I received the short paragraphs back with every word highlighted. The goal of this resource is to help students sharpen their ability to summarize.
After my revelations, I asked my students: Having differentiated passages ready to go at three different levels has been so helpful to master this skill.
This blog post will be entirely devoted to the beginning stages of our fiction summaries. First, we identified the character in relation to the problem of the text.
After reading the passage, we walked slowly through each of the steps below: I did a very brief mini-lesson revisiting mentor texts that we had already used to discuss the problem-solution structure of narratives. Among the Hidden by Margaret Haddix.
Now that my students have had practice, we have introduced Close Reading into our classroom, and students use my Mark Up the Text printable to guide their annotation of a text.
One for fiction summary writing and another for non-fiction summary writing. In addition to using the Someone, Wanted, But, So, Then strategy, I also guide students to dig a bit deeper with their reading in my Summarizing: Do you need resources for students to work with?
Second, we discussed that what the character wants, or what their goal is in relation to the problem is the Wanted. Lastly, we agreed on the solution to the problem or the outcome as the Then.
In addition to practicing with the above mentor texts, we also practiced with differentiated passages from my Summarizing: I handed out highlighters and asked students to highlight important information in a short paragraph and cross off interesting or irrelevant information code the text.
You can grab this document in any of my Close Reading Resources below. It was very interesting to hear their thoughts on this, but it was also fun to see the lightbulbs go off.
I broke this unit into two separate mini-units. The above questions will be our next feat to tackle! Read a chapter, write a summary… Our students see this a lot, whether it be on our reading assessments, in our own classroom work, or on our state assessments. It provides students with a practical process that initially guides them to relevant information from the text using the Someone, Wanted, But, So, Then strategy in a graphic organizer.
We were simply coding for interesting vs. Questions I asked my readers today: Once students progress through this resource and become familiar with the summary-writing process, I remove the use of a graphic organizer and ask them to write their own summaries.
So, when talking to my kids about how to know if something is interesting vs. I was cracking up. This summarizing strategy comes from an older book titled; Responses to Literature. I also ask them to read a summary and identify different issues irrelevant details, opinions, not enough information, retelling events out of order, etc.
What happens when the author does not use the format of problem-solution? You can click HERE to read about our fiction summaries.
They are a free sample from my Summarizing:The lesson I am sharing with you all today is one small lesson in a GIANT Reading and Summarizing Nonfiction unit. You can click HERE to read about our fiction summaries.
What are some tips and tricks you use for teaching higher level summary writing and non-fiction summary writing? In addition to using For non-fiction, I teach my kids to find key words then turn the key words into a summary.
I am an elementary school teacher, curriculum writer, educational blogger, and founder of Young Teacher Love. I. Using key words, main idea, and text features found within a non-fiction text, the teacher uses an interactive white board to model for students how to write a nonfiction text summary in their own word.
(). Wall support for nonfiction writing assignments! Great reference for kids to use during readers workshop or during your writing block. It will assist students in hitting the key points of any nonfiction text so their summaries are complete and accurate.5/5(1).
The kids should be able to use their knowledge of the structures to summarize without depending on Who, What, When, Where, Why and How. Although that strategy works for some kids, it doesn't fit every kind of nonfiction text.
I also like that the kids can apply what we've learned in other parts of reading to a new skill. Summary. of.
Fiction and Non-Fiction Text. Who? What? Why? How? What does it mean to Summarize?
Fountas and Pinnell remind us that as readers, we are constantly extracting information from a piece of text and condensing that uses the information to write a summary of the text.
3. Students analyze what makes it a summary and .Download