Explain that summarising is giving a brief overview of the most important ideas or information in a text.
Display the nursery rhyme, Jack and Jill. Read as a class.
o Explain that there is quite a bit of detail that has been included to make it more interesting. Ask students if they can find it. Eg. Jack and Jill went up the hill / As fast as he could caper / With vinegar and brown paper.
o Model to students a summary of Jack and Jill. Eg. Jack hurt his head and tried to fix it.
Display nursery rhyme, Old Mother Hubbard and repeat exercise.
Part
Introduce The Chef Next Door text and ask students to skim through the text. Ask: What did you notice? Did any words appear frequently in the text? Where there any clues as to what the main idea could be?
Guided reading: Students read the text. Give students an opportunity to clarify any unknown words.
On an enlarged copy of the text, work with students to cross out unnecessary information/supporting detail.
Model how to identify key words, phrases and ideas from the text. Record these on a whiteboard.
o Amazing cook / cooked / smell was incredible / perfectly cooked / licked his plate clean / make anything taste good / like a banquet / chef / freshly cut sandwiches.
Write a joint construction of a summary, using the key words, phrases and ideas from the text.
o Eg. Mr Simonds is an amazing cook.
Whole Explain to students that summaries must be written in their own words.
Display the same nursery rhymes from the beginning of the text and ask one or two students to summarise them in their own words.
Review what summarising means. Summarising means giving a brief overview of the most important ideas or information in a text.
Display the nursery rhyme, There was a Little Girl. Read as a class.
o Work as a class to write a summary. Eg. The little girl could be very good and very naughty.
Display nursery rhyme, Mary had a Little Lamb and repeat exercise.
Part
Revisit The Chef Next Door and re-read if necessary. Explain lesson intent and that today they will be composing a written summary of the text.
Summary Concept Map activity.
o Look over and discuss Summary Concept Map sheet. Ask students: Where will we write the main idea? (Middle bubble). Explain that one way of determining the main idea of a text is to first work out the main idea of each paragraph. Where do you think we’ll write the idea of each paragraph? (Outside bubbles).
o Read the second paragraph (The first time Andrew…). Help students work out the paragraph’s main idea and record in one of the outside bubbles on the Summary Concept Map sheet. Eg. Andrew ended up loving the spaghetti Jamie’s dad cooked.
o Repeat this process for the next paragraphs.
o Re-read the summaries of each paragraph that have been recorded on the Summary Concept Map sheet. Use this information to help build an overall summary of the text. Record this overall summary in the middle bubble.
Whole Discuss with students when summarising is used in everyday life. Eg. When you miss an episode of your favourite show and a friend
Choose and display a single page of a non-fiction text (should include: title, headings, image) Ask students what features of a text readers can use to help work out the main idea (title, topic sentences, concluding sentences, introduction paragraph, headings, images, etc.).
Read the chosen text to students and model using the key features to summarise the text.
Part
Introduce text The Australian Kelpie. Ask students to skim the text to look for features that they can use to help determine the main idea (title introduction, topic sentences, conclusion, etc.).
Guided reading: Students read the text. Give students an opportunity to clarify any unknown words.
o Ask students to re-read the introduction paragraph, reminding them that the introduction can be helpful when summarising. Work with students to highlight key words and phrases in the first paragraph and then decide upon the main idea. Eg. Kelpies are very useful to farmers.
o Students re-read subsequent paragraphs. Ask students to highlight key words, phrases and ideas that match the main idea.
o Point out to students that each paragraph supported the main idea that from the introduction. Explain that each paragraph expanded on the idea that Kelpies are very useful to farmers.
If time allows, have students think of possible subheadings for each paragraph based on their summaries.
Whole Discuss with students when summarising is used in everyday life. Eg. When a friend has hurt themselves during a game and you tell a
teacher, you only give the most important details so the teacher can help.
Choose and display a single page of a non-fiction text (should include: title, headings, image) Ask students what features of a text readers can use to help work out the main idea (title, topic sentences, concluding sentences, introduction paragraph, headings, images, etc.).
Read the chosen text to students and model using the key features to summarise the text.
Part
Introduce text Africa’s Endangered Elephants. Ask students to skim the text to look for features that they can use to help determine the main idea (title introduction, subheadings, topic sentences, conclusion, etc.).
