This document provides descriptions and suggested uses for four templates and tools for teaching students how to summarize texts: 1. A summarizing tally sheet to track key details for students and teachers to fill out together while reading. 2. A summarizing rubric to help students assess, revise, and write their own summaries. 3. A chunking and rereading think sheet to guide students in breaking texts into chunks and writing summaries. 4. A self-assessment summary sheet for students to reflect on summarizing strategies and set goals. The templates are intended to scaffold students' summarizing skills and can be used in various reading activities and across subject areas. Teachers should model their use before having

1. Comprehension Shouldn’t Be Silent Summarizing Templates<br />Summarizing Tally Sheet (pg. 216) Text reference pg. 158 –possible uses of this template would be: teacher models and thinks aloud (students and teacher fill in while teacher reads and thinks aloud), guided reading (students use chart as they are reading in supportive environment or small group (use of subject integration like science text), shared reading (teacher and students reading and using the chart together). Perhaps the teacher may want to reduce the points or create a tally sheet for fiction and for non-fiction. <br />Summarizing Rubric (p. 217) Text Pg. 161 –Introduce it early in the unit and refer to it often. Students use to help them assess, revise and write their own summaries and writing (are very familiar with it), use in conjuction with the F and P (use written summary portion). Write summaries together...evaluate as a class with the rubric. Teacher can save written summaries for examples (students can use these to evaluate using the rubric or as exemplars of varied summaries) <br />Chunking and Rereading Text Think Sheet (pg. 219) Text Pg. 168 Model first but use to guide student summary (scaffolds the type of reading and summarizing the students will be doing as they get older), eventually could be an independent activity after modelling and sharing. Stop and write a sentence or two to capture their thinking....great with textbook reading. Would be good strategy to integrate into science, social etc. <br />Thinking About My Reading: Self Assessment Summary (pg.222) Text Pg. 172–students consider what strategies they have been using to summarize. Use large tally sheet to collectively see what strategies the students as a class have been using the most (students refer to their own summary sheet). Then use this data to create a class goal. After the model, students can use their own data to create individual goals. Immediately after, students take a short text and work on their plan (SEE pg. 177 text for example) Ask themselves which strategies of summarizing do they need to work on. <br />Other applications:<br />Reading Conferences<br />Fountas and Pinnell<br />Guided Reading/Small Group Instruction <br />Portfolios/Goal Setting <br />