Summarizing

1. Summarizing Dana Franklin Debbie Wales Colleen Witzke Mary Collins

2. Sunshine State Standards-LA. A.1.2.4 Grades 3-5 Reading Standard 1: The student uses the reading process effectively. 4. clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

3. Definition and Important Vocabulary Summarizing-Finds the main points of descriptive, explanation, instruction and persuasive text without details, illustrations, examples or personal opinions

4. To summarize a student uses their own words to combine, or synthesize the important parts of the text. • A summary is short and tells only the most important ideas.

5. Summarizing using Get the Gist Strategy To get the Gist of what I am reading: • Who or what is the paragraph about? • Tell the most important thing about the who or what. • Tell the main idea in 10 words or less. Just Read, Florida You can find this strategy in the red book behind the comprehension tab

6. Summarizing Fiction • Give only key points in a short one-four sentence summary • Summarize in logical order • Reread to remember main idea • Refer to illustrations to summarize the text

7. Summarizing Nonfiction • Give only key points in a short one or two sentence summary • Leave out unnecessary details • Summarize in logical order • Reread to remember main ideas • Refer to illustrations, headings and other text features to summarize the text

8. Tools for Teaching Summarizing

9. Bio-Pyramid Purposes: • To summarize a person’s life • To provide a format for summary writing Procedures: 1. After reading about a person’s life, show students the format for writing Bio-Pyramids. • Line 1-person’s name • Line 2-two words describing the person • Line 3-three words indicating a problem the person had to overcome • Line 4-four words indicating a problem the person had to overcome

10. Bio-Pyramid • Line 5-five words stating one of his or her accomplishments • Line 6-six words stating a second accomplishment • Line 7-seven words stating a third accomplishment • Line 8- eight words stating how mankind benefited from the accomplishments • Create Bio-Pyramid as a class • In small groups or pairs, have students create Bio-Pyramids • Use the completed pyramids to promote discussion

11. Bio-Pyramid 1.________ Person’s name 2.______ _______ Two words describing the person 3._______ ______ _____ Three words describing the person’s childhood 4._____ _____ ______ _____ Four words describing a problem the person had to overcome 5_____ _____ _____ _____ _____ Five words stating one of his or her accomplishments 6._____ _____ _____ _____ _____ _____ Six words stating a second accomplishment 7._____ _____ _____ _____ _____ _____ _____ Seven words stating a third accomplishment 8._____ _____ _____ _______ ________ _____ _____ Eight words stating how mankind benefited from his or her accomplishments

12. Lyric Summary Purposes: • To provide an alternative format for narrative or expository text summaries • To provide opportunities to use multiple modalities when creating summaries • To link content learning and the arts. Procedures: 1. Review summarizing with the students depending on the type of text. Ask them to note the types of information that comprise narrative or expository summaries. 2. Introduce the musical aspect of the Lyric Summary by explaining that summaries can also be written as song lyrics to familiar tunes (popular, rock, jazz, disco, children’s songs).

13. Lyric Summary 3. Choose a melody with which students are familiar and use it as the background for writing a Lyric Summary. Write the first line and then encourage pairs of students to suggest subsequent lines. When the Lyric Summary is completed, sing it with the class. 4. Have small groups of students choose a melody they know and a topic they have recently studied to create their own Lyric Summaries. The topic may be a story they have recently read or information from a content area. 5. Have the students sing their completed Lyric Summaries for the class.

14. Lyric Summary Text: _____________________________________ Tune:_____________________________________ Verse 1: ________________________________________________________________________________________________________________________ Verse 2: ________________________________________________________________________________________________________________________ Refrain: ________________________________________________________________________________________________________________________

15. Narrative Pyramid Purposes: • To summarize a narrative text • To provide a format for summary writing. Procedures: 1.After reading a story, show students the format for writing narrative pyramids. • Line 1 – character’s name • Line 2 – two words describing the character • Line 3 – three words describing the setting • Line 4 – four words stating the problem • Line 5 – five words describing one event

16. Narrative Pyramid • Line 6 – six words describing another event • Line 7 – seven words describing a third event • Line 8 – eight words describing the solution to the problem 2. Create a Narrative Pyramid as a class. 3. Have students create Narrative Pyramids in small groups or pairs for a story they have read. 4. Use the completed pyramids as the basis for discussion.

