SUMMARIZING

QUICK TABLE DISCUSSION

In what situations is it important for our students to summarize?

take sections of text and restate the most important idea(s) in our own words

analyze text at a deep level use subskills, such as:

determining importance paraphrasing distinguishing between main ideas/

details Use reading tools, such as: rereading,

slowing down, marking the text

WHEN WE SUMMARIZE, WE…

is one of the hardest skills to grasp

is one of the most difficult skills to teach

must be modeled repeatedly

must be practiced often

SUMMARIZING…

is one of the hardest skills to grasp

is one of the most difficult skills to teach

must be modeledrepeatedly

must be practiced often

1. Delete trivial material that is unnecessary to understanding.

2. Delete words that repeat information.

3. Substitute for a list of things with a word that describes the things in the list (ex: use “trees” for “elm, oak, and maple”)

4. Keep things that are important.

RULE BASED SUMMARIZING

1. Delete trivial material that is unnecessary to understanding.

2. Delete words that repeat information.

3. Substitute for a list of things with a word that describes the things in the list (ex: use “trees” for “elm, oak, and maple”)

4. Keep things that are important.

RULE BASED SUMMARIZING. . .

1. Delete unnecessary things.

2. Substitute for lists.

3. Keep main ideas.

SUMMARIZING ACTIVITIES

Selective Underlining/Highlighting Margin/Sticky Notes Doodle Pages What’s Interesting? / What’s Important? One Sentence Summary / GIST / Sum It

Up Somebody…Wanted...But...So… (fiction) Technology Twists

Microsoft Word: highlighting, comments, track changes

Model

Teach

Independent Practice

Guided Practice

Teacher Responsibility

StudentResponsibility

WRAP-UP Summarizing in the Classrooms

Week 1 of 4th block Continuously in regular classes

Resources Flip Book (anything to add??) Wiki: http://kmsreading.pbwiki.com (public) Colleagues Ongoing support from Literacy Coach

One-Sentence Summary of this session!

SourcesBeers, K. (2003). When Kids Can't Read. Portsmouth: Heinemann.

Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland: Stenhouse.

Marzano, R. J., Pickering, D. J., & PollocK, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD.

Tovani, C. (2000). I Read It But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portsmouth: Stenhouse.