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Strategies That Work: Summarizing and Synthesizing Information. The Evolution of Thought. Defining the Terms:. SUMMARIZING : To pull out the most important information and put it in our own words to remember it.

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strategies that work summarizing and synthesizing information

Strategies That Work:Summarizing and Synthesizing Information

The Evolution of Thought

defining the terms
Defining the Terms:
  • SUMMARIZING: To pull out the most important information and put it in our own words to remember it.
  • SYNTHESIZING: Arranging multiple fragments of information until you see a new pattern emerge.
backgroung knowledge impacts sythesizing
Backgroung Knowledge Impacts Sythesizing
  • Readers merge their thinking so that the new information makes sense
strategy lessons
Strategy Lessons
  • There are eleven Strategy Lessons for Summarizing and Synthesizing in Chapter 11.
1 retelling to summarize information
1. Retelling to Summarize Information:
  • PURPOSE
    • Providing a basic framework to help students begin to summarize information through a brief retelling of a story
  • RESPONSE
    • Recording brief summaries on sticky notes or charts, or through discussion; one word lists of a synthesis
2 paraphrasing to summzrize expository text
2. Paraphrasing to summzrize expository text:
  • PURPOSE
    • Making margin notes in your own words to summarize sections of the text
  • RESPONSE
    • Brackets in the margins for summarizing information
    • Sticky notes coded ‘S’ for summarize
    • Two-column note form headed ‘What’s Interesting’ & ‘What’s Important’
3 sythesizing how reading c h anges thinking
3. Sythesizing: How Reading Changes Thinking
  • PURPOSE:
    • To notice how our thinking evolves and changes as we read
  • RESPONSE
    • Keeping track of changed thinking in reading logs
4 comparing and contrasting in science and social studies
4. Comparing and Contrasting inScience and Social Studies:
  • PURPOSE
    • Comparing and contrasting properties to better understand their essence
  • RESPONSE
    • Three column note form headed, ‘Compare & Contrast’
5 summarizing the content and adding personal response
5. Summarizing the Content andAdding Personal Response
  • PURPOSE
    • Summarizing the content of a piece of text and responding personally
  • RESPONSE
    • A page of notebook paper divided horizontally with the top half marked ‘Summary’ and the bottom half marked ‘Response’
6 reading for the gist
6. Reading for the 'gist'
  • PURPOSE
    • Taking notes and using a variety of strategies to synthesize
  • RESPONSE
    • List of notes and strategies; one page written responses
7 writing a short summary
7. Writing a Short Summary
  • PURPOSE
    • Distinguishing between the summary of the text and the reader’s thinking
  • RESPONSE
    • Two-column think sheet headed ‘What is the Piece About’ & ‘What it Makes Me Think About’
8 writing as synthesis personalities from the past
8. Writing as Synthesis:Personalities from the Past
  • PURPOSE
    • Writing from a first person perspective to better understand the contributions of historical figures
  • RESPONSE
    • Note taking forms that support writing
9 synthesizing to access content
9. Synthesizing to Access Content
  • PURPOSE
    • Noticing the thinking we do to access content and acquire knowledge
  • RESPONSE
    • Two column form headed ‘Content’ & ‘Process’
    • Class discussion
10 reading like a writer
10. Reading Like a Writer
  • PURPOSE
    • Noticing a craft of a piece as well as the content and the reading process
  • RESPONSE
    • Three column note form headed ‘Content’ , ‘Process’, and ‘Craft’
11 trying to understand seeking answers to questions that have none
11. Trying to Understand: Seeking Answers to Questions that Have None
  • PURPOSE
    • Synthesizing information by attempting to answer difficult questions
  • RESPONSE
    • Sticky notes with questions
teaching with the end in mind assessing w ha t we ve taught
Teaching with the End in Mind:Assessing What We've Taught

Summarizing and Synthesizing

Based on the lessons in this chapter, we look for evidence that:

  • Students summarize information by retelling.
  • Students become aware of when they add to their knowledge base and revise their thinking as they read.
  • Students synthesize information through writing.
  • Students use a variety of ways to synthesize information and share their learning.
example lesson time
Example Lesson Time!
  • Everyone please get up and move 5 seats to your left!
  • Please take your papers with you.
interactive learning lesson examples
Interactive Learning:Lesson Examples

Teacher: Mr. Brett Mayberry

Comparing and Contrasting in

Science and Social Studies

page 185

  • PURPOSE: Comparing and contrasting properties to better understand their essence
  • RESOURCES: Science trade book or textbook on marine biology
  • RESPONSE: Three-column note form headed ‘Compare and Contrast’
interactive learning lesson examples1
Interactive Learning:Lesson Examples

Teacher: Mr. Ryan Lavine

Writing A Short Summary

page 188

  • PURPOSE: Distinguishing between the summary of the text and the reader’s thinking
  • RESOURCES: The Librarian of Basra: A True Story from Iraq, by Jeanette Winter
  • RESPONSE: Two column think sheet headed ‘What the Piece Is About’ and ‘What It Makes Me Think About’
slide20

Strategies That Work:Summarizing and Synthesizing Information

  • The Evolution of Thought

Now YOU ARE AN EXPERT!