.3.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence distinguishing between a speaker’s opinions and verifiable facts.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
11.13.2.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
References
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Knatim. (2009, March 4). Summarization 6 Reciprocal Teaching. Retrieved from https://www.youtube.com/watch?v=8oXskcnb4RA
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Swanner, Lynda.(2012, September 12). Reading COmprehension - Summarize. Retrieved from https://www.youtube.com/watch?v=_oi6tO9lRU4
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Knatim. (2009, March 4). Summarization 6 Reciprocal Teaching. Retrieved from https://www.youtube.com/watch?v=8oXskcnb4RA
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Swanner, Lynda.(2012, September 12). Reading COmprehension - Summarize. Retrieved from https://www.youtube.com/watch?v=_oi6tO9lRU4
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.