Strategy #8

1. Strategy #8 Summarize then Synthesize

2. Summarize Connect to the Text

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

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

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

6. Why summarize? “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)

7. Teaching Summarization

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

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

10. 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…

11. Steps to identify the topic ~ 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?

12. Identify All Details/Major Events 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

13. Students Evaluate Summaries 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?

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

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

16. 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.

17. Sum It Up! “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)

18. 3 – 2 – 1 Strategy 3 Things You Found Out 2 Interesting Facts 1 Question You Still Have

19. Synthesize Connect to the Text

20. Synthesis is… “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)

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

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

23. BringingIt home… “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

24. Synthesizing • How is synthesizing important to your content area? • What are the challenges in teaching it?

25. Ways to Synthesize

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

27. Two-Word Strategy • 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.

28. Strip Poem • Each person writes one item that he/she 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.

29. Save the Last Word for Me 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.

30. Character Hot Seat • 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.

31. Reformulations ~You can turn… …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

32. Power Notes Giving Notes a Power Rating

33. Power Notes • 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.

34. Power Notes • Power 1 ~ main point or category • Power 2’s, 3’s, and 4’s ~ corresponding details and examples

35. Power Notes 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

36. Power Notes Power 1 Power 2 Power 2 Power 3 Power 3 Power 3 Power 3

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

38. Proficient Readers Are… • 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

39. Proficient Readers(After Reading) • 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

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