1. Concept:
Summarizing
Purpose: To transition into the next concept, Summarizing.
Script:
Let’s journey into our next concept, Summarizing.

2. Plan Ahead Strategies “IVF” Topic Sentence Summarizing Fact Outline
Purpose: To reveal two summarizing strategies.
Script:
Two strategies used to support summary writing, Burrito ‘IVF’ Topic Sentences and Fact Outlines, are found in Section 3 of the manual.
Earlier, you were introduced to using I.V.F. statements with the reading, The Bad Kangaroo.
Let’s take a more in-depth look at this strategy.
Fact Outline
Summarizing

3. Author of Step Up to Writing
What is a Summary?
A summary is a shortened, condensed version of an item such as an article, story, film, or chapter in a textbook. The purpose of a summary is to share the key ideas from the item with your reader.
Maureen Auman,
Author of Step Up to Writing
Purpose: To explore what defines a summary.
Script:
What is a summary?
(click) A summary is a “shortened, condensed version of an item such as an article, story, film, or chapter in a textbook. The purpose of a summary is to share the key ideas from the item with your reader.”
When students summarize, they demonstrate the ability to synthesize information. Without guidance, students often fall short. Summaries then become a retelling of the plot or text, or a task of merely recopying information. To avoid this pitfall, students are taught to recognize the components of a true summary.
Summarizing
3-3

4. A Summary
The article, “Insects in Winter,” explains how many insects survive when it gets cold. Ants dig deep into the earth. Beetles often go underground, but some beetles stack up in piles under leaves or rocks to keep warm. Bees protect themselves by gathering together in a ball in the center of the hive. Flies and mosquitoes hunt for a warm spot to live. In the winter, they can be found in basements, attics, barns, or inside trees. During the cold winter, insects must stay warm to survive.
Purpose: To share an example summary.
Script:
A summary, such as this sample of Insects in Winter begins with a topic sentence that identifies the text and pinpoints the big idea – (click) “The article, Insects in Winter, explains how many insects survive when it gets cold.”
The remainder of the paragraph depicts how various insects survive the cold, harsh conditions of winter.
“Ants dig deep into the earth. Beetles often go underground, but some beetles stack up in piles under leaves or rocks to keep warm. Bees protect themselves by gathering together in a ball in the center of the hive. Flies and mosquitoes hunt for a warm spot to live. In the winter, they can be found in basements, attics, barns, or inside trees. During the cold winter, insects must stay warm to survive.”
Take a few minutes to point out sample summary paragraphs found in Handy Pages, Level 1 or Level 2.
Notice the composition of each topic sentence:
the identification of the text
followed by a summary verb
and then the completion of the thought.
This is the construction of the Burrito “IVF” Topic Sentence. It mimics the basic sentence method introduced earlier, but its purpose is now related specifically to summaries.
On page 3-4 of the manual, you’ll find a more detailed explanation.
Summarizing

5. “IVF” Topic Sentence ACTION WORD Identify the Item Verb It! Finish It!
What is the text?
What type of text is it?
Who is the author?
What is the big idea?
What is the big concept?
What is the main idea?
ACTION WORD
Purpose: To explain the three-part “I.V.F.” Topic Sentence.
Script:
Each example from the Handy Pages contains this (click) three-part sentence that begins with identifying the item. To construct the beginning of the sentence, students are taught to answer such questions as…
(click) “What is the text?”
(click) “What type of text is it?”
(click) “Who is the author?”
Next, students choose a verb (click) – an action verb that relates to the purpose of the text.
Finally, students finish the thought with…
(click)” the big idea,”
(click) “the big concept,” or
(click) “the main idea of the text.”
Let’s take a moment and experience how to summarize a text we are all familiar with - the fairytale, Cinderella.
Summarizing
Mastering Vocabulary
3-4

6. Identify the Item I V F Identify the Item Cinderella fairytale
What is the text?
What type of text is it?
Who is the author? I V F
Purpose: To construct the “I” part of the Cinderella summary sentence.
Script:
Let’s begin the prewriting process for the I.V.F Sentence.
What is the text we are summarizing? (click) “Cinderella”
What type of text is it? (click) “fairytale”
Who is the author? click) “Brothers Grimm”
Summarizing
Cinderella
fairytale
Brothers Grimm
Mastering Vocabulary

7. Verb It! I V F ACTION WORD Verb It! Cinderella fairytale
Purpose: To reveal the connection between the verb choice and the purpose of the text.
Script:
When choosing the action verb, the purpose of the text must be considered. For that reason, Step Up to Writing offers an extensive list of purposeful verbs for both beginning and advanced writers.
Summarizing
Cinderella
fairytale
Brothers Grimm
Mastering Vocabulary

