Road to Summarization

1. Road to Summarization

2. We are on this road together…

3. Research • Summarizing research compiled by Trish Havlin, University of Oregon EMPL program and presented in collaboration with Heather Anderson • For further information contact phavlin@uoregon.edu

4. Recommendations for the Road Map • Writing Next and Writing to Read (Carnegie Corporation) • Writing strand presenters at the 2010-11 University of Oregon Conference for Teaching and Learning (Anita Archer, Steve Graham, Karen Harris, Gary Troia). • Columbia University’s Reading and Writing Project (Lucy Caulkins) • White Plains Public Schools • Writing Next-Effective Strategies to Improve Writing of Adolescents in Middle and High Schools (Steve Graham, Dolores Perin) -

5. Think about… The process of writing stimulate your mind, it helps shape your thinking and enlarges your understanding of the world. Just as significantly, writing creates a permanent record-a ‘snapshot’ of your thinking process at a specific point in time. You can return to your thinking snapshot as often as you wish, evaluate its logic, coherence and use it as a foundation upon which to build a more insightful understanding.

6. We are on the bus together… • We will look at a two strategies in the form of a mini lesson utilizing: • Connecting • Teaching • Actively engaging • Sharing out • Celebrating • These are the components of best practice writing instruction and professional development

7. Trip Plan For Writing Vista Points 1-4 Exit 1: Non-fiction Summarizing Exit 2: Fiction Summarizing Exit 3: Anticipating Struggles Exit 4: Resources

8. Vista Point 1: • Discover ways and plan for success in summarization • Recognize your students needs and utilize fiction and non-fiction summarization strategies • Map your plan for strategy instruction

9. Active Engagement: Turn and talk • What is a summary? • What are the attributes of a good summary? • What makes writing a good summary difficult for struggling writers?

10. Vista Point 2: Research • According to Writing Next, summarization (Effect Size = 0.82, large or strong) • Writing instruction often involves explicitly and systematically teaching students how to summarize texts. The summarization approaches studied ranged from explicitly teaching summarization strategies to enhancing summarization by progressively “fading” models of a good summary. • In fact, students can learn to write better summaries from either a rule governed or a more intuitive approach. Overall, teaching students to summarize text had a consistent, strong, positive effect on their ability to write good summaries.

11. Vista Point 3: Attributes • Condensed version of all or part of a longer written product. • Conveys the main idea of the author. • Provides the reader with a broad view of the written product.

12. Vista 4: Share out Model The text was mostly about the Russian Revolution include the role of the Bolsheviks, Lenin, and Stalin. The Bolsheviks are a group of revolutionaries led by Lenin. Lenin was the leader of the Bolsheviks and the first ruler of the Soviet Union. Joseph Stalin was a revolutionary leader that took control of the Communist Party after Lenin. These are the key events in Russia’s history.

13. Turn and Talk • What are the attributes of this summary? • What makes it a good summary?

14. Vista Point 4: What? • Is concise. • Is a straightforward presentation of information. • Focuses on the author’s ideas, opinions, information, or story. • Highlights the major points. • Accurately represents the author’s ideas.

15. Exit 1: Non-Fiction Lesson Plans • Model One & Give Three • MODEL: Vocabulary-Summary Exercise • Give: • 1. 5w’s+H • 2. Main Idea Details • 3. B, M, E

16. Non-Fiction Strategy #1: • Model/Mini lesson: Summarizing in the Content Areas • Connect: • 1. A good strategy for non-fiction summarizing is utilizing content area vocabulary. • 2. List and pre-teach 10-15 key vocabulary words from a content area text. • 3. Students use these words to predict informational content and write a short summary utilizing each word. • 3. Students will share prediction summaries with a partner and a few students will share with the class. • 4. Students will read the text. • 5. Students will add to or change their prediction summary with the new information learned from the text. • 6. Students will share summaries with a partner and a few students will share with the class. • 7. Celebrate student success and participation

17. Engage: Vocabulary Words • Birds Evolved • Warm-blooded Dinosaurs • Vertebrate Migrate • Eggs Climates • Nest Pets • Hollow Environments

18. Model: Prediction Summary • Birds are warm-blooded vertebrate animals that have feathers and can fly. All birds lay eggs in a nest. They have hollow bones that make them light enough to fly. Birds evolved from dinosaurs, which were reptiles. Some birds are kept as pets, but there are many different kinds of birds in the wild. Birds migrate to warm climates during winter and can live in many environments.

