be able to skim through the unnecessary
information and locate important information that will help them
story. Summarization is important for
students to be able to recount the story using only significant
information. With summarization skills,
students will be able to eliminate the trivial and redundant
focus on the main points.
article from www.timeforkids.com. The teacher will print off articles regarding
national news, space news, science news, and world news for most
students. Example articles are: "What on Earth is
Earth Day" April 21, 2006 and "Chinese President Visits Washington"
April 20, 2006.
transparency of “Jeans” (see references)
- The teacher will begin the lesson by
asking if anyone knows what summarization means. After
the students give their answers, the teacher will provide what
summarization is. Summarization is the
process of cutting out unnecessary information in what we read and
picking out the important facts that we need in order to understand the
story. The teacher will explain that
summarization is used in every type of story, whether it is real or
- The teacher will place the
transparency of “Jeans” on the overhead. The
teacher will model summarization by reading “Jeans” from the Scholastic
“Do you like to
wear jeans? Do you
know who made them first? Once a man
went to California
to find gold. The people there were
looking for gold. They were digging in
dirt and they needed strong pants that would not tear.
The man got special cloth from France.
It was from a town called ‘de Nimes.’ He
made lots of pants from the cloth. The
people started calling the cloth ‘de
Nimes.’ The first pants were brown, but
the man made them blue. The pants are
called denim. The man’s name was Levi
Strauss. People say he did not find gold
but he found something better. He made
lots and lots of jeans, and his company still makes them today.”
will read the entire
passage first. Then the teacher will
read the sentences one by one, modeling for the students if the
sentence is important
in the overall message of the story. For
example, the teacher will say, “In the sentence, ‘People say he did not
gold in California,
but he found something better?’ I will think, is this crucial to the
story?” "No, it is not crucial to the
overall message, so I will mark it out."
The important facts will be highlighted.
When each sentence has been examined, the teacher will write one
sentence on the board giving the meaning of the article: “Levi Strauss
blue jeans out of a cloth from de Nimes,
France in order to
provide strong pants for all
of the people in California
digging for gold.”
- Now it is the students’ turn to
practice summarizing. The teacher will
hand out either news articles or copies of the story books to each
student. The students will read silently
while crossing out unimportant information and highlighting important
- The students will write one sentence
that summarizes the entire piece that they read. They
will hand in their sentences for assessment. The rubric for
assessing the students will be based on if the students include the
most important overall message of the article and if they leave out the
unimportant extra sentences.
by Week Homework for Building Reading
Comprehension and Fluency: Grade 1.
Rose, Mary. 2002. Scholastic Teaching Resources.
can be purchased
for $13.99 from:
Click here to return to Inventions
Click here to
return to Reading Genie