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Dana FranklinDana Franklin
Debbie WalesDebbie Wales
Colleen WitzkeColleen Witzke
Mary CollinsMary Collins
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.
Summarizing-Finds the main points of descriptive, explanation, instruction and persuasive text without details, illustrations, examples or personal opinions
Definition and Important Vocabulary
• 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.
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
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
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
Tools for Teaching Summarizing
ToolsWhen to Use TEXT
Befo
re
Du
ring
After Narrative Expository
Bio-Pyramid X X
Lyric Summary X X X
Narrative Pyramid X XQuIP-Questions Into Paragraphs
X X X X
Story Map X X X
Summary Cube X X X X XKey Word Strategy
X X X
Bio-PyramidPurposes:• 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
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
Bio-Pyramid1.________
Person’s name2.______ _______
Two words describing the person3._______ ______ _____
Three words describing the person’s childhood4._____ _____ ______ _____
Four words describing a problem the person had to overcome5_____ _____ _____ _____ _____
Five words stating one of his or her accomplishments6._____ _____ _____ _____ _____ _____
Six words stating a second accomplishment7._____ _____ _____ _____ _____ _____ _____Seven words stating a third accomplishment
8._____ _____ _____ _______ ________ _____ _____Eight words stating how mankind benefited from his or her accomplishments
Lyric SummaryPurposes: • 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).
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.
Lyric Summary
Lyric SummaryText: _____________________________________
Tune:_____________________________________
Verse 1: ________________________________________________________________________________________________________________________
Verse 2: ________________________________________________________________________________________________________________________
Refrain: ________________________________________________________________________________________________________________________
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
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.
Narrative Pyramid
1.________Character’s name2.______ _______
Two words describing the character3._______ ______ _____
Three words describing the setting4._____ _____ ______ _____
Four words stating the problem5_____ _____ _____ _____ _____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
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.3. 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.
4. Record answers to the questions in the spaces provided on the grid.
5. Synthesize information into a paragraph.6. Share paragraphs in pairs or small groups.
Story Map
Purposes: • To promote understanding of the narrative elements • To encourage summarizing using narrative text
structureProcedures:1. 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.
2. 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.
3. Read another story to the students and in small groups, have them complete a story map.
4. Share and discuss the completed Story Maps. Use them to summarize the story.
Summary Cube
Purpose: • To provide a structure for summarizing factual
information or retelling key points of a story.Procedures:1. Explain and model the idea of cubing to the
students. Describe the information that goes on each side of the cube.
2. Demonstrate through read-aloud and think-aloud the process of determining key ideas about either narrative or expository text to write on the cube.
3. 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.
4. Encourage students to create their own cubes as follow-ups to reading narrative and expository texts.
Summary Cube
Option 1 Option 2 Option 3 Option 4
Side 1 Who ? Title Animal Topic
Side 2 What ? Characters Habitat Subtopic 1 and details
Side 3 Where ? Setting Food Subtopic 2 and details
Side 4 When ? Problem Physical Description
Subtopic 3 and details
Side 5 Why ? Solution Classification Summary
Side 6 How ? Theme Illustration Illustration
Information for cubes:
Key Word Strategy Purpose: • To provide a structure for summarizing factual
information or key points of a story:Procedures: 1. Read a story.2. 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.
Key Word StrategyThe Reader ____________________ Date ____________The Book _______________________________________Key Word List
My summary:
How many of your key words appeared in your summary?
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.
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.
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.