Reading to Learn Design
Summarization is one of the most vital concepts any skilled reader can
To do so, readers must sift through all extraneous information to get
author’s main point in a given amount of text. In doing so, readers
and strengthen their comprehension skills.
- Chalk and Chalkboard
(although a dry erase board and marker will work)
- The following
paragraph printed (although you could use a Power Point document or
overhead projector and transparency) on the board:
- Katie is turning
nine-years-old. She is not sure if anyone has remembered that today is
her birthday. When she comes home from school, her mother gives her a
snack as usual. Her little brother hogs the remote control as usual.
Katie is very sad. When she has finished her homework that evening, she
comes downstairs. All of a sudden, her friends and family jump out from
hiding. Katie is very surprised by her party!
- A chart to write on
the board with the words who, what, when, where, why, and how written along the left side going down. (an example
is provided below)
- 2 individual copies
of the above chart for each student. Student copies should include a
space for the URL of their choosing, as well as, a few blank lines for
their summary statement.
- Computers with
- Note: If this is not available, the
instructor may print multiple copies of the needed article and ones of
his or her choosing to distribute to the students OR the teacher may
use any expository (informational) book deemed adequate for the lesson.
- A assessment checklist (an example is
- In preparation, the
instructor should copy the above paragraph and chart onto the board.
- Review silent reading
procedures with the children. “Does anyone remember the steps we
use to go from reading aloud to reading silently? That’s right! We can
start by reading the first sentence in a paragraph out loud. We take
the next sentence and read it in our whisper voices like this. [Use
whisper voice here.] On the third sentence, it is okay to move your
lips as you read the words to yourself, but you should not make any
sound. [Pretend to read words in a book moving only your lips.]
Finally, we are at the point where we can read and be absolutely
- Introduce the idea and
importance of summarization. “Today, we are going to talk about a
very important part of the reading process. It is something that all
good readers must be able to do. Has anyone ever heard the word,
“summarize” before? Summarize is a verb, one of our
action words, that refers to finding the most important part of a book,
page, paragraph or any reading material. It is important to be able to
do this because sometime the things we read may be a bit confusing. If
you are able to pick out the main point, then you and others will know
that you have understood what the reading was about.
- Read the practice paragraph.
Read the text aloud and encourage the students to read along silently.
- Explain the “main details”
or “5Ws and 1H” strategy and have the students practice it. Show
the chart on the board. Tell them, “Each one of the words on this chart
can be turned into a question that you can ask about any reading. Who
turns into, ‘Who is the reading about?’ What turns into, ‘What was the
story about?’ When turns into ‘When did the events in the reading take
place?’ Where becomes ‘Where did this happen?’ Why is “Why did this
happen’ or ‘Why did they do what they did?’ Finally, how becomes, ‘How
did they do this?’ Now I want you read the paragraph again, on your
own, and as you do, ask yourself these questions.”
- Model how to fill in the
WWWWWH chart appropriately. “Okay, now that I’ve read and reread
this paragraph, I’m going to fill out the question chart on the board.
You’ll notice that for each question there is a space to fill in the
details. These do not have to be very long or in complete sentences.
I’m just going to write down the bare minimum of information I need to
answer the questions. Hmm, Who….who was the story about? The story was
about Katie. I’m going to write Katie in the blank next to Who.”
Proceed through each of the questions in the same manner asking for
assistance from the class. Explain that not all questions can be
answered with every reading, but it is important to find out as much as
- Have the children seat
themselves at an internet-ready computer and open up the default
browser (such as Netscape or Internet Explorer.) Have the children
go to the Explorers
- A - EnchantedLearning.com site listed above in the materials.
Allow them 5 – 10 minutes to peruse the first page, but instruct them
not to change to another site.
- Distribute two copies of
the individual chart to each student. “On the first chart, I want
you to write the name of the website we are on right now. Now, everyone
look at the paragraph about Edwin Aldrin. He is the second person from
the top. I want each of you to reread the paragraph about him and use
that information to fill in your chart.”
- Establish a group summary.
“Now that we are finished with our charts, would anyone like to raise
their hand and tell me what is the most important piece of information
we’ve read?” [Allow time for a few questions and answers, writing
suggestions on the board.] Turn the answer that is the best summary
into a summary sentence and write it on the board. Have the students
copy it on their sheets in the blanks provided.
students pick another
short passage on this website. At this point, they are free to visit
page, provided it is found within the main website. Have them provide
URL of their new passage and assist them with this, if necessary. As
instruct them to complete the chart, and using what they have found,
summary statement for the passage. These sheets may be collected for
teacher’s evaluation. Teachers may use the checklist provided before
purposes, but are free to pursue other means of examination.
if not using a website, text title, author, and page number)
following questions answered appropriately?
|Yes or No
|Yes or No
|Yes or No
|Yes or No
|Yes or No
main topic clearly express one, main thought?
|Yes or No
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