1 / 18

Summarizing

Summarizing. April 19, 2013. Icebreaker. Choose a partner. O ne partner picks an object out of bag without letting the other see. Other partner sits at table with paper and pen

quiana
Download Presentation

Summarizing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Summarizing April 19, 2013

  2. Icebreaker • Choose a partner. • One partner picks an object out of bag without letting the other see. • Other partner sits at table with paper and pen • Without talking, person with object observes the object and draws on the back of the other while the other summarizes what they are experiencing.

  3. Non-Verbal Summarization Once Removed Collaborative

  4. Why Write Summaries? Reason #1 “Practice in summarizing improves students’ reading comprehension of fiction and nonfiction alike, helping them construct an overall understanding of a text, story, chapter, or article.” Rinehart, et al. “Some Effects of Summarization Training.” Reading Research Quarterly, 1986.

  5. Why Write Summaries? Reason #2 According to Robert Marzano (Classroom Instruction That Works), summarizing: • is a complex process that involves many mental processes and • requires students to analyze a text and decide which information to keep, delete, or substitute.

  6. Why Write Summaries? Reason #3 Common Core Anchor Standard #2 for ELA, History/Social Studies, Science and Technical Subjects: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

  7. Informal Summaries We summarize all the time in our daily lives. • “What was the movie about?” • “How did the football game end?” • “What did you do over the weekend?”

  8. Formal/Academic Summaries • What considerations come to mind when you think of a formal or an academic summary? • When is writing/preparing a summary appropriate for your discipline?

  9. Challenges to Overcome When Summarizing • Students write down everything. • They don’t write enough. • They copy word for word. • They include nonessential information. • They don’t demonstrate comprehension of the text – its central idea or theme and the key details that support those.

  10. What Is a Summary? A summary is a shortened version of a text that includes the theme (literary) or central idea (informational) and only the most important details. A summary may be written or spoken.

  11. Criteria For an Effective Summary An effective summary should: • condense the original text. • include only the most important information from the original text. • reflect only what is in the original text, not the student’s background knowledge or his/her personal judgment. • should be written in the student’s own words. • be well written and in sentence format.

  12. Importance of Practice • The biggest problem with summary writing is deciding what to include and what to leave out. • Students need to see many models and to have multiple opportunities to practice. They need to have their summaries critiqued in order to help them refine their process.

  13. Activity: Rank the Summaries • Read the passage. • Use a strategy for identifying the main idea and essential information. (Main Idea and Detail Chart is provided.) • Then, read the sample summaries and rank them. Which is the most effective? Why?

  14. Ranking From Most Effective to Least Effective SAMPLE D – “A clear and thorough representation of the essential information. There is little unimportant information.” SAMPLE A – “Represents the essential information with no elaboration.” SAMPLE E – “Conveys little of the essential information – most of the summary relates to the preparation of the building” SAMPLE B – “Related to the content of the passage but consists primarily of commentary.” SAMPLE C – “Every sentence is transcribed literally from the passage.”

  15. Draft Holistic Rubric

  16. Generic Strategies • Strategies may differ depending on the discipline. • However, identifying the theme/central idea and relevant supporting details should ALWAYS be part of an effective strategy. • Comments? • Additions?

  17. Where Do Summaries Fit in the Classroom? • At the end or the beginning of class – summarize what we did today or yesterday – might be written or oral • Checking for understanding of a prose text • Identifying the main idea and common details of a set of visuals • Demonstrating understanding of the information in a chart or matrix • Writing an abstract or an executive summary • Summarizing the content of an audio presentation • Your ideas . . .

  18. Review (to summarize...) opinionated to the point selective rambling essential details main idea clear accurate well-written or spoken superfluous details longwinded personal objective

More Related