then

SUMMARIZ E

Connect to the Text

Be a News Reporter

WHO? WHAT? WHEN? WHERE? HOW? WHY?

 The

most important ideas in this text are This book was about First Next Then Finally This story takes place The main characters are The problem occurs when

Steps to identify the topic ~

LOOK AT THE TITLE. LOOK AT THE FIRST AND LAST PARAGRAPH. ASK YOURSELF: WHAT IS DISCUSSED THROUGH THE WHOLE SECTION? LOOK AT CAPTIONS, PICTURES, WORDS IN BOLD, AND HEADINGS FOR CLUES TO THE TOPIC. WHAT DO THEY ALL HAVE IN COMMON?

Identify All Details/Major Events

Authors often plant important ideas in:
Details that reflect the title Details at the beginning of text Details at the end Surprises or revelations Repetitions Lots of attention given to a detail Subheads and italicized text Changes in character, tone, mood, setting, plot A question near the beginning or end

Students Evaluate Summaries

1. IF YOU HAVE NOT READ THE TEXT YOURSELF, WOULD YOU BE ABLE TO UNDERSTAND WHAT IT WAS ABOUT FROM THE SUMMARY? WHY OR WHY NOT? 2. IS THERE ANYTHING IMPORTANT THAT SHOULD BE ADDED? WHAT IS IT? 3. IS THERE ANYTHING UNIMPORTANT THAT SHOULD BE LEFT OUT OF THE SUMMARY? WHAT IS IT?

Key word (s) Summarizing

Key word (s) Summarizing

Fourth text chunk

Title of Text to be Summarized
Key word (s) Summarizing

First text chunk

Key word (s) Summarizing

Third text chunk

Second text chunk

Somebody/Wanted/But/So Then
Reading Skills Important to Summarization Conflict/Resolution Character Differences, Goals, and Motivations Main Ideas and Details Making Generalizations

Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didnt have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it. BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend.

3 2 1 Strategy
3
Things You Found Out

Interesting Facts

Question You Still Have

WHAT DOES THE CURRICULUM SAY? - YEAR 5

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view. Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

WHAT DOES THE CURRICULUM SAY? YEAR 6

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. Analyse how text structures and language features work together to meet the purpose of a text. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. Analyse strategies authors use to influence readers.

SYNTHESIZE

Connect to the Text

SYNTHESIZING IN ACTION

When readers synthesize, they use a variety of strategies to build

and enhance understanding. They summarize the information,

listen to their inner voice, and merge their thinking so that the information makes sense and is meaningful to them.

They connect the new to the known, they ask questions, they pick out the most important information all of these strategies intersect to allow us to synthesize information and actively use it.
Harvey & Goudvis, 2007, p. 180

SYNTHESIZE Beyond Summary

The putting of parts or

elements

together

so as to
form a whole

TEXT MATCH

Use the card that you have been given to find the other members of your table group.

Once you have formed your table group, discuss the following questions:
1. How did you figure out to which group you belonged to? 2. What reading comprehension strategies were you using in this activity?

THE PROCESS OF SYNTHESIZING

Picture of Teacher Resource 3

Use the shapes given to create a graphic representation or mind map illustrating the thinking you did to put together your table group. Take a walkabout to see how other groups represented their thinking
High-Yield Strategy: Mapping

Kids say

Synthesizing is like inferring, only super-sized!

When you When I synthesize you say synthesize, my in your head, I used mind is changing, my to think this, but ideas are changing, my now Im thinking is thinking this.
changing.

Two-Word Strategy

Save the Last Word for Me

1. Select a quote from the article youve read. Write your thought/ idea/question about the quote.

2. In a small group, give your quote and allow all others to respond.
3. At the end, share your comments.

Author Hot Seat

Ask student to sit in a chair in front of the room and assume the character of the author from their book. Ask student various questions about his/her authors book. Move to a higher level and ask his/her opinion on different subjects clearly important to that book and why they were included.

Power 1 ~ main point or category

Power 2s, 3s, and 4s ~ corresponding details and examples

An example of Power Notes

1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams

Power 1 Power 2
Power 3
Power 3

Power 2
Power 3 Power 3

Refer to original PPT for further activities. Slides 28 - 40