Guided reading: Students read the text. Give students an opportunity to clarify any unknown words.
o Review the Summary Concept Map sheet. Remind students where they will be writing the main idea (middle bubble) and explain that the main idea of each paragraph will go in one of the outside bubbles.
o Students work with teacher guidance to fill in the Summary Concept Map sheet.
o Ask students if they learned any interesting facts. Direct students to add these facts (supporting details) to the concept map as dot points.
o For example:
Whole Why is summarising important?
Ask students to summarise a recent event from their life. Eg. A football match. A friend’s birthday party. An art lesson.
Introduce ‘Somebody Wanted But So Then’ (SWBST) as a guide to help summarise a story.
Verbally summarise (using SWBST format) a familiar story to the class.
Review with students: ‘Somebody Wanted But So Then’ as a guide to summarising a story.
Students to use SWBST format to verbally summarise a familiar story to a partner.
Review with students: ‘Somebody Wanted But So Then’ as a guide to summarising a story.
Students to use SWBST format to verbally summarise a familiar story to a partner.
Review with students: ‘Somebody Wanted But So Then’ as a guide to summarising a story.
Students to use SWBST format to verbally summarise a familiar story to a partner.
Review, Reinforce & Assessment
Revisit concepts are required or
complete Comprehension
Assessments.
Part
Teacher chosen text (fiction).
Students read the text, clarifying unknown words and asking questions about the text along the way.
Tell students that in the next lesson they will be summarising the text they have just read.
Teacher chosen text (from previous lesson).
Students review text as necessary.
Summary Guide: Somebody Wanted But So Then worksheet.
o Work with students to fill in the sheet, identifying the main character (Somebody), what they wanted (Wanted), what got in their way (But), how they overcame the problem (So) and the ending (Then).
Teacher chosen text (fiction).
Students read the text, clarifying unknown words and asking questions about the text along the way.
Tell students that in the next lesson they will be summarising the text they have red.
Teacher chosen text (from previous lesson).
Students review text as necessary.
Summary Guide: Somebody Wanted But So Then worksheet.
o Work with students to fill in the sheet, identifying the main character (Somebody), what they wanted (Wanted), what got in their way (But), how they overcame the problem (So) and the ending (Then).
Whole
Ask students to think of their favourite book or movie. Challenge them to summarise verbally it in one or two sentences (using SWBST).
Share summary sheet with the rest of the class.
Students use this to deliver a verbal retell of the text they read.
Ask students to think of their favourite book or movie. Challenge them to write a one or two sentence summary.
• Students write a sentence summarising what summarising means.
Text: The Chef Next Door Text: The Australian Kelpie
1. What is ‘The Proud Spice’? A restaurant.
2. Did Andrew think he would enjoy Mr Simonds’ spaghetti before he tasted it? Why did he think he wouldn’t enjoy it? No. He had spaghetti from a can before and didn’t like it.
3. Who is Lola? Lola is Andrew’s dog.
4. Why did Andrew wonder where Jamie’s cat was? He wanted to feed the cat his dinner if he didn’t like it.
5. What dishes did Mr Simonds bring over to Christmas dinner? Chicken and corn soup and a pumpkin and walnut salad.
6. How old was Jamie turning? Eleven.
7. What food was served at Jamie’s birthday? Must have all of the following. Sandwiches, fruit platters and salads homemade sausage rolls, mini hamburgers, chips and dips and cake.
8. What might Jamie and Andrew do the next day? Answer must relate to the text. Eg. Play with toys he had been given / Help tidy away / Something quiet as they might feel sick or tired.
1. What has been done to honour the Kelpie breed? Poems have been written and statues built.
2. The text mentions Kelpies moving sheep or cattle into a truck. Why would the farmer want their livestock in a truck? Answers may vary. Eg. When selling livestock. When buying livestock.
3. What is ‘sheep backing’? A move whereby a dog jumps on the back of sheep.
4. Why is moving around on the back of sheep an important skill for the Kelpie? Must give both reasons. Quickly getting from one side of the herd to the other. Moving around in tight spaces.
5. ‘…double coat repels the weather.’ What does the word repel mean? Repel means keeps out, fight off.
6. What helps give Kelpies their high speed? Well-developed muscle and their athletic build.
7. Do you think Kelpies would make a good family pet? Why or why not? Answers will vary. Must relate to text. Eg. Yes. They are easy to train / They are dedicated / They are loyal. No. They need a lot of exercise / They have too much energy / Might try to round up other pets or children.
8. Kelpies are famed for their high intelligence. What is something about Kelpies that indicates their high intelligence? They are easy to train OR They are problem solvers.
Record student comprehension achievement on Comprehension Assessment sheets.
