then

SUMMARIZE

Connect to the Text

WHO?WHAT?WHEN?WHERE?

HOW?WHY?

Be a News Reporter

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…

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 ~

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

Identify All Details/Major Events

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 LEFT OUT OF THE SUMMARY?

WHAT IS IT?

Students Evaluate Summaries

Title of Text to be

Summarized

Key word (s)Summarizing

Fourth text chunk

Key word (s)Summarizing

First text chunk

Key word (s)Summarizing

Third text chunk

Key word (s)Summarizing

Second text chunk

Somebody/Wanted/But/So Then

Reading Skills Importantto Summarization

• Conflict/Resolution• Character Differences, Goals, and Motivations• Main Ideas and Details• Making Generalizations

Excerpt from The NecklaceMrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t 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.

3 Things You Found Out

2 Interesting Facts

1 Question You Still Have

3 – 2 – 1 Strategy

WHAT DOES THE CURRICULUM SAY? - YEAR 5

• Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others.

• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view.

• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.

• Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

• Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects.

• Analyse how text structures and language features work together to meet the purpose of a text.

• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.

• Analyse strategies authors use to influence readers.

WHAT DOES THE CURRICULUM SAY? – YEAR 6

SYNTHESIZE

Connect to the Text

“When readers synthesize, they use a variety of strategies to build and enhance understanding. They summarize the

information, listen to their inner voice, and merge their thinking so that the information makes sense and is meaningful to them.

They connect the new to the known, they ask questions, they pick out the most important information – all of these strategies

intersect to allow us to synthesize information and actively use it.”

Harvey & Goudvis, 2007, p. 180

SYNTHESIZING IN ACTION

The puttingtogether

of parts or

so as to form a whole

SYNTHESIZE – Beyond Summary

elements

TEXT MATCH

Use the card that you have been given to find the other members of your table group.Once you have formed your table group, discuss the following questions: 1. How did you figure out to which group you belonged to? 2. What reading comprehension strategies were you using in this activity?

THE PROCESS OF SYNTHESIZING

Use the shapes given to create a graphic

representation or mind map illustrating the thinking you

did to put together your table group.

Take a walkabout to see how other groups represented

their thinking

Picture of Teacher Resource 3

High-Yield Strategy: Mapping

Kidssay…

“Synthesizing is like inferring, only super-sized!”

“When you synthesize you say in your head, I used to think this, but now I’m thinking this.”

“When I synthesize, my mind is changing, my ideas are changing, my thinking is changing.”

Independently read (a thought-provoking article).

In silence write only two different words that reflect your

thinking about a passage. After selections, tell others the

words, why you chose them, and how they relate to your

life.

Two-Word Strategy

1. Select a quote from the article you’ve 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.

Save the Last Word for Me

Ask student to sit in a chair in front of the room and assume the character

of the author from their book.Ask student various questions about

his/her author’s book.Move to a higher level and ask

his/her opinion on different subjects clearly important to that book and

why they were included.

Author Hot Seat

Power 1 ~ main point or category

Power 2’s, 3’s, and 4’s ~ corresponding details and examples

An example of Power Notes1. 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

Power 1

Power 2

Power 2

Power 3 Power 3 Power 3 Power 3

Refer to original PPT for further activities.Slides 28 - 40