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Summarization 60 min lit


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-one-hour workshop for high school teachers on teaching students to summarize effectively

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Summarization 60 min lit

  1. 1. What do you get? Random words› Key words Copy and paste Change some words Use terms they are not familiar with Restatement of original source› Retelling Repetition Poor grammar, caps, punctuation Poor bullet structure No sense
  2. 2. What do you want? Clear, concise description Individual thoughts and opinions Interpretation Big picture – generalizations Well-thought, clear details Understand the “why?” Mechanics
  3. 3. Summarize Shorter version In own words Shows main ideas SHORTER – Only key points Maintain same tone or attitude Must be in same order as article “Alien – test” Would they understand ifthey read your summary?
  4. 4.  Grades 9-10Determine the centralideas or conclusions ofa text; trace the text’sexplanation ordepiction of acomplex process,phenomenon, orconcept; provide anaccurate summary ofthe text. Grades 11-12Determine the centralideas or conclusions ofa text; summarizecomplex concepts,processes, orinformation presentedin a text byparaphrasing them insimpler but stillaccurate terms.
  5. 5.  They write down everything They write down next tonothing They give completesentences They write way too much They don’t write enough They copy word for word Pull out main ideas Focus on key details Use key words andphrases Break down the largerideas Write only enough toconvey the gist Take succinct butcomplete notesWhat You WantThem to Do
  6. 6.  Synthesize information› Very high level critical thinking› mastery level of content standards Distill info into a concise new form Separate important info from extraneous Paraphrase info.
  7. 7.  Summarizing and Note-taking: promotescomprehension because students haveto analyze what is important and what isnot important and put it in their ownwords› a. Provide a set of rules for asking students tosummarize a literary selection, a movie clip,a section of a textbook, etc.› b. Provide a basic outline for note-taking,having students fill in pertinent information
  8. 8.  Students must analyze information at adeep level to decide what to› delete› substitute› keep Should be in both linguistic andnonlinguistic forms› idea webs› Sketches› informal outlines.
  9. 9.  - See more at:
  10. 10.  - See more at:
  11. 11. Magnet Summary Movie Trailers› Title› Characters› Interest› Suspense› Setting› Mood› “sell it”› Hook› music Discovery› Marshall› Gold› Getting rich quick› Sutter› People› Flocked› Sawmill› Dig› Deeper› discovery
  12. 12.  This activity helps students summarize narrative textand provides a template for summary writing. Afterreading narrative text, students complete thefollowing: Line 1: Character’s name Line 2: Two words describing the character Line 3: Three words describing the setting Line 4: Four words stating the problem Line 5: Five words describing one event Line 6: Six words describing another event Line 7: Seven words describing a third event Line 8: Eight words describing the solution to theproblem
  13. 13.  Marshall Curious bossy California rivers sawmill No deed on land Tested gold is it real?
  14. 14. This activity can be used atthe end of a unit of study orafter reading an expositorytext to help studentssynthesize and summarizeinformation they learned. Pattern:Now I know that ________, that ________, that _______.I still want to know why ________I’m glad I learned that ________ because ________. Sample poem:Now I know that hardened lava is froma volcano, that Hawaii is a volcano, that earthquakes can killpeople.I still want to know when the big earthquakewill come because I want tobe ready.I’m glad I learned that volcanoes are underwater because I can be morealert.
  15. 15.  Students write a 3-4 word newspaper-like“headline” for a section or paragraph.› Examples: “Boy launches rocket!” “Town astounded!” “George crosses Delaware!”
  16. 16.  Flip Flop› Selective Underline on first read› Flip paper over› Write everything they remember› Flop to look for underlines they missed› Write a paragraph or sentence from those details Processing the knowledge in student brain – necessaryfor long-term retention of information› Provide time for students to share and compare their paragraphs› Process of sharing helps students PROCESS the knowledge› Helps them identify additional important info they may have missed› Cornell Notes: flip to back
  17. 17.  Students must write a summary ofselected material but have a “budget”of $2. Each word costs 5c, 10c, etc. You may give students “free” words ifyou like.
  18. 18. Summary Frames See Template!
  19. 19.  Procedure:  Students individually generate four words thatcapture the most important aspects of concept. Share their four words with partners and compile a listof the words they have in common. Determine two words that capture the mostimportant aspects. Determine the 1 word or big idea that best capturesthe reading. Share the various lists generated by their group inorder for the whole class to make as many learningconnections as possible.
  20. 20.  Write a summary of a readingselection on the large indexcard.  Students take the informationfrom the large card andcondense it onto the mediumsized card.  Finally, students condense itdown either further onto thesmall card.  This is a great way for studentsto get to the main point/idea ofa selection.
  21. 21.  Keep in mind—it’s not easy› Skills don’t come automatically› Just because they are in high school doesn’tmean they have mastered the skill Hard to learn/hard to teach Model repeatedly Give students practice timeTeacher Tips
  22. 22. Past and Future…… I used to………………. But now I’m going to try……………………