written summaries
what is it?
* "Written summaries are shortened versions of the text prepared by the reader that share the gist of the passage" (Miller, 2011, p.74).
* Written summaries may vary in length such as multiple sentences, paragraphs, and essays.
* Written summaries should not just be a retell of events form the story. The writer should be reflecting on what was read while sharing the major sequential details and main idea.
* All summaries should always include the title and author of the text.
*Examples of written summaries:
-The first image provides an example of questions a student may ask when developing a written summary and the second image provides an example of a student's narrative summary.
* Written summaries may vary in length such as multiple sentences, paragraphs, and essays.
* Written summaries should not just be a retell of events form the story. The writer should be reflecting on what was read while sharing the major sequential details and main idea.
* All summaries should always include the title and author of the text.
*Examples of written summaries:
-The first image provides an example of questions a student may ask when developing a written summary and the second image provides an example of a student's narrative summary.
how to use written summaries in the classroom:
1) Select an appropriate level text that covers necessary content, deciding at what points in the text students will summarize. For struggling readers, begin with summarizing after smaller pieces of text.
2) Activate and build students background knowledge before reading the text.
3) While reading the text with students, model fluency and vocabulary strategies.
4) Allow students to use graphic organizers during reading so that they can use these notes to later write a summary.
5) Perform a think aloud, discussing details that students have learned from the text.
6) Model a write aloud, guiding students to complete a summary a few sentences long about the section read together as a class.
7) Make sure students begin summaries by writing a topic sentence that includes the title, author, and main idea.
8) Have students provide at least two significant details for each topic sentence, an inference statement expressing "I think..." to share reflections, and a concluding sentence that restates the main idea.
9) Continue to practice producing written summaries as a class, and then let students work in small groups or partners until they are able to produce written summaries independently.
2) Activate and build students background knowledge before reading the text.
3) While reading the text with students, model fluency and vocabulary strategies.
4) Allow students to use graphic organizers during reading so that they can use these notes to later write a summary.
5) Perform a think aloud, discussing details that students have learned from the text.
6) Model a write aloud, guiding students to complete a summary a few sentences long about the section read together as a class.
7) Make sure students begin summaries by writing a topic sentence that includes the title, author, and main idea.
8) Have students provide at least two significant details for each topic sentence, an inference statement expressing "I think..." to share reflections, and a concluding sentence that restates the main idea.
9) Continue to practice producing written summaries as a class, and then let students work in small groups or partners until they are able to produce written summaries independently.
how this strategy benefits student learning:
* "When summarizing, students discern the difference between more and less important ideas in the text" (Miller, 2011, p.74).
* Students are developing stronger comprehension and writing skills.
* A written summary can be used as a study guide for exams because it should note the main ideas from each chapter.
* "Without explicit instruction, Jones says, students are much more likely to take the following routes: write down everything, write down next to nothing, write way too much, don't write enough, or copy word-for-word" (Meade, 2003, para.4).
* Students are developing stronger comprehension and writing skills.
* A written summary can be used as a study guide for exams because it should note the main ideas from each chapter.
* "Without explicit instruction, Jones says, students are much more likely to take the following routes: write down everything, write down next to nothing, write way too much, don't write enough, or copy word-for-word" (Meade, 2003, para.4).
using this strategy with writing:
* "Beyond aiding with comprehension, summarizing has been classified as one of the 11 elements of writing instruction effective in helping adolescents develop writing proficiency" (Miller, 2011, p.74).
* After reading a selection, students can develop a written summary as a reflection to the reading and informing others about the selection.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
* After reading a selection, students can develop a written summary as a reflection to the reading and informing others about the selection.
Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
supporting videos:
* The video below discusses how to write effective summaries, covering key characteristics and features of summary writing, questions that readers may ask while reading in order to prepare for writing a summary, and looking at an example of a summary.
* The video below models a teacher implementing the written summary strategy in her classroom in order to develop her students' comprehension skills. She provides an anchor chart for students that lists components of an effective written summary.
research says....
* "Teaching students to summarize what they have read has also been shown to lead to increased comprehension" (Miller, 2011, p.74).
* "Strategies that help students summarize can be used in all content areas" (Miller, 2011, p.74).
* "Writing summaries requires students to apply higher-level thinking skills. For example, students must analyze the information and synthesize it before they can condense it" (Meade, 2003, para.1).
Sources:
Meade PASS Training. (2003). Summarizing Strategies. Word Press. Retrieved July 22, 2014 from https://teacherspondering.files.wordpress.com/2014/07/summarizingstrategies.pdf.
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
* "Strategies that help students summarize can be used in all content areas" (Miller, 2011, p.74).
* "Writing summaries requires students to apply higher-level thinking skills. For example, students must analyze the information and synthesize it before they can condense it" (Meade, 2003, para.1).
Sources:
Meade PASS Training. (2003). Summarizing Strategies. Word Press. Retrieved July 22, 2014 from https://teacherspondering.files.wordpress.com/2014/07/summarizingstrategies.pdf.
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.