Grades 7-12
7-12
Bernadette Boerckel – Warrior Run SD
Why Summarize?
 Summarizing is a life skill
 It promotes comprehension
 Research shows the brain remembers best what it
learns first and last
 Based on research by Robert Marzano:
summarizing strategies assist students in retaining
information and making connections to prior
knowledge
 We work hard to TEACH we want to ensure
students RETAIN
 Let’s us know what they know
Strategies that Most Impact
Student Achievement
Category
Rank Percentile Gain
Identifying Similarities & Differences
1
45
Summarizing & Note-taking
2
34
Reinforcing & Recognizing Effort
3
29
Homework & Practice
4
28
Nonlinguistic Representations
5
27
~based on Robert Marzano
Summarizing…
• Must be done by the student to have any impact on
learning
• Requires every student to answer the essential
question
• Seems straightforward but is actually complex
• Depends on numerous mental processes
• Can be oral or written
• Students can’t “fake it”
• Provides evidence of learning
• Is used to formatively assess to set the learning
path
Apply an APL Strategy:
10-2
After every 10 minutes of instruction
Check for understanding for 2 minutes
In the Lesson Plan, summarizing…
Can be DISTRUBUTED in the form of
Assessment Prompts throughout the lesson
Or
Can be found at the end of the lesson as a
final summary
Let’s take a look…….
Lesson Plan
What do students need to learn to answer the LEQ?(These are
statements)
Assessment Prompt 1:
Assessment Prompt 2:
Assessment Prompt 3:
-------------------------------------------------------------------------------------------Instruction for AP 1:
Activity to Check for Understanding of AP 1:
Instruction for AP 2:
Activity to Check for Understanding of AP 2:
Lesson Plan Sample:
LEQ: How does a bill become a law?
Assessment Prompt 1: sequence of steps in a bill becoming a law
Assessment Prompt 2: the role of the President in whether a bill
becomes a law
Assessment Prompt 3:
-------------------------------------------------------------------------------Instruction for AP #1: Read House Mouse, Senate Mouse to
complete the flow chart graphic organizer showing the steps in a
bill being sent to the President. Students create non-verbal
representations to go with each step on the graphic organizer.
AP #1: Give each pair an envelope with the different steps involved
in a bill becoming a law to put in the correct order
Let’s Look at some MORE!
Look at samples
With a partner, discuss how the
samples reinforce what we have
reviewed about effective
summarizing thus far.
Questions?
Why words matter
7-12
Bernadette Boerckel
We know that…
• A child at or below the poverty line typically hears
600-700 words per hour at 12-18 months old at home
 =5000 words by kindergarten
• A child from a middle class typically hears 1200-1300
words per hour at 12-18 months old at home
 =9000 words by kindergarten
• A child from an upper income family hears 2900-3100
words per hour at 12-18 months old at home
 =15,000-20,000 words by kindergarten
-National Inst. Of Health 1999
We know that
• Students must know 95% of the words they hear and
read for successful comprehension
• Memorizing new words doesn’t help students
learn…especially the lower-income set
• They have no context / background knowledge
• We must BUILD context and connections
 Comprehension is greatly enhanced when students can
identify examples or applications as well as nonexamples.
 Elaboration!
 Non-verbals
We also know…
• Previewing helps comprehension later and
provides…
• The MULTIPLE EXPOSURES that help to
solidify vocabulary acquisition
Steps for planning vocab
instruction
1) Provide a description, explanation, or example of the new
2)
3)
4)
5)
6)

term
Ask students to restate the description, explanation or
example in their own words (spoken or written)
Ask students to construct a picture, symbol, or graphic
representing the new term
Engage students periodically in activities that help them
add to their knowledge of the terms in their notebooks
Periodically ask students to discuss the terms with one
another
Involve students periodically in games that allow them to
play with terms
-Building Academic Vocabulary, Alexandria, VA: ASCD
Let’s experience this
 It is hard to define words when you don’t have words.
 PLAY TABOO
Review of Best Practices:
PREVIEWING
• Choose the MOST ESSENTIAL words to preview
 No names
 No places
 Content words
 Process words
 Comprehension words
 THEN…
 Discover or build background knowledge
Activating and Previewing
Strategies
 Do I Know What These Words Mean? (pg 59)
Word
opine
exacerbate
chasm
stereoscope
Not at
all
Have
Seen
Think I know Know and Can Use
(example)
(Description)
Turn to a partner and use this image to summarize what vocabulary research
tells us.
Visual Prompts
 Teacher provides students with a picture
along with a prompt:

a magazine photo, an illustration, a slide,
transparency, snapshot, etc.
 Students respond to it in writing or in a
classroom discussion using one of the
following formats:

narrative, descriptive, persuasive, or expository
For Example….
 You just finished a lesson on water displacement…or
Independence Day…or Persuasive Writing
 You could show the following images at the end of the
lesson (or at a point 10 minutes into instruction) and
ask students to write down or tell a neighbor how the
image relates to what they just learned.
Password / $10,000 Pyramid





