Strategy #8 then

SummarizeSummarize Connect to the Text

1.What do you know about summarizing? What words come to mind? 2. How do you summarize? 1.What do you know about summarizing? What words come to mind? 2. How do you summarize? What do we already know?

 to create a concise, condensed account of the original;  to create a concise, condensed account of the original;  to present the substance or general idea in brief form;  to present the substance or general idea in brief form;  to cover the main points Summarize --

Why is summarizing important in your content area? Why is summarizing important in your content area? Discuss -- What are the challenges in teaching it?

“Practice in summarizing improves students’ reading comprehension of fiction and nonfiction alike, helping them construct an overall understanding of a text, story, chapter, or article.” (Rinehart, Stahl & Erickson, 1986) “Practice in summarizing improves students’ reading comprehension of fiction and nonfiction alike, helping them construct an overall understanding of a text, story, chapter, or article.” (Rinehart, Stahl & Erickson, 1986) Why summarize?

How Can I Teach My Students to Summarize? Newspaper Articles Newspaper Articles Short Text Short Text Internet Source Internet Source Passage from Content Text Passage from Content Text Picture Books Picture Books Newspaper Articles Newspaper Articles Short Text Short Text Internet Source Internet Source Passage from Content Text Passage from Content Text Picture Books Picture Books

Who? What? When? Where? How? Why? Who? What? When? Where? How? Why? Be a News Reporter Be a News Reporter

Reciprocal Teaching  The most important ideas in this text are…  This book was about…  First… Next… Then… Finally…  This story takes place…  The main characters are…  The problem occurs when…  The most important ideas in this text are…  This book was about…  First… Next… Then… Finally…  This story takes place…  The main characters are…  The problem occurs when…

Look at the title. Look at the first and last paragraph. Ask yourself: “What is discussed through the whole section?” Look at captions, pictures, words in bold, and headings for clues to the topic. What do they all have in common? Steps to identify the topic ~

Authors often plant important ideas in:  Details that reflect the title  Details at the beginning of text  Details at the end  Surprises or revelations  Repetitions  Lots of attention given to a detail  Subheads and italicized text  Changes in character, tone, mood, setting, plot  A question near the beginning or end Authors often plant important ideas in:  Details that reflect the title  Details at the beginning of text  Details at the end  Surprises or revelations  Repetitions  Lots of attention given to a detail  Subheads and italicized text  Changes in character, tone, mood, setting, plot  A question near the beginning or end Identify All Details/Major Events

1. If you have not read the text yourself, would you be able to understand what it was about from the summary? Why or why not? 2. Is there anything important that should be added? What is it? 3. Is there anything unimportant that should be be left out of the summary? What is it? Students Evaluate Summaries

Title of Text to be Summarized Key word (s) Summarizing Fourth text chunk Key word (s) Summarizing First text chunk Key word (s) Summarizing Third text chunk Key word (s) Summarizing Second text chunk

Somebody/Wanted/ But /So Then Reading Skills Important to Summarization Conflict/Resolution Character Differences, Goals, and Motivations Main Ideas and Details Making Generalizations Reading Skills Important to Summarization Conflict/Resolution Character Differences, Goals, and Motivations Main Ideas and Details Making Generalizations

Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it. BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend. Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it. BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend.

“She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.” Excerpt from Ruth Law Thrills a Nation (Brown, 1993) “She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.” Excerpt from Ruth Law Thrills a Nation (Brown, 1993) Sum It Up!

3 Things You Found Out 2 Interesting Facts 1 Question You Still Have 3 Things You Found Out 2 Interesting Facts 1 Question You Still Have 3 – 2 – 1 Strategy

SynthesizeSynthesize Connect to the Text

“The process of ordering, recalling, retelling, and recreating into a coherent whole the information with which our minds are bombarded every day. It is the uniquely human trait that permits us to sift through a myriad of details and focus on those pieces we need to know and remember.” (Keene/Zimmerman) “The process of ordering, recalling, retelling, and recreating into a coherent whole the information with which our minds are bombarded every day. It is the uniquely human trait that permits us to sift through a myriad of details and focus on those pieces we need to know and remember.” (Keene/Zimmerman) Synthesis is…

The putting together of parts or elements so as to form a whole SYNTHESIZE – Beyond Summary

Kids say… “Synthesizing is like inferring, only super-sized!” “When you synthesize you say “When you synthesize you say in your head, I used to think this, but now I’m now I’m thinking this.” thinking this.” “When I “When I synthesize, my synthesize, my mind is changing, my ideas are changing, my mind is changing, my ideas are changing, my thinking is thinking is changing.” changing.”

