1. Summarising 2. 04 2008 Presented by Module 4B

2. The 7 High Reliability Literacy Teaching Procedures (HRLTPs) This approach to literacy was developed by Prof John Munro It identifies the strategies readers need to convert written text information to knowledge It uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

3. The HRLTPs Getting Knowledge Ready Vocabulary Paraphrasing Reading Aloud Summarise What questions does the text answer? Review

4. Today’s Roadmap What is summarising and why is it important? What are the phases of summarising? How do we teach students to independently summarise? How do we implement summarising?

5. Why are we here today? Summarising Giving the short version

6. Compare the Original version to the Summarised version. ORIGINAL VERSION These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing. Obviously, a quotation must be identical to the original, using a narrow segment of the source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summaries are significantly shorter than the original and take a broad overview of the source material. Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999

7. Compare the Original version to the Summarised version. SUMMARISED VERSION Quotations take the exact words from a small section of the text. A paraphrase is rewriting the original text in your own words. A summary is a statement of the key ideas in the original text. Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999

8. What do you do to make an effective summary? select main ideas categorise ideas delete unnecessary details state the general idea

9. A useful summary Contains the key idea Contains the key terms Is much shorter than the original Has no examples Has no repetitions Is organised in a “logical” order

10. shows understanding higher order thinking engagement with the text links knowledge Why is Summarising Important?

11. How do students remember text? They store a summary of the material. They use the summary to organise information. They link new information to existing knowledge.

12. How do you get students to summarise? What instructions do you give? How do you scaffold the students to succeed?

13. Today’s Roadmap What is summarising and why is it important? What are the phases of summarising? How do we teach students to independently summarise? How do we implement summarising in our teaching?

14. When should we ask students to summarise? At the end of each paragraph At the end of the passage At the end of a topic

15. How to teach summarising

16. 1.Preparing for summarising Skimming identify the purpose of the text to persuade you of a particular point of view to report an investigation that has been carried out to describe an event look at illustrations or diagrams Do they show the overall concept? Do they give details? identify how the text or chapter is set out divided into sections with headings and sub-headings divided into paragraphs

17. 2. Read through the text to be summarised For unfamiliar words: Apply the MMM Highlight or note them so you can look them up later

18. 1. Say the word 6. Say to yourself what the word does in this sentence Remember The Meaning Making Motor 4. Use the context to work out meaning of the word 5. Note any graphics that go with the new word 2. Look at the letter patterns in the new word. 7. Substitute 8. Check your guess and modify guess if needed 3.Visualise the sentence 9. Check your dictionary meaning

19. 3. Establish the main ideas Look for ‘signpost words’ such as ‘first’, ‘second’ and ‘finally ’. Go through the reading again and highlight key words and phrases.

20. How to help students find the topic sentence It contains main idea It’s usually in the first sentence, however,  it may be in the last sentence  it may be within the paragraph Topic sentence Detail More detail

21. Using information maps WhoWhatWhere Topic Students can use words or pictures to collect information for the map. Once the map is filled out, students work backwards and write the information in their own words in sentences. What Why How

22. Exercise to help students understand the concept of the Main Idea Write the name of a nature program you watched recently. Write three important things that happened in the show. Write a sentence that tells what the show was mostly about. You just wrote about the main idea! Endangered Whales Habitat degradation Commercial hunting Ship collisions Of the 11 species of great whale, 7 are endangered because of human activity.