19. Turn and Talk • Process through these vocabulary words with your partner. Can you verbalize a summary utilizing all listed content area vocabulary words?

20. Model: Text • Birds are warm-blooded vertebrate animals that have feathers, powerful hearts, hollow bones, a beak, no teeth, and excellent eyesight. All birds lay eggs and build a nest or lay their eggs in another birds nest. Many, but not all can fly. Birds that can fly tend to have longer wings asymmetrical feathers and a rounded breastbone, to give them lift . Because birds need a lot of energy to fly, they actually eat a lot of food. Birds can be carnivores or meat-eaters, herbivores, or plant-eaters, or both. Some birds can swim (like the penguin) and some can run very fast (like the ostrich), even though they can’t fly. Some flying animals, like bats are not birds. Birds evolved from dinosaurs, which were reptiles. The bird’s feathers are actually modified scales like those on a snake! Some birds are kept as pets, but there are many different kinds of birds in the wild-over 9,000 different kinds. Some birds migrate to a warmer climate in the winter and a cooler climate in the summer. They live in many environments all over the Earth.

21. Have ‘a-go’ • Now you are going to have ‘a-go.’ • You are going to incorporate all content area vocabulary words into a summary.

22. Share-out • Teacher has students share predictions with partners. • Teacher calls on individual student to share-out summary.

23. Celebrate • To ensure a safe learning environment, applaud student’s giving it ‘a-go.’

24. Link: Today and Everyday… • Students write summaries to reflect new understanding of non fiction textual content. • Students turn and talk to elbow partners sharing out individual summaries. • Teacher rotates supporting turn and talk listening for one stellar example to share out with the class. • Teacher celebrates students having ‘a-go.’

25. Exit 2: Fiction Lesson Plans • Model One & Give Three • MODEL: 5W’s +H • Give: • 1. Story Map • 2. Writing Frame: Chronological Order • 3. Writing Frame: Content Area

26. Fiction Strategy #1 • Model/Mini lesson: 5W’s +H • Connect: • 1. A good strategy for fiction summarizing is utilizing the 5W’s +H. Today, I am going to think in terms of who is the most important character; what is the most important event; where is the story or event taking place; when is the story taking place (in what time of the year, what era); how is the story taking place (is it from the author’s perspective) and finally why. • 2. Students use these words to guide their thinking through the text. They use these key words or anchors support the process of writing to summarize thinking. • 3. Review key anchor words • 4. Students read text and complete graphic organizer • 5. Students use graphic organizer to help write summary. • 6. Students share summary with partner. A few students will share out to the class. • 7. Celebrate successes and participation.

27. Engage: 5W’s +H • Who? • What? • Where? • When? • Why? • How?

28. Model Text • Read and distribute selected section of Bud, Not Buddy by Christopher Paul Curtis

29. Turn and Talk • Whois the most important character? • Whatis the most important event? • Where is the story or event taking place? • Whenis the story taking place? • Howis the story taking place? • Whyis this going on?

30. Have ‘a-go’ • Read the text and use the 5 W’s +H graphic organizer to write a summary.

31. Share Out • Teachers share with a partner and a few share 5W’s +H graphic organizer and summary with the group.

32. Celebrate • To ensure a risk taking writing environment, applaud individuals and their willingness to share-out their thinking.

33. Link: Today and Everyday… • Students rewrite summary to reflect new understanding of actual text content. • Students turn and talk to elbow partners sharing out individual summaries • Teacher rotates supporting turn and talk listening for one stellar example to share out with the class. • Teacher celebrates students having ‘a-go.’

34. Vista Point 5: Lesson plan • Connect • Teach • Active Engagement • Link • Share out • Celebrate

35. Exit 3: Resources • Non-Fiction: See packet for graphic organizers • Fiction: See packet for graphic organizers • Model Lesson Plan: See packet for lesson plan graphic organizer

36. Turn and Talk • What struggles do you anticipate for your writers?

37. Exit 4: Anticipating Struggles • To support individual writers, we are modeling the strategy, verbally processing the strategy with a partner and having ‘a-go’ trying out the strategy. This is a multi-sensory approach to preloading the writing experience. • As students are doing this, teachers are rotating conferencing, supporting individual writing. • Sharing out is the celebration of students. It provides confidence in future writing.

38. Next Session… • Bring a fiction and non-fiction student work sample to share out and celebrate!