8. Verb It! I V F List A: For Beginners compares defines describes
explains
gives
lists
presents
shows
tells I V F
Purpose: To construct the “V” part of the Cinderella summary sentence.
Script:
On page 3-6 of the manual, you’ll find a Verb Reference List for Summaries. It’s also found on page 4 of your Training Packet. Note the diversity and complexity of verbs.
For this exercise, let’s choose from List A. Think about the purpose of Cinderella.
Does Cinderella compare?
Does Cinderella describe?
Does Cinderella present?
Does Cinderella explain?
Does Cinderella tell?
(click) I feel Cinderella “describes.”
Now, let’s finish the thought with the “big idea.”
Summarizing
Cinderella
describes
fairytale
Brothers Grimm

9. Finish It! I V F Finish It! Cinderella describes how a young girl
What is the big idea?
What is the big concept?
What is the main idea? I V F
Purpose: To construct the “F” part of the Cinderella summary sentence.
Script:
The final part of the I.V.F statement asks students to think about the “big idea” of the text. Terms like “big concept” or “main idea” can also be used synonymously.
To determine the “big idea,” teach students to formulate the parts into a question…
“The fairytale, Cinderella, by Brothers Grimm, describes what?????
My answer… (click) “how a young girl goes from rags to riches.”
Summarizing
Cinderella
describes
how a young girl
fairytale
goes from rags to
Brothers Grimm
riches
Mastering Vocabulary

10. Make a “Real” Sentence I V F STEP 1: STEP 2: Cinderella describes
how a young girl
fairytale
goes from rags to
Brothers Grimm
riches
Purpose: To complete Step 2 of summary writing.
Script:
Once the prewriting is done, students are then asked to take the next step of summary writing and add the necessary words to make it into a “real sentence.”
By adding the necessary capitalization, articles, and punctuation, the pre-write become a real sentence.
(click) Reveal your sentence.
STEP 2:
Summarizing
The fairytale, Cinderella, by the Brothers Grimm, describes how a young girl goes from rags to riches.

11. Summary Sentence: Let’s Try It!V F
STEP 1:
Purpose: To practice Steps 1 and 2 of summary writing using an expository text.
Script:
Let’s try it. We’ll summarize an expository text. Let’s burrito fold a piece of notebook paper.
Trace halfway down the folds, labeling each column – I, V, and F.
Using the article, Tropical Rainforest Animals, complete the first step of summary writing by constructing the “ I,” “V,” and “F.”
This time, challenge yourself to use a verb from List B.
When you’ve completed Step 1, move to Step 2 and construct the “real sentence.”
Share your summary sentence with a partner.
STEP 2:
Summarizing

12. A Summary Plan: Fact Outline
Write a 3 part summary sentence.
Identify the item.
Verb
Finish your thought.
Copy the sentence so it looks like a real sentence.
Purpose: To reveal Step 3, the Fact Outline.
Script:
Once students are comfortable with Steps 1 and 2 of the I.V.F. process, many teachers journey into the summary paragraph.
(click) Step 3 requires students to gather facts and compose a simple fact outline.
Let’s take a look at two samples. The first is a summary of a narrative, while the second features an expository piece.
Summarizing
Write the facts.

13. Summary Plan Write a 3 part summary sentence.
Identify the item.
Verb
Finish your thought
fairytale
shows
how a girl’s life can be
changed
Cinderella
Brothers Grimm
Copy the sentence so it looks like a real sentence.
Purpose: To share Steps for a narrative summary.
Script:
Step 1 identifies the item (click, the verb (click), and the completion of the thought (click).
Step 2 is the “real” sentence. (click)
Step 3 prompts students to write the facts. (click) (click) (click) (click) (click) Notice how each fact leads to the “big idea” of the summary… that a young girl’s life was changed.
These facts are merely phrases. Like the Informal Outline, the dashes will be developed into more detailed sentences when drafting.
The fairytale, Cinderella, by the Brothers Grimm, shows how a girl’s life can be changed.
Summarizing
Write the facts.
forced into chores
fairy godmother
dances with prince
shoe fits
marries prince

14. Cinderella: A Summary
The fairytale, Cinderella, tells how a young girl’s life can be changed for the better. Cinderella spent much of her days doing chores for her mean stepmother and her two ugly stepsisters. A fairy godmother arrived and granted Cinderella’s wish to attend the prince’s ball. Dressed in a beautiful gown, Cinderella arrived at the ball and caught the attention of the prince. They danced much of the night, but when midnight came, Cinderella ran and lost her slipper. The prince searched the kingdom and found that Cinderella’s foot fit in the slipper. To the surprise of the ugly stepsisters, the prince married Cinderella, and they spent the rest of their life living happily ever.
Purpose: To share an example of a narrative summary.
Script:
The result…a complete summary (click).
Notice how each fact from the outline is developed with greater detail and description.
“The fairytale, Cinderella, tells how a young girl’s life can be changed for the better. Cinderella spent much of her days doing chores for her mean stepmother and her two ugly stepsisters. A fairy godmother arrived and granted Cinderella’s wish to attend the prince’s ball. Dressed in a beautiful gown, Cinderella arrived at the ball and caught the attention of the prince. They danced much of the night, but when midnight came, Cinderella ran and lost her slipper. The prince searched the kingdom and found that Cinderella’s foot fit in the slipper. To the surprise of the ugly stepsisters, the prince married Cinderella, and they spent the rest of their life living happily ever.”
There is no expository conclusion on the summary. The message: Why summarize a summary?
Is the process the same when summarizing expository pieces?
Summarizing

15. Summary Plan Write a 3 part summary sentence.
Identify the item.
Verb
Finish your thought
The Long Goodbye
shows
how family pulled together
Newsweek
October 2, 1995
Copy the sentence so it looks like a real sentence.
Purpose: To share Steps for a narrative summary.
Script:
The expository piece is an article about former President Ronald Reagan.
The author determined the I (click), V (click) and (click) F, and then composed the summary sentence. (click)
The author then determined facts that supported how the family pulled together. Facts included…
(click) “Patti Davis”
(click) “Michael Reagan”
(click) “Ron Reagan, Jr.”
(click) “Maureen and grandchild”
(click) “Nancy Reagan”
The Long Goodbye, Newsweek, October 2, 1995, shows how the family of former president Ronald Reagan pulled together when he was stricken with Alzheimer’s.
Summarizing
Write the facts.
Patti Davis
Michael Reagan
Ron Reagan Jr.
Maureen and grandchild
Nancy Reagan
3-11

16. The Long Goodbye: A Summary
The Long Goodbye, Newsweek, October 2, 1995, shows how the family of former president Ronald Reagan pulled together when he was stricken with Alzheimer’s. Ronald Reagan’s children have often been critical of their father, but recently his daughter Patti called to apologize for the disrespect she has shown to her parents for many years. She even visited her father on Father’s Day and spent time laughing and talking to other members of the family. Reagan’s son Michael, who once criticized his father for never hugging him, has also spent time with his father. The visits, he says, always end in a hug. Ron, the youngest child, who has always been close to his parents, continues to support his father through this illness. Maureen Reagan, the oldest, recently visited her father so he could spend time swimming with his newest grandchild, a 10-year old girl from Uganda. Nancy Reagan believes that the illness her husband suffers is bringing the family closer together.
Purpose: To share an example of an expository summary.
Script:
The result…(click) a complete summary. Notice how each fact is developed with greater detail and description. Additional sentences are also included.
“The Long Goodbye, Newsweek, October 2, 1995, shows how the family of former president Ronald Reagan pulled together when he was stricken with Alzheimer’s. Ronald Reagan’s children have often been critical of their father, but recently his daughter Patti called to apologize for the disrespect she has shown to her parents for many years. She even visited her father on Father’s Day and spent time laughing and talking to other members of the family. Reagan’s son Michael, who once criticized his father for never hugging him, has also spent time with his father. The visits, he says, always end in a hug. Ron, the youngest child, who has always been close to his parents, continues to support his father through this illness. Maureen Reagan, the oldest, recently visited her father so he could spend time swimming with his newest grandchild, a 10-year old girl from Uganda. Nancy Reagan believes that the illness her husband suffers is bringing the family closer together.”
Summarizing
3-11

17. Let’s Try It! Concept: Active Reading, Listening, and Viewing
Strategy: I.V.F. I V F
Purpose: To introduce participants to concept-based instruction using IVF.
Script:
Another strategy that supports Active Reading, Listening, and Viewing and complements Quick Sketch is the I.V.F. Summary Sentence found on page 8-17 of the manual.
For this activity, you’ll need 3 yellow sticky notes.
When writing a summary sentence, we encourage students to think of it in three parts:
(click) The “I” stands for Identify – what text are we summarizing? Title your first sticky, “I.”
(click) The “V” represents Verb – what verb best suits the purpose of the text? Title your second sticky, “V.”
(click) The “F” stands for Finish the Thought - what is the big idea of the text? Title your third sticky, “F.”
Let’s experience this process.
On the “I” sticky, write the name of the text: The Bad Kangaroo. Consider adding the author and the genre.
On page 1 of the Training Packet, you’ll find a verb reference list for summaries. Highlight the following verbs: describes, shows, tells. Think about the purpose of the fable. Is it describing, showing or telling? Choose one of the verbs and place it on the “V” sticky.
Now that you’ve completed the “I” and “V” steps of the summary sentence, let’s finish the thought. Finish the thought with the “big idea” of the fable. What is the fable describing? What is the fable showing?
Orally compose a summary sentence and share it with your partner. In Section 3, you’ll find more information about I.V.F. summaries. Later in the training, you’ll experience the entire process for creating summary paragraphs.
For now, discuss how I.V.F., if embraced as a common strategy, could improve student achievement.
Quick Sketch and I.V..F are just two of the many common strategies for Active Reading/Listening. Let’s take a peek at more of the resources available to support your instruction.
Introduction
8-17