Found something interesting…I printed all the 5th grade summary items from the lead4ward IQ tool and did a sort to find the types of summary so I could make some lessons for each kind. I recorded the sentence stems by genre and then sorted by what the questions were asking kids to consider. Could it be that we aren't making gains in summary because we are only teaching a part of what the state interprets it to be? What if we named these cognitive moves with students and made this kind of thinking explicit?
Are we teaching summary with multiple genres?
- Fiction assessed 5 times
- Expository assessed 17 times
- Poetry assessed once
- Drama assessed 3 times
- Literary Nonfiction assessed once
Are we teaching all of the TYPES of summary?
- how to summarize the WHOLE text
- how to summarize PIECES of the text
- how to identify SUPPORTING ideas that match main ideas
- how to identify MAIN ideas when offered supporting ideas
- how to make connections about LOGICAL ORDER
- how to RETELL
- how to identify a main idea about a TOPIC or IDEA in the text
Ideas for Summarizing Sections of Text:
- Summarize the sections of a story and explain their function: setting, character description, conflict, rising action, falling action, conclusion
- Summarize sections of articles, noting their structure and function in the passage as a whole
- Summarize standzas of poems
- Summarize scenes from plays, monologues, soliloquy's, etc., situating them in terms of how they add to the the whole play or author's purpose
- Summarize an idea or topic in a text
- Summarize individual paragraphs or sections of paragraphs
Ideas for Quoted Text:
- Offer kids main idea or thesis statements from the text. Have kids find sentences that support them
- Offer kids supporting details from a text. Ask kids to craft a main idea statement from the sentences.
- Note - the state says our kids are choosing distractors that restate the main idea instead of supporting them. Probably need to teach a lesson on the differences between restating and supporting. Seems like that would eliminate a lot of the silly repetition in their written essays too.
Ideas for Logical Order: I didn't realize these were tagged as summary. But it makes sense. I think we need to look for more of this type of stuff in what the kids are reading. There are only two stems available to us.
- What led ____ to consider _____? (resembles summarizing a character's motivation to me)
- According to the article, the _____ began when -
Ideas for Retelling: I didn't realize this rather. But it makes sense. We retell stuff to help us monitor our comprehension. I don't think these stems are that replicable for any text, but they give us an idea of what we could include in our work with texts.
- _______ was originally intended for -
- According to the selection, what is the reason _____?
- According to the article, ____(recall facts).
- In what ways does ____?
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