then

1
Summarize
then
Synthesize
2
Summarize
Connect to the Text
3
What do we already know?

• What do you know about
• summarizing? What words come to mind?
• 2. How do you summarize?

4
Summarize --

• to present the substance
• or general idea in brief form

• to create a concise, condensed
• account of the original

• to cover the main points

5
Discuss --
Why is summarizing important in your content
area?

• What are the challenges in teaching it?

6
Why summarize?

• Practice in summarizing improves students
  reading comprehension of fiction and nonfiction
  alike, helping them construct an overall
  understanding of a text, story, chapter, or
  article.
• (Rinehart, Stahl Erickson, 1986)

7
Teaching Summarization
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How Can I Teach My Students to Summarize?

• Newspaper Articles
• Short Text
• Internet Source
• Passage from Content Text
• Picture Books

9
Who?What?When?Where?How?Why?
Be a News Reporter
10
Reciprocal Teaching

• 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

11
Look at the title.Look at the first and last
paragraph.Ask yourself What is discussed
through the whole section?Look at captions,
pictures, words in bold, and headings for clues
to the topic. What do they all have in common?
Steps to identify the topic
12
Identify All Details/Major Events

• 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

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1. If you have not read the text yourself,
would you be able to understand what it was
about from the summary? Why or why not?2. Is
there anything important that should be
added? What is it?3. Is there anything
unimportant that should be be left out of the
summary? What is it?
Students Evaluate Summaries
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Key word (s) Summarizing First text chunk
Key word (s) Summarizing Fourth text chunk
Title of Text to be Summarized
Key word (s) Summarizing Third text chunk
Key word (s) Summarizing Second text chunk
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Somebody/Wanted/But/So Then

• Reading Skills Important
• to Summarization
• Conflict/Resolution
• Character Differences, Goals,
• and Motivations
• Main Ideas and Details
• Making Generalizations

16
Excerpt from The Necklace Mrs. Loisel wanted to
be rich and wanted to go to the dance. BUT she
didnt 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.
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Sum It Up!
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)
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3 2 1 Strategy

• 3 Things You Found Out
• 2 Interesting Facts
• 1 Question You Still Have

19
Synthesize
Connect to the Text
20
Synthesis is

• 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)

21
SYNTHESIZE Beyond Summary
22
Kidssay

• Synthesizing is like inferring, only
  super-sized!

When you synthesize you say in your head,
I used to think this, but now Im
thinking this.
When I synthesize, my mind is
changing, my ideas are changing, my thinking
is changing.
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BringingIt home

• As families gather and share the events of the
  day, they are synthesizing, sorting out the
  unimportant, and creating individual
  interpretations of the day.
• Keene, Zimmerman

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Synthesizing

1. How is synthesizing important to your content
   area?
2. What are the challenges in teaching it?

25
Ways to Synthesize
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Blooms Taxonomy
Cues for Synthesis

• Compose
• Construct
• Develop
• Organize
• Perform
• Produce
• Propose
• Rewrite

• Combine
• Integrate
• Modify
• Rearrange
• Substitute
• Plan
• Create
• Design
• Invent

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Two-Word Strategy

• Read a thought-provoking article.
• Ask students to be silent and then to write only
  two different words that reflect their thinking
  about a passage.
• After selections, students should tell others the
  words, why they chose them, and how they relate
  to their lives.

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Strip Poem

• 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.

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Save the Last Word for Me

• Directions for Students
• 1. Select a quote from the article youve 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.

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Character Hot Seat

• Ask student to sit in a chair in front of the
  room and assume a character from their book.
• Ask student various questions about his/her
  characters life.
• Move to a higher level and ask his/her opinion on
  different subjects clearly important to that
  character.

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Reformulations You can turn

• Poems into stories or letters
• Expository text into narrative text
• Diaries or memoirs into plays, newspaper
  articles, or television scripts
• Texts into comic books, letters, or interviews

32
Power Notes
Giving Notes a Power Rating
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Power Notes

• Power Notes contribute to students awareness of
  text structure as they
• read and write. In addition
• Students learn to read actively and to
  prioritize main ideas from details as they study.
• Power Notes can be integrated into a number of
  other activities to help students perceive how
  information is interconnected.

34
Power Notes

• Power 1
• main point or category
• Power 2s, 3s, and 4s
• corresponding details and examples

35
Power Notes
An example of Power Notes 1. Penalties in
Football 2. On Offense 3. Holding 3.
Clipping 2. On Defense 3. Off Sides 3.
Pass Interference 3. Grabbing Face Mask 2.
On Special Teams
36
Power Notes
Power 1
Power 2
Power 2
Power 3
Power 3
Power 3
Power 3
37
Dont Forget to Model

• I do, you watch.
• I do, you help.

• You do,
• I watch.
• You do,
• I help.

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Proficient Readers Are

• Aware of changes in their conclusions about text
  actively revising meaning
• Monitoring the overall meaning and themes in text
• Aware of text elements in fiction character,
  setting, and conflict/resolution
• Aware of text patterns in nonfiction
• Employing cause/effect, time order, and
  problem/solution
• Using their knowledge to make decisions about the
  overall knowledge

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Proficient Readers(After Reading)

• Can express, in a variety of means, ideas and
  themes relevant to the overall meaning of the
  text
• Create in an original way a sum of information
  from the text, from other texts, and their own
  ideas and opinions
• Use it to share, recommend, and CRITICALLY REVIEW
  the book

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• A mind stretched to a new idea never goes back
  to its original dimensions.
• Oliver Wendell Holmes