Summarization 60 min lit

What do you get?
 Random words
› Key words
 Copy and paste
 Change some words
 Use terms they are not familiar with
 Restatement of original source
› Retelling
 Repetition
 Poor grammar, caps, punctuation
 Poor bullet structure
 No sense

What do you want?
 Clear, concise description
 Individual thoughts and opinions
 Interpretation
 Big picture – generalizations
 Well-thought, clear details
 Understand the “why?”
 Mechanics

Summarize
 Shorter version
 In own words
 Shows main ideas
 SHORTER –
 Only key points
 Maintain same tone or attitude
 Must be in same order as article
 “Alien – test” Would they understand if
they read your summary?

 Grades 9-10
Determine the central
ideas or conclusions of
a text; trace the text’s
explanation or
depiction of a
complex process,
phenomenon, or
concept; provide an
accurate summary of
the text.
 Grades 11-12
Determine the central
ideas or conclusions of
a text; summarize
complex concepts,
processes, or
information presented
in a text by
paraphrasing them in
simpler but still
accurate terms.

 They write down everything
 They write down next to
nothing
 They give complete
sentences
 They write way too much
 They don’t write enough
 They copy word for word
 Pull out main ideas
 Focus on key details
 Use key words and
phrases
 Break down the larger
ideas
 Write only enough to
convey the gist
 Take succinct but
complete notes
What You Want
Them to Do

 Synthesize information
› Very high level critical thinking
› mastery level of content standards
 Distill info into a concise new form
 Separate important info from extraneous
 Paraphrase info.

 Summarizing and Note-taking: promotes
comprehension because students have
to analyze what is important and what is
not important and put it in their own
words
› a. Provide a set of rules for asking students to
summarize a literary selection, a movie clip,
a section of a textbook, etc.
› b. Provide a basic outline for note-taking,
having students fill in pertinent information

 Students must analyze information at a
deep level to decide what to
› delete
› substitute
› keep
 Should be in both linguistic and
nonlinguistic forms
› idea webs
› Sketches
› informal outlines.

 - See more at:
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title=Summarizing_Strategies&video_id=1
77533#sthash.pfxoyZrg.dpuf

 - See more at:
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Magnet Summary
 Movie Trailers
› Title
› Characters
› Interest
› Suspense
› Setting
› Mood
› “sell it”
› Hook
› music
 Discovery
› Marshall
› Gold
› Getting rich quick
› Sutter
› People
› Flocked
› Sawmill
› Dig
› Deeper
› discovery

 This activity helps students summarize narrative text
and provides a template for summary writing. After
reading narrative text, students complete the
following:
 Line 1: Character’s name
Line 2: Two words describing the character
Line 3: Three words describing the setting
Line 4: Four words stating the problem
Line 5: Five words describing one event
Line 6: Six words describing another event
Line 7: Seven words describing a third event
Line 8: Eight words describing the solution to the
problem

 Marshall
 Curious bossy
 California rivers sawmill
 No deed on land
 Tested gold is it real?

This activity can be used at
the end of a unit of study or
after reading an expository
text to help students
synthesize and summarize
information they learned.
 Pattern:
Now I know
that ________,
that ________,
that _______.
I still want to know
why ________
I’m glad I learned
that ________
because ________.
 Sample poem:
Now I know
that hardened lava is from
a volcano,
that Hawaii is a volcano,
that earthquakes can kill
people.
I still want to know
when the big earthquake
will
come because I want to
be ready.
I’m glad I learned
that volcanoes are under
water
because I can be more
alert.

 Students write a 3-4 word newspaper-like
“headline” for a section or paragraph.
› Examples:
 “Boy launches rocket!”
 “Town astounded!”
 “George crosses Delaware!”

 Flip Flop
› Selective Underline on first read
› Flip paper over
› Write everything they remember
› Flop to look for underlines they missed
› Write a paragraph or sentence from those details
 Processing the knowledge in student brain – necessary
for long-term retention of information
› Provide time for students to share and compare their paragraphs
› Process of sharing helps students PROCESS the knowledge
› Helps them identify additional important info they may have missed
› Cornell Notes: flip to back

 Students must write a summary of
selected material but have a “budget”
of $2.
 Each word costs 5c, 10c, etc.
 You may give students “free” words if
you like.

Summary Frames
 See Template!

 Procedure:
 Students individually generate four words that
capture the most important aspects of concept.
 Share their four words with partners and compile a list
of the words they have in common.
 Determine two words that capture the most
important aspects.
 Determine the 1 word or big idea that best captures
the reading.
 Share the various lists generated by their group in
order for the whole class to make as many learning
connections as possible.

 Write a summary of a reading
selection on the large index
card.
 Students take the information
from the large card and
condense it onto the medium
sized card.
 Finally, students condense it
down either further onto the
small card.
 This is a great way for students
to get to the main point/idea of
a selection.

 Keep in mind—it’s not easy
› Skills don’t come automatically
› Just because they are in high school doesn’t
mean they have mastered the skill
 Hard to learn/hard to teach
 Model repeatedly
 Give students practice time
Teacher Tips

Past and Future……
 I used to……………….
 But now I’m going to try……………………

Summarization 60 min lit

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Summarization 60 min lit