17. Narrative Pyramid 1.________ Character’s name 2.______ _______ Two words describing the character 3._______ ______ _____ Three words describing the setting 4._____ _____ ______ _____ Four words stating the problem 5_____ _____ _____ _____ _____ Five words describing one event 6._____ _____ _____ _____ _____ _____ Six words describing another event 7._____ _____ _____ _____ _____ _____ _____ Seven words describing a third event 8._____ _____ _____ _______ ________ _____ _____ Eight words describing a solution to the problem

18. QuIP (Questions into Paragraphs) Purpose: • To provide a framework for initiating research and structuring writing. Procedures: 1. Students choose a topic to explore and write the topic at the top of the QuIP grid. 2. Generate three broad questions related to the topic. • Locate and read two sources to find the answers to their questions. Students write the titles of the sources in spaces provided on the grid. • Record answers to the questions in the spaces provided on the grid. • Synthesize information into a paragraph. • Share paragraphs in pairs or small groups.

19. QuIP (Questions into Paragraphs)

20. Story Map Purposes: • To promote understanding of the narrative elements • To encourage summarizing using narrative text structure Procedures: • Explain to the students the purpose of summarizing and the narrative elements that are included (characters, setting, problem, attempts to resolve, solution) when summarizing a story. • Demonstrate completing a Story Map after reading a story aloud. Discuss the components you included. (A story map or other visual cues may help.) Use the completed Story Map to briefly summarize the story. • Read another story to the students and in small groups, have them complete a story map. • Share and discuss the completed Story Maps. Use them to summarize the story.

21. Story Map STORY ELEMENTS Characters Setting Problem Solution Event

22. Summary Cube Purpose: • To provide a structure for summarizing factual information or retelling key points of a story. Procedures: • Explain and model the idea of cubing to the students. Describe the information that goes on each side of the cube. • Demonstrate through read-aloud and think-aloud the process of determining key ideas about either narrative or expository text to write on the cube. • Show the students how to assemble the cube. In small groups, guide the students to read a text and create Summary Cubes. Share ideas with the class. Display Summary Cubes. • Encourage students to create their own cubes as follow-ups to reading narrative and expository texts.

23. Summary Cube Information for cubes:

24. Summary Cube

25. Key Word Strategy Purpose: • To provide a structure for summarizing factual information or key points of a story: Procedures: 1. Read a story. • Reread it with the goal of trying to select a few key words that seem especially important to the story. Make a list of these words. Be selective. You want the MOST IMPORTANT words. 3. Cut your list apart so that each word can be moved separately. 4. Arrange the words in a way that supports you as you retell the story in your head. (For example, in Cinderella “fireplace: and “cinders” would probably come before “pumpkin.”) 5. Use your words to get you started writing a summary of the story.

26. Key Word Strategy The Reader ____________________ Date ____________ The Book _______________________________________ Key Word List My summary: How many of your key words appeared in your summary?

27. Teaching Strategies • Take articles from the newspaper and sut off their headlines. Have students practice writing headlines or matching the headlines to the correct story. • After teaching maid ideas and supporting details, challenge students to “sum up” a story or article the entire class has read together, using no more than 20 words. With partners, have students highlight repeated words or phrases, listing key details. Have volunteers write the 20-word sentences on the board. The class can then vote on the best one.

28. Teaching Strategies • Model two-column note-taking. (T-charts) Students learn to record major concepts in the space to the left and supporting details to the rights. For studying, show one section only by folding the paper in half. To use differently, give students a main idea statement and use the two columns for relevant and irrelevant details.

29. Teaching Strategies • Have students “reformulate” text into newspaper articles using an inverted pyramid to plan the summary into a headline for the main idea and a lead paragraph for the supporting details. Have them use key words or phrases to identify only who, what, when, where, why and how.

30. Teaching Strategies • Teach the purpose of headings. Using a textbook, show how the broadest ideas are set in larger type. As the ideas get more specific the type gets smaller. Typographic cues including titles help students acquire this benchmark skill.