1/20: 6L Notes: Summaries A summary is an overview or description of what you read It includes any main ideas or key points that are necessary to understanding the text It does NOT include your opinion about the reading, only the facts stated in the text

SWBTS (SWBST) “Somebody Wanted But Then So” This technique is used to get one, main idea of the plot or occurrences of a text (usually from fiction). The main idea is created by filling out the chart with the necessary information and then combining the information into one sentence. SOMEONE WANTED BUT THEN SO

SWBTS Practice Complete a SWBTS chart for 1 of the 3 options, then combine your answers into 1-2 complete sentences. The story of the three little pigs and the big bad wolf Goldilocks and the three bears A popular story of your choosing SOMEONE WANTED BUT THEN SO Goldilocks To eat porridge The first two were the wrong temperature Goldilocks found one that was just right She ate it before the bears came home Goldilocks wanted to eat porridge, but the first two were the wrong temperature. Then, Goldilocks found one that was just right, so she ate it before the bears came home.

FATt Sentence Usually used with non-fiction (especially non-fiction articles) to get the most important information into one sentence FATt sentences can sometimes become your thesis sentence F: Focus (main idea) A: Author’s Name T: Title t: type of text (genre) **The FATt sentence does not have to be organized in that order, but you must have all 4 pieces in the sentence.

FATt Sentence Practice “Two Men Close to Completing World’s Toughest Climb” by The Associated Press, January 15, 2015 Two men are attempting what has been called the most difficult rock climb in the world, a free climb of a half- mile section of exposed granite in California's Yosemite National Park. Kevin Jorgeson, 30, of Santa Rosa, California, and Tommy Caldwell, 36, of Estes Park, Colorado, are using only their hands and feet as they make their way up the steep and difficult exposed granite on one side of El Capitan. The attempt is their third since 2010 and has caught the world's attention. They have been climbing to the towering summit for two weeks and were poised to finish either late Sunday or early this week. If they do, they will be the first people in the world to complete the free climb. F: Focus A: Author T: Title t: type of text (genre)

GIST A GIST summary is used to get the main idea of an entire text Using the GIST formula, start by answering the “who, what, when, where, why and how” questions Then, pick out the 20 most important and necessary words from the actual text that help you understand what is going on. Write those words on the 20 blank spaces. Then, combine and use those 20 words to create a 4-5 sentence summary of the text.

4. Now, use these 20 words to create a 4-5 sentence summary of the text. ⏎

“Sea Turtles Use Earth's Magnetic Field to Find Home” (continued in notebook on pg. 6) Read the journal article Write a SWBTS summary (chart and sentences) Write a FATt sentence Complete the GIST form & Summary

1/25: 7L-7R Weekly 3A: due Friday, 1/29 Read the article “Milk is Something Special in India” Annotate the article with 2 of each kind of annotation (CUBS? X2 = 10 total annotations) De-code 1 tier 2 vocab word and show all your steps Complete a SWBTS chart for the article Complete a FATt sentence for the article Complete the 20 word GIST (no 5W’s and H…) Number the 20 words. Turn your 20 GIST words into a 5 sentence summary of the article. Attach the article on to of pg. 7R

1/26: “Scientists open mummy coffin, find more than dust” Annotations & Vocabulary De-coding Practice: 1) Follow along with a reading for over-all understanding 2) re-read independently and annotate the article (7-10 annotations) The mummified body of Minirdis, a 14-year-old Egyptian boy and his burial mask lie in his opened coffin at the Field Museum. His exposed toes appear at left – AP photos

1/26: Group Annotations/ Poster Review your section from the article with your group & share your individual annotations. Select the best 2-3 annotations from your group and make sure everyone has those 3 on their own article (CUBS?) Decode 1 T2 vocabulary word from your section using the steps from your flipchart. Write the tier 1 definition above it. Provide the steps you used to figure out the word’s meaning. Write your section on a ½ poster paper & transfer your annotations and decoded vocab notes onto your poster Decide who will present which annotation to the class tomorrow – you will talk the class through your section’s annotations and vocabulary (All three people must talk). Practice your presentation.

1/27: Group Annotations/ Poster Presentations All group members must talk Read your section aloud, first Go through all the annotations and explain WHY you annotated what you did De-code your vocabulary word and go through all the steps

1/28: Achieve 3000 – Summary Practice: “Two New Islands” Login to www.Achieve3000.com & click on my class Complete CUBS? annotations in the “Setting the Purpose” box. You need 3 of each kind of annotation in total. CUBS? x 3 = 15 annotations total. You will need to do your C & B as notes. Use the Highlighter for U. Complete ALL dark blue activities. (Required) If you finish, complete the light blue activities. If you finish everything, study your Annotations & Summary Strategies notes for a quiz tomorrow.

1/29: Weekly 3B: (reserve pg. 8R) Read the text, “Boys survive 7 hours trapped beneath snow” Complete the GIST form, including the 5W’s & H, a 20 word GIST, and a 4-5 sentence summary paragraph . Create a FATt chart and then turn it into a complete FATt sentence. Complete a SWBTS chart, and then turn it into a SWBTS sentence (or sentences) F: Focus A: Author T: Title t: type of text (genre) SOMEONE WANTED BUT THEN SO

Weekly 3B: RUBRIC 10L-10R Total = __/20 Complete a GIST form [glued to 10L] 20 GIST words = 2 pts. Create a FATt chart and FATt sentence. [10R] Chart = (above) is +4 (1 pt per answer) and summary sentence = 4pts, (all 4 parts included) Total = 8 points Complete a SWBTS chart, and SWBTS sentence(s) [10R] chart = +5, sentence = 5 (all parts included), Total = +10 F: Focus A: Author T: Title t: type of text (genre) SOMEONE WANTED BUT THEN SO 1 pt

OLD RESOURCES

1/26: Extended Summaries pg. 9L Extended summaries are longer pieces of writing, based on longer texts. Strategies for annotating (note-taking) during your READING: Highlight or circle the main “GIST” words as you read Write little notes (annotations) around the border of your paper while you read Write mini summaries or create a sub-title in the margin of longer paragraphs Circle any word that you don’t understand. (If you can’t figure out its meaning through context clues, look it up, and write an easy, Tier 1 definition in your annotations) Put a * next to important sentences/ ideas/ or quotes

Practice Annotations: 1st reading: overall understanding – follow along as I read aloud. 2nd reading: follow along as I read aloud – and Highlight or circle the main “GIST” words as you read 3rd reading – independent reading: (7 mins) Write little notes (annotations) around the border of your paper while you read Write mini summaries or create a sub-title in the margin of longer paragraphs Circle any word that you don’t understand. (If you can’t figure out its meaning through context clues, look it up, and write an easy, Tier 1 definition in your annotations) Put a * next to important sentences/ ideas/ or quotes

Strategies for WRITING extended summaries after reading the text: (9L) Review any notes, annotations, or highlights you made Begin your summary paragraph with specific details by using a FATt sentence Describe and restate the main points of the text in order using your annotations Use cited quotes to support your summary. DO NOT write your opinion in a summary

1/21: Extended Summary Practice pg. 9R Write a 10 sentence paragraph extended summary of the text we just read and annotated.. Begin your summary with a FATt sentence. When you are done, bring it to me to be stamped. F: Focus A: Author T: Title t: type of text (genre)