Sum it Up!
Reading to Learn
Rationale: Successful readers must use the tools of reading to comprehend the text that they are reading. Reading is not successful if meaningful comprehension is not the end outcome. Strategies that have proven to be effective in enhancing students’ reading comprehension include: summarization, representational imagery, mnemonic devices, story grammar, question generation, and question answering. This lesson design will focus on the skill of summarizing by teaching students’ how to pull the important details out of informational articles they will read.
set of "To Catch a Dragonfly" articles:
-Class set of "Antarctica Warming, Threatens Penguins" articles:
-Summarization Hints poster: Focus on the main points. Summarize each paragraph as you read. Compose a paragraph detailing the author's main points about the topic you read.
-Summarization Rules poster: Delete trivial information, Delete redundant information, Substitute general terms for a list of items, Integrate a series of events with a general action term, Identify the topic sentence, Invent a topic sentence if there is none.
-Highlighter for each student
-Pencils for each student
-Assessment Worksheets: Include places for them to summarize each paragraph in the article, Include place for them to summarize the article as a whole.
1. Introduce the lesson to the students.
Begin by explaining to the students what it means to summarize an informational article.
"Students, summarizing is what we do to tell the whole of what a piece
text is about in just a few sentences. Summarizing does not include
details, but focuses only on the main points of the text."
2. Present the Summarizing Rules & Summarizing Hints posters.
"Students, these posters can give you some guidelines to go by when
summarizing a piece of text. First, it is important to delete all
information that you read. Trivial information is information that is
pertinent to the main point of the article – these can be supporting
or trivial facts. Secondly, it is important to delete all redundant
– oftentimes, you may find that information is repeated several times
throughout the text. It is important to process the information the
but redundancies should not be acknowledged. Next, be conscious of
items or events – these should be condensed into a generalized concept.
attention to topic sentences of each paragraph, as these are helpful in
identifying the main points of the writing. If topic sentences are not
identifiable, attempt to create a topic sentence for each paragraph."
3. Guided Practice.
I will pass out the “Antarctica Warming” articles. I will read this
aloud to the students, displaying it on the document viewer. As we
read, I will
stop at the end of each paragraph modeling and asking the students to
in summarizing each paragraph. I will write down each sentence that we
summarize each paragraph on large chart paper. Once we have reached the
the article, we will go over all the paragraph summarization sentences
chart paper, and I will use these and combine them to create a whole
4. Independent Practice.
the “To Catch a Dragonfly” articles out to the class. Explain to them
will be reading them silently. Suggest that they use their highlighters
highlight main ideas of the article as they read, to make their
easier. They should complete their summarization worksheet as they
summarizing each paragraph, before summarizing the entire article.
students are reading, the teacher will circulate the classroom, helping
students as they read silently and assessing their completion of the
have finished, they should turn their summarization worksheets in for
teacher to look over and assess. The teacher should be certain to check
the students followed the guidelines of summarization presented earlier
White, Amy. Fly High & Summarize.
Saye, Maggie. Sum It Up!
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