1. Guided Summary Completion

2. Method Read summary to the end without attempting to fill in anything.
Read again, focusing on structure words (מילות מיבנה); pay attention to how words reflect BACK to previous parts of the text. (מה שכתוב אחרי קו יכול לרמוז על מה שצריך להיות על הקו)
Think what is missing and what would be expected on each line, from the point of view of CONTENTS (תוכן רעיוני) only.
Fill in the gaps, using words from the text or from your own understanding.

3. Example 1
The writer claims that teachers do not use (1) ___________ ______________ _______ although more time is available due to the (2) _________________________ _______ . She blames this failure on our tendency to focus on the individual child, as well as on our preoccupation with (3) ______ ___ ___________________ ____ ___. She holds that first we have to understand how important culture is for the children, and how relevant it is (4) _________________________ _______ . She hopes that the new (5) _________________________ _______ will make it easier to incorporate the multicultural perspective.

4. Connecting words and clues
The writer claims that teachers do not use (1) ___________ ______________ _______ although more time is available due to the (2) _______ _____________ _______ . She blames this failure on our tendency to focus on the individual child, as well as on our preoccupation with (3) ______ ___ ___________________ ____ ___. She holds that first we have to understand how important culture is for the children, and how relevant it is (4) _________________________ _______ . She hopes that the new (5) _________________________ _______ will make it easier to incorporate the multicultural perspective.

5. Text clues
summary
The introduction of the all-day kindergarten has facilitated the use of such an approach [Multicultural education]. It has also encouraged curriculum developers to offer more opportunities for this kind of learning… More time is now available to the children to engage in projects derived from their own backgrounds.
Despite this, many kindergarten programs do not derive any of their curriculum from the gifts of social knowledge that the children bring to class.
Another reason for not deriving the curriculum from children’s social and cultural knowledge may have to do with the preoccupation in many kindergartens with formal skill acquisition.
Understanding culture in this way allows us to see how it is relevant to teaching young children.
Over the past several years, teachers and curriculum developers have made available a variety of materials that offer guidance to those wishing to discover developmentally appropriate ways to incorporate a multicultural perspective into ….
The writer claims that teachers do not use (1) multicultural education / multicultural approach although more time is available due to the (2) all-day kindergarten. She blames this failure on our tendency to focus on the individual child, as well as on our preoccupation with (3) formal skill acquisition. She holds that first we have to understand how important culture is for the children, and how relevant it is (4) to teaching. She hopes that the new (5) materials / curriculum will make it easier to incorporate the multicultural perspective.

6. Example 2
Unhappy or unsuccessful students who do not receive attention may become (1) _________ ________________ _______ . The writer claims that if at-risk students believe that the teachers really (2) _________________________ _______ , they will be more likely to (3) ____________ _____________ _______ . The article describes an experimental program in which teachers and at-risk students (4) _________________________ _______ . Results indicated that most students who took part in the program (5) _________________________ _______ . The writer therefore states that schools must (6) _________________________ _______ as well as academic needs.

7. Connecting words and clues
Unhappy or unsuccessful students who do not receive attention may become (1) _________ ________________ _______ . The writer claims that if at-risk students believe that the teachers really (2) _________________________ _______ , they will be more likely to (3) ____________ _____________ _______ . The article describes an experimental program in which teachers and at-risk students (4) _________________________ _______ . Results indicated that most students who took part in the program (5) _________________________ _______ . The writer therefore states that schools must (6) _________________________ _______ as well as academic needs.

8. Text clues
summary
Some students who are unsuccessful academically and who receive insufficient positive attention from peers and adults start to act …. Others in the same situation will act out until they receive the negative attention… In either event, unless the youngster is attended to, it will be only a matter of time before he or she drops out of high school.
Clearly, improving students’ perceptions of the degree of concern that teachers feel for them would positively affect students’ attitudes about school and increase the likelihood of their staying on to graduate.
… creating positive advisor-advisee relationships; … In order to be considered a member of the experimental group, however, the teacher advisors and their students had to meet for at least 15 minutes…
The most common changes were improved grades and friendlier, happier advisees. Other changes advisors noted included more consistent attendance, increased studying,….
Secondary schools can no longer limit themselves to the cognitive realm and ignore the affective domain. They must attend to both head and heart, especially with those students who find school a less-than-appealing place to learn.
Unhappy or unsuccessful students who do not receive attention may become (1) drop-outs. The writer claims that if at-risk students believe that the teachers really (2) feel for them / care for them / are concerned about them , they will be more likely to (3) stay on and graduate. The article describes an experimental program in which teachers and at-risk students (4) had to meet for at least 15 minutes every week. Results indicated that most students who took part in the program (5) had improved grades/were happier/had better school attendance. The writer therefore states that schools must (6) attend to the students’ hearts/feelings/affective domain as well as academic needs.