Sum it Up!
Rationale:
When children
are able to construct meaning of a certain
text and connect that text with their own background knowledge and
experiences,
they are showing the comprehension of what they are reading. It is
important
that early in a child reading education, that they learn to comprehend
the
story or text that they are reading. There are various ways to help
students
with comprehension, one is specific is summarization. Teachers use
summarization because it lets her know if the students grasped the main
idea
behind the story. When provided with the
necessary skills to make their own summarizations they will be able to
interpret the information from their readings. The following lesson the
students will learn how to use summarization skills and be able to
apply them
to their reading skills.
Materials:
Bookmark for
each student with the 3 summarization rules:
1.Delete
information that is not important or repeated
2.Highlight
the important and necessary details by using key
words or headings
3.Find a
topic sentence that covers the main idea, and if
there is not a topic sentence then make one;
Highlighters
for each student
Pencils for
each student
A check list
of each child for me to assess during reading
(see assessment).
The article
from national geographic ‰¥þWild Cats‰¥ÿ for each
child
Procedures:
1. Explaining
comprehension: Today class we are going to be talking about
comprehension does anyone
know something about comprehension in reading? That's right;
comprehension is
when we remember what we read and after we have read it. I
know of a special technique that we could
use to help us comprehend our stories, it is called summarization! If
we
summarize what we read, it makes it easier to remember important parts.
2. Going over
the three steps for summarization: There are
three steps in summarization (I will have them written n the board)
step 1. Delete
information that is not important or repeated so while we read we will
cross
out what are not important 2. Highlight the important and necessary
details by
using key words or headings we can use our highlighters for this part
3. Find a
topic sentence that covers the main idea, and if there is not a topic
sentence
then make one, and if we look back at what we have highlighted these
key topics
will help. I also have these great bookmarks that everyone gets, so
when you are
reading you can look at the book mark for help.
3. Model
summarizing using this excerpt from National
Geographic Kids. Now we are going to
practice
using summarization by reading this article about wild cats. As we read
I want
you to read silently like this (I model for them how to read silently,
by
allowing my eyes to move across the words, and occasionally mouthing
the words
to myself with out making any sounds). Now when I begin to pass these
out I
want you to begin reading the first paragraph silently. When you are
finished I
want you to look up. (Allow them time to read). When everyone finishes
I will
go over the three steps.
What
comes to mind when you hear the words
wild cats? Do you picture
golden lions on the plains of
Here
are a few examples. A man in
Stories
like these are becoming more common. That's because people are moving
into
areas that once were wilderness. This has brought people into contact
with
Okay here are
something's I thought about that paragraph. (I
will place the article on the overhead and begin to read it allowed).
The first
two sentences where actually questions so I marked through those. The
next
sentence I highlighted I thought it was important. The middle sentences
I read
but marked through, and I highlighted the very last sentence. So I
thought 'Maybe
you should start thinking closer to home possibly even your own front
yard.
That's because people are moving into areas that once were wilderness.
This has
brought people into contact with
4. Guided
practice: now I will have you all read together
in groups and work together to figure out the summarization of the next
section
of the article. (Have them sitting together in groups of three to
four.) Remember
to use the highlighters and pencils to highlight important facts and to
cross
out repeats or unimportant things. (Allow for them to read). Remember
to write
down one or two summarization sentence! Begin reading, when you are
finished
everyone look up at me.
5. Now I am going to
have you all try this all on your own! While you are reading I want you
to use
the highlighter that I have provided and a pencil to cross out things
that are
not important or might be repeated, and to highlight the important
parts. I
want you too read the rest of the article and write down one or two
sentences
explaining what the article was about. Remember to read quietly, and
just read
the last section. When you are finished, look up.
Assessment:
I will assess
my students on their summarization of the
article. I will read what hey have written, to see if they comprehended
their
text. I will have a check list for each student, so when I am looking
over
their summaries I can take note if they have 1.included the main points
2.deleted any small details and 3.combined repeated ideas. Also I
will
note if they crossed out or highlighted and important or unimportant
information in their articles. I will also take note of the students
who are
using their bookmarks for reference.
Resources:
Wild Cats Article by Dana Jensen
and Peter Winkler. "Wild Cats" appears on page 18 of the March 2008
issue.
http://magma.nationalgeographic.com/ngexplorer/0803/articles/mainarticle.html
Autrey,
Sarah. "Let's Get the Facts!"
http://www.auburn.edu/academic/education/reading_genie/constr/autreyrl.html
Foster,
Ridey. "Sensational Summarization" http://www.auburn.edu/academic/education/reading_genie/constr/fosterrl.html
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