“As families gather and share the events of the day, they are synthesizing, sorting out the unimportant, and creating individual interpretations of the day.” Keene, Zimmerman Keene, Zimmerman “As families gather and share the events of the day, they are synthesizing, sorting out the unimportant, and creating individual interpretations of the day.” Keene, Zimmerman Keene, Zimmerman Bringing It home…

1. How is synthesizing important to your content area? 2. What are the challenges in teaching it? SynthesizingSynthesizing

Combine Combine Integrate Integrate Modify Modify Rearrange Rearrange Substitute Substitute Plan Plan Create Create Design Design Invent Invent Bloom’s Taxonomy Compose Compose Construct Construct Develop Develop Organize Organize Perform Perform Produce Produce Propose Propose Rewrite Rewrite Cues for Synthesis

 Read a thought-provoking article.  Ask students to be silent and then to write only two different words that reflect their thinking about a passage.  After selections, students should tell others the words, why they chose them, and how they relate to their lives.  Read a thought-provoking article.  Ask students to be silent and then to write only two different words that reflect their thinking about a passage.  After selections, students should tell others the words, why they chose them, and how they relate to their lives. Two-Word Strategy

 Each person writes one item that he/she one item that he/she knows about the subject studied. knows about the subject studied.  The strips of paper are read aloud in a small group.  The group organizes itself in some coherent form.  The group reads the “poem” to the class.  Each person writes one item that he/she one item that he/she knows about the subject studied. knows about the subject studied.  The strips of paper are read aloud in a small group.  The group organizes itself in some coherent form.  The group reads the “poem” to the class. Strip Poem

Directions for Students: 1. Select a quote from the article you’ve read. Write your thought/ idea/question about the quote. 2. In a small group, give your quote and allow all others to respond. 3. At the end, share your comments. Directions for Students: 1. Select a quote from the article you’ve read. Write your thought/ idea/question about the quote. 2. In a small group, give your quote and allow all others to respond. 3. At the end, share your comments. Save the Last Word for Me

 Ask student to sit in a chair in front of the room and assume a character from their book.  Ask student various questions about his/her character’s life.  Move to a higher level and ask his/her opinion on different subjects clearly important to that character.  Ask student to sit in a chair in front of the room and assume a character from their book.  Ask student various questions about his/her character’s life.  Move to a higher level and ask his/her opinion on different subjects clearly important to that character. Character Hot Seat

…Poems into stories or letters …Expository text into narrative text …Diaries or memoirs into plays, newspaper articles, or television scripts …Texts into comic books, letters, or interviews …Poems into stories or letters …Expository text into narrative text …Diaries or memoirs into plays, newspaper articles, or television scripts …Texts into comic books, letters, or interviews Reformulations ~ You can turn…

Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~  Students learn to read actively and to prioritize main ideas from details as they study.  Power Notes can be integrated into a number of other activities to help students perceive how information is interconnected. Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~  Students learn to read actively and to prioritize main ideas from details as they study.  Power Notes can be integrated into a number of other activities to help students perceive how information is interconnected.

 Power 1 ~ main point or category  Power 2’s, 3’s, and 4’s ~ corresponding details and examples  Power 1 ~ main point or category  Power 2’s, 3’s, and 4’s ~ corresponding details and examples

An example of Power Notes 1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams An example of Power Notes 1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams

Power 1 Power 2 Power 3

I do, you watch. I do, you help. I do, you watch. I do, you help. You do, I watch. You do, I help. You do, I watch. You do, I help. Don’t Forget to Model

 Aware of changes in their conclusions about text; actively revising meaning  Monitoring the overall meaning and themes in text  Aware of text elements in fiction: character, setting, and conflict/resolution  Aware of text patterns in nonfiction  Employing cause/effect, time order, and problem/solution  Using their knowledge to make decisions about the overall knowledge  Aware of changes in their conclusions about text; actively revising meaning  Monitoring the overall meaning and themes in text  Aware of text elements in fiction: character, setting, and conflict/resolution  Aware of text patterns in nonfiction  Employing cause/effect, time order, and problem/solution  Using their knowledge to make decisions about the overall knowledge Proficient Readers Are…

 Can express, in a variety of means, ideas and themes relevant to the overall meaning of the text  Create in an original way a sum of information from the text, from other texts, and their own ideas and opinions  Use it to share, recommend, and CRITICALLY REVIEW the book  Can express, in a variety of means, ideas and themes relevant to the overall meaning of the text  Create in an original way a sum of information from the text, from other texts, and their own ideas and opinions  Use it to share, recommend, and CRITICALLY REVIEW the book Proficient Readers (After Reading)

“A mind stretched to a new idea never goes back to its original dimensions.” Oliver Wendell Holmes “A mind stretched to a new idea never goes back to its original dimensions.” Oliver Wendell Holmes