Soaring  Summarizing!

 

 

 

 

 

a Reading to Learn design

By: Kate Patrick

 

Rationale: When children have learned to read with accuracy and fluency, it is important for them to continue to grow as readers by comprehending what they read. This is the ultimate goal of reading. In this step, reading to learn, we will focus on summarizing. Summarizing helps students read to learn. In this lesson, students will learn to summarize by teaching them to pick out the important parts of the text and delete redundant or unnecessary parts of the text.

 

Materials:

-“The First Airplane” article from Celebrating Chemistry. American Chemical Society (2003). (Class set and teacher copy).

-Chemistry. American Chemical Society (2003)

-Markers for each group

-Poster with summarizing rules

1. Delete unimportant or repeated information

2. Locate important information and highlight

3. Write a topic sentence

-Overhead/document camera

-Pencil and paper

-Assessment chart

 

Procedure:

 

1.“Today, class, we are going to talk more about comprehension. Who can tell me what it means to comprehend?” [allow a few students to respond]. “Great! Comprehension does mean to understand the meaning and the message of what you read. Today, we are focusing on a strategy that will help you this. It is called summarizing. When we summarize it is kind of like giving a  recap of what is in the text. This is how we can remember the really important meaning of the text.”

 

2. “Now, take a minute to think back to what we have been talking about in social studies. [Wait time]. “Yep! We have been talking about inventors. What is some of the vocabulary we have been talking about? We talked about how an engineer could be someone who made the plane and who is very smart. Engineers use their scientific knowledge to work out practical problems. Who else could be an engineer?” [Take a few answers and discuss why they are or are not and engineer]. “So now, we discovered that an engine is a kind of machine that has moving parts. The engine can change power into motion.” Ask students, “what are some things that use engines?” [listen to a few answers from students].  Ask, “Does a bicycle have an engine?” [talk about how a bike doesn’t have an engine because you use your legs to pedal].

 

3. “Good, now that we have refreshed our minds, we can get back to summarizing.”[bring out the poster with the summary rules on it]. Tell students “your job is to copy down each of these rules as we talk about them. The first rule of summarizing is to delete unimportant or repeated information. [Allow a little time for students to write it down]. In order to do this, we have to pick out only the really important parts of the text. If we see something that we know isn’t really important we can mark it out or if it is in a textbook we can mentally mark it out.” [have students write down the second rule]. “so our second rule says to find the really important information and make note of it. This means we can underline it in the text or write down the key words/phrases. The last rule is to write a topic sentence. [let students write it down]. “We are going to practice this is a minute together because it is a little harder than the other two. This means that you use the important parts of the text and write a sentence. This sentence should capture the most important parts within a text.”

 

4. [Give students a copy  of the article. You can also display the article on the document camera. “Ok Class, let’s look at the first paragraph together:

 

 

At 10:35 a.m. on December 17, 1903, two brothers from Ohio flew the first successful airplane for 12 seconds and 120 feet along a beach in Kitty Hawk, North Carolina. Taking turns as pilot, they flew three more times that day. Each time they flew farther. On their fourth try, they managed to go 852 feet in 59 seconds--an amazing feat at the time. The two brothers had invented powered flight.  

 

 

 

 

 

 “Let's look at the first sentence, make sure you are following along with me: At 10:35 a.m. on December 17, 1903. Sometimes it is important to know the dates of things, but for the purpose of just understanding the main points of this article we don't really need to know the date. (Make an X through the date.) Let's keep reading: two brothers from Ohio flew the first successful airplane for 12 seconds and 120 feet along a beach in Kitty Hawk, North Carolina. Hmm…I think the part about two brothers might be important so I'm going to underline it. From Ohio... “I'll make an X through that because I don't think I really need to know that they're from Ohio.” Flew the first successful airplane. “Oh I bet that part is important! I'll underline it.” For 12 seconds and 120 feet along a beach in Kitty Hawk, North Carolina. “I think it may be important that they were in North Carolina so I'll underline that.” Taking turns as pilot, they flew three more times that day. Each time they flew farther. On their fourth try, they managed to go 852 feet in 59 seconds--an amazing feat at the time. “Since it says it's an amazing feat, I'll underline that they flew for 59 seconds. The two brothers had invented powered flight. “I think I'll underline that because it definitely seems important.

So now that we've applied rules 1 and 2 of summarizing to this paragraph I'm going to demonstrate how to use rule 3 and create a topic sentence using the parts I underlined. I've got two brothers, flew the first successful airplane, North Carolina, 59 seconds, two brothers invented powered flight. Now I need to make this into a sentence that makes sense. Well sense I have two brothers already, I'll make an X through the first one. And now I've got: Two brothers flew the first successful airplane in North Carolina for 59 seconds. Now the only part left in that last phrase that isn't repeated is the part about it being a powered flight. So I'll change my topic sentence to: Two brothers flew the first successful powered airplane in North Carolina for 59 seconds.

Does anyone have any questions?” [answer any questions].

 

5. “Now it is going to be your turn to practice summarizing. You have the rest of this article and you are to go through each paragraph. You need to use the rule to break down each paragraph how we just did. You should have a topic sentence for each paragraph. When you are done, you will need turn this in to me.”

 

 

 

Assessment: Review the topic sentences and the way the student marked through their copy of the article.  I will use the checklist to ensure the student followed directions and understood how to summarize effectively.

 

Have students respond to these comprehension questions for further assessment.

1.     Who flew the first successful airplane?

2.     Where was the location of the first flight?

3.     How long did the first flight last?

4.     What did the Wright brothers make before building their first plane?

5.     Who helped the brothers build an engine for their plane? What happened to the first one?

 

 

Did the student?

Yes

No

 Get rid of unimportant information?

 

      

Get rid of repeated information?

 

 

Underline important information?

 

 

Write an organized topic sentence using only the important information?

 

                                                                                                              

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources:

 

“The First Airplane” from Celebrating Chemistry. American Chemical Society, 2003.

http://portal.acs.org/portal/PublicWebSite/education/whatischemistry/scienceforkids/articles/CSTA_015175

 

Deason, Mary Grace. Soaring Into Summarizing!

http://www.auburn.edu/academic/education/reading_genie/awakenings/deasonmrl.htm

 

 

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