The Evolution of Thought. SUMMARIZING: To pull out the most important information and put it in our own words to remember it. SYNTHESIZING: Arranging.

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Presentation transcript:

The Evolution of Thought

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.

Readers merge their thinking so that the new information makes sense

There are eleven Strategy Lessons for Summarizing and Synthesizing in Chapter 11.

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

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’

PURPOSE: To notice how our thinking evolves and changes as we read RESPONSE Keeping track of changed thinking in reading logs

PURPOSE Comparing and contrasting properties to better understand their essence RESPONSE Three column note form headed, ‘Compare & Contrast’

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’

PURPOSE Taking notes and using a variety of strategies to synthesize RESPONSE List of notes and strategies; one page written responses

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’

PURPOSE Writing from a first person perspective to better understand the contributions of historical figures RESPONSE Note taking forms that support writing

PURPOSE Noticing the thinking we do to access content and acquire knowledge RESPONSE Two column form headed ‘Content’ & ‘Process’ Class discussion

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’

PURPOSE Synthesizing information by attempting to answer difficult questions RESPONSE Sticky notes with questions

Summarizing and Synthesizing Based on the lessons in this chapter, we look for evidence that: 1. Students summarize information by retelling. 2. Students become aware of when they add to their knowledge base and revise their thinking as they read. 3. Students synthesize information through writing. 4. Students use a variety of ways to synthesize information and share their learning.

Everyone please get up and move 5 seats to your left! Please take your papers with you.

Teacher: Mr. Brett Mayberry C OMPARING AND C ONTRASTING IN S CIENCE AND S OCIAL S TUDIES 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’

Teacher: Mr. Ryan Lavine W RITING A S HORT S UMMARY 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’

The Evolution of Thought