Pair up with a partner.
Decide who is a 1 and who is a 2.
1’s turn away from the screen.
2’s turn to face the screen and your partner.
A series of pictures or terms are revealed. 2’s start at
the bottom left and go across giving clues to your
partner. When your partner guesses correctly, start the
next series of clues.
 Follow the arrows until you and your partner reach the
top of the pyramid.
Vacation
Picnic
Pool
Start
here
Restaurant
Creek
Swamp
4th – Newton’s Laws
Force
Newton’s
1st Law
Position
Newton’s
2nd Law
Motion
Direction
Poetry terms
rhythm
mood
symbolism
tone
imagery
metaphor
Quick Talk
 Quick Talk (Talk As Fast As You Can) (pg 105)
 (Like Taboo, but with no restrictions)
• Use this to reinforce words learned already
• Put words up on the board
• Class is in partners with one partner facing words
• Describe the words as fast as they can
• First team to get them all jumps up and cheers for a
reward
 Ready to try?
 Get partner in the right place.


-Rules: can’t say any part of the word!
-Can skip and come back to
 Shout when finished!
Words in education
1. Differentiate
 6. Lecture
2. Accelerate
 7. Adaptation
3. Instruct
 8. Final exam
4. Overhead
 9. Blue book
Projector
5. Chalk dust
 10. Seminar
Tic-Tac-Know
 Using a board of images or words, explain to your table
or a partner how 3 of the pictures or terms relate or
connect - in a row either up, down, across, or diagonal
 Can have students discuss or write
Spanish
la mesera
restaurant
el cocinero
meal
el menu
preparation
la cuenta
tip
la mesa
Science
etc
etc
Words Matter:
 Using Bloom to differentiate checking for
understanding and summarizing
 http://uwf.edu/cutla/SLO/ActionWords.pdf
 Bloom YouTube
Shaping Up Review
 “The Heart” – students write one thing that they
loved learning about in the lesson
 “The Square” – students write four things that
they feel are important concepts from the lesson
being reviewed; one concept in each corner
 “The Triangle” – students write the three most
important facts they learned from lesson being
reviewed; one fact in each corner.
 “The Circle” – students write one, allencompassing (global- like the circle) statement
that summarizes all of the important concepts
and facts learned in the lesson being reviewed
Mystery Box
 Teacher displays a box with a variety of objects
or vocabulary cards inside relating to the
content.
 Teacher selects students to draw an object or
card from the bag, one by one.
 Students discuss orally or in writing what they
know about each item as it relates to the
content.
 (Before the lesson, this activates prior
knowledge, after, it summarizes what was
learned.)
Letter Bag
Letter Bag / Acrostics
 Topic: The Beach
 Students choose a letter from the bag.
 Each student shares a word that begins with his letter
and that summarizes the lesson’s content.
 Or…create a list with as many words as you can
beginning with the letter
 Or…ACROSTICS: Give a word to the WHOLE class and
have them come up with words starting with each
letter.

Try this with BEACH with a partner
Hot Seat
 Before the beginning of class, the teacher




prepares 4-5 questions related to the topic of
study and writes them on sticky notes.
Place the sticky notes underneath student
desks so they are hidden from view.
At beginning of class, inform students that
several of them are sitting in “Hot Seats” and
will be asked to answer the questions.
Have the students check their desks for the
strategically placed sticky notes.
Students who are in the “Hot Seats” take turns
answering the questions.
I struggle with the visual
 We know that non-verbals work…but they are so hard!
 One partner face the screen, the other the back wall.
Ready for some Pictionary?
 From the words shown, choose whichever you want. If
your partner gets it, move to another word.
 Ready…..
Pictionary
laser
diagonal
biscuit hydrogen
Rubber darkness
vegetarian
comfy
macaroni
exercise
shrew
glitter
fireside
mirror
migrate
chestnut ditch wobble
neighborhood
dizzy
retail
drawback
fabric
barber
jazz
drought
logo
Spark Video
Draw A Picture
 Summarize the video by drawing a picture or diagram
of your spark.
 On my cue, share with a partner and relate your photo
to the talk you heard.
3-2-1
3 things you learned
2 things that inspired you
1 your spark
Relay Summary
Students are divided into small groups. The first
student starts with a blank piece of paper and writes
a sentence about the topic discussed during the
lesson. The second person adds a sentence then
passes it on. This continues until all students have
written one sentence each.
Recipe
Using the Spark Video:
1 List ingredients to making a
difference in kids lives
2 create a narrative to accomplish a
task
Anticipation Guide
 See handout for example (pg 25)
“Dear _________”
 Dear ______ (Absent Student, teacher, Principal, etc.)
Write a letter to ____________________ explaining
what has been learned and answering the essential
question.
 Guide with prompts:
 This lesson was about…I already knew…but was
surprised to learn…You would have enjoyed…To
summarize, I think…Hurry back to class…Sincerely
Another way to preