Oral Summaries
what is it?
* Oral summaries are when students verbally summarize sections of the text.
* Oral summaries are commonly used with book talks in order to grab students' interest, making them want to read certain books.
* All summaries should always include the title and author of the text.
* Examples of Oral Summaries: Provided in the supporting videos below
* Oral summaries are commonly used with book talks in order to grab students' interest, making them want to read certain books.
* All summaries should always include the title and author of the text.
* Examples of Oral Summaries: Provided in the supporting videos below
how to use oral summaries in the classroom:
1) Select an appropriate text section to read aloud to the class.
2) Read the text aloud to the class, modeling fluency.
3) Perform a think aloud, modeling how to develop an oral summary based on that passage.
4) Continue to read a few more paragraphs of the text.
5) Have students find partners and share oral summaries of what was read.
6) Have students continue to read more of the text and then develop another oral summary independently.
2) Read the text aloud to the class, modeling fluency.
3) Perform a think aloud, modeling how to develop an oral summary based on that passage.
4) Continue to read a few more paragraphs of the text.
5) Have students find partners and share oral summaries of what was read.
6) Have students continue to read more of the text and then develop another oral summary independently.
how this strategy benefits student learning:
* Students can give book talks about the books they have read, practicing developing summaries verbally.
* Oral summaries can be used with students whom are struggling writers, as well as ELL students to develop thoughts verbally before writing them on paper.
* Students are developing stronger comprehension skills when they produce oral summaries.
* "When summarizing, students discern the difference between more and less important ideas in the text" (Miller, 2011, p.74).
* "Summarizing does not mean simply that readers can “sum up” a text afterward, although that is part of the skill. It means that readers are remembering the text in “put together” ways so that they can engage in ongoing interpretation" (SWCS, ND, para.6).
* Oral summaries can be used with students whom are struggling writers, as well as ELL students to develop thoughts verbally before writing them on paper.
* Students are developing stronger comprehension skills when they produce oral summaries.
* "When summarizing, students discern the difference between more and less important ideas in the text" (Miller, 2011, p.74).
* "Summarizing does not mean simply that readers can “sum up” a text afterward, although that is part of the skill. It means that readers are remembering the text in “put together” ways so that they can engage in ongoing interpretation" (SWCS, ND, para.6).
using this strategy with writing:
* A written summary can be produced from an oral summary to practice writing informative/explanatory texts.
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 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 provides an example of a young girl performing an oral book report, demonstrating the strategy of using oral summaries.
* The video below demonstrates an oral book report where the student pretends to be a character in the story. She provides her class with important details from the text.
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).
* "The ability to decide what’s important is perhaps one of the most important strategies that readers must have" (SWCS, ND, para.4).
* "Much modeling will be necessary before expecting students to participate in determining what’s important" (SWCS, ND, para.4).
Sources:
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.
SWCS. (ND). 7th Grade: Summarize. South Western City Schools. Retrieved July 22, 2014 from http://www.swcs.us/home/studentlearning/Courses%20of%20Study/PowerStandards/7th%20resource%20book/7th%20-%20summarize.pdf.
* "Strategies that help students summarize can be used in all content areas" (Miller, 2011, p.74).
* "The ability to decide what’s important is perhaps one of the most important strategies that readers must have" (SWCS, ND, para.4).
* "Much modeling will be necessary before expecting students to participate in determining what’s important" (SWCS, ND, para.4).
Sources:
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.
SWCS. (ND). 7th Grade: Summarize. South Western City Schools. Retrieved July 22, 2014 from http://www.swcs.us/home/studentlearning/Courses%20of%20Study/PowerStandards/7th%20resource%20book/7th%20-%20summarize.pdf.