23. Outline the main ideas using a graphic organiser Diagrams show connections between the main ideas.

24. Text purpose and structure Different texts can be summarised in different ways. Science text: Mind map Maths: Summary grid of formula with example And many, many more…

25. Outline the main ideas using a graphic organiser The Spider diagram/mind map: This is a branching tree shaped diagram that deals with a central topic and the main ideas presented in relation to that topic

26. Outline the main ideas using a graphic organiser Network/tree/ hierarchical diagram: this diagram shows the hierarchical relationship among elements in the chart and is useful when the text deals with the cause of something, categories of something or description of a system

27. Outline the main ideas using a graphic organiser Compare/contrast table: this table consists of rows and columns and is useful when the text identifies similarities and differences between things, events or processes

28. Using a graphic organiser to work back to saying in summary sentences what students have learnt

29. Outline the main ideas using a graphic organiser Flow chart/chain of events diagram: This diagram lets you see the stages of a process and is useful if the text describes stages a series of steps a procedure

30. What to do if the text is poorly organised and/or written Ask students to think, pair, share about the images they are forming of the reading. Through discussion they can find agreement about things like:  The main ideas in the whole text  The main idea in each paragraph

31. What to do if a summary looks very close to the original Read the whole text before attempting summarising These exercises take the focus off the detail and instead, help students see the main ideas. A summary which resembles the original text too closely could be called plagiarism.

32. Today’s Roadmap What is summarising and why is it important? What are the phases of summarising? How do we teach students to independently summarise? How do we implement summarising in our teaching?

33. How do we teach students to summarise? Ask students to Skim and to scan a paragraph at a time Read the whole paragraph carefully Highlight the topic sentence of a paragraph Write the topic sentence or heading for a paragraph Underline the key words/ list the key words Link key words into meaningful sentences Say in one sentence what the paragraph is about or what students know after having read it Say the main question a paragraph answers Reduce the content of the original to one third

34. Summarising a full reading Heavier rainfall causes flooding Through climate change, farmed areas experience changes in temperature and rainfall, thus affecting crop growth Main idea: Climate change has many devastating effects The sea level is rising Ecosystems are changing

35. Using summary to show learning in each lesson Short oral summaries Short written summaries Pictures http://www.eduplace.com/g raphicorganizer/ Formal notes

36. Self Talk Students who self talk and automatise might ask: What does the text title tell me about the content? Is this a key point or an example? What is the topic sentence of each paragraph? Have I said the ideas in my own words? Have I kept the key words in my sentences? In what order should I sequence the topic sentences? Do I need a graphic organiser to help me organise the summary of the ideas? Is my summary a lot shorter than the original? Have I…

37. What should you notice when students effectively summarise? Increased engagement Ability to read longer Better understanding More skimming/scanning of text Ability to make strategic decisions about how to read the text Increased knowledge of how to use key features

38. How do we scaffold summarising for students? Ask students at the end of each session: “What do you now know that you didn’t know before?” When students write or say a sentence to answer this they are summarising.

39. A toolbox of strategies Key words Topic sentence Review Paragraphs Feedback Cloze Ask questions Matching Summarising activities sheet 17-04-08.doc

40. Today’s Roadmap What is summarising and why is it important? What are the phases of summarising? How do we teach students to independently summarise? How do we implement summarising in our teaching?

41. How can these procedures be used in your teaching? Implement the strategies gradually Select one or two strategies and use them consistently A whole school approach is best

42. Teacher planning to teach students to independently summarise Students need to: learn each strategy separately practise the strategies regularly say what they did and how each strategy helped them have success acknowledged by the teacher when using the strategies

43. It should look like this Students practise with increasingly more detailed text Teacher selects skill to introduce Students learn skill Students describe the strategies they used and reflect on how effective they were Self-talk

44. How do you build summarising skills into your teaching ? Lesson 1Lesson 2Lesson 3 Teach skim and scan skills Teach how to find key words Use key words to build sentences Find topic sentence in each paragraph Use a graphic organiser to summarise a page of text

45. Implementing Summarising Think about next week’s classes. Choose some summarising activities that you will try. Plan when and how you will lead students through an understanding of the skill.

46. SUMMARISE Selecting and bringing together the key ideas

47. An NMR Literacy Improvement Initiative Teacher development presentation and PD materials by Northern Region teachers: Alistair Forge Yota Korkoneas Lillian Leptos Les Mitchell David Mockridge Effie Sgardelis Jan Smith