2. then

3. Connect to the Text

4. 1.What do you know about summarizing? What words come to mind? 2. How do you summarize? 1.What do you know about summarizing? What words come to mind? 2. How do you summarize? What do we already know?

5.  to create a clear, concise, and complete condensed account of the original;  to create a clear, concise, and complete condensed account of the original;  to present the substance or general idea in brief form;  to present the substance or general idea in brief form;  to cover the main points

6. Why is summarizing important? Why is summarizing important?

7. “Practice in summarizing improves students’ reading comprehension of fiction and nonfiction alike, helping to construct an overall understanding of a text, story, chapter, or article.” (Rinehart, Stahl & Erickson, 1986) “Practice in summarizing improves students’ reading comprehension of fiction and nonfiction alike, helping to construct an overall understanding of a text, story, chapter, or article.” (Rinehart, Stahl & Erickson, 1986)

8. Be a News Reporter Be a News Reporter

9. Ways to introduce a summary:  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…  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…

10. Steps to identify the topic ~

11. 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 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 Identify All Details/Major Events

12. How to evaluate your summary

13. Title of Text to be Summarized Key word (s) Summarizing Fourth text chunk Key word (s) Summarizing First text chunk Key word (s) Summarizing Third text chunk Key word (s) Summarizing Second text chunk

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

15. Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t 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. Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t 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.

16. “She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.” Excerpt from Ruth Law Thrills a Nation (Brown, 1993) “She put on two woolen suits, one on top of the other. Then she put on two leather suits and covered her bulky outfit with a skirt.” Excerpt from Ruth Law Thrills a Nation (Brown, 1993) Sum It Up!

17. 3 Things You Found Out 2 Interesting Facts 1 Question You Still Have 3 Things You Found Out 2 Interesting Facts 1 Question You Still Have 3 – 2 – 1 Strategy

18. Connect to the Text

19. The putting together of parts or elements so as to form a whole SYNTHESIZE – Beyond Summary

20. “The process of ordering, recalling, retelling, and recreating into a coherent whole the information with which our minds are bombarded every day. It is the uniquely human trait that permits us to sift through a myriad of details and focus on those pieces we need to know and remember.” (Keene/Zimmerman) Synthesis is…

21. “Synthesizing is like inferring, only super-sized!” “When you synthesize you say “When you synthesize you say in your head, I used to think this, but now I’m now I’m thinking this.” thinking this.” “When I “When I synthesize, my synthesize, my mind is changing, my ideas are changing, my mind is changing, my ideas are changing, my thinking is thinking is changing.” changing.”

22. “As families share the events of the day, they are synthesizing, sorting out the unimportant, and creating individual interpretations of the day.” Keene, Zimmerman “As families share the events of the day, they are synthesizing, sorting out the unimportant, and creating individual interpretations of the day.” Keene, Zimmerman Bringing It home…

23. How is synthesizing important for your understanding? SynthesizingSynthesizing

25. Combine Combine Integrate Integrate Modify Modify Rearrange Rearrange Substitute Substitute Plan Plan Create Create Design Design Invent Invent Bloom’s Taxonomy Compose Compose Construct Construct Develop Develop Organize Organize Perform Perform Produce Produce Propose Propose Rewrite Rewrite Cues for Synthesis

26.  Read a thought-provoking article.  Write only two different words that reflect your thinking about the passage.  After selections, tell others the words, why you chose them, and how they relate to your life.  Read a thought-provoking article.  Write only two different words that reflect your thinking about the passage.  After selections, tell others the words, why you chose them, and how they relate to your life. Two-Word Strategy

27.  Each person writes one item that he/she knows about the subject studied.  The strips of paper are read aloud in a small group.  The group organizes itself in some coherent form.  The group reads the “poem” to the class.  Each person writes one item that he/she knows about the subject studied.  The strips of paper are read aloud in a small group.  The group organizes itself in some coherent form.  The group reads the “poem” to the class. Strip Poem

28. Directions: 1. Select a quote from the article you’ve 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. Directions: 1. Select a quote from the article you’ve 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. Save the Last Word for Me

29.  Student sits in a chair in front of the room and assume a character from their book.  Ask student various questions about his/her character’s life.  Move to a higher level and ask his/her opinion on different subjects clearly important to that character.  Student sits in a chair in front of the room and assume a character from their book.  Ask student various questions about his/her character’s life.  Move to a higher level and ask his/her opinion on different subjects clearly important to that character. Character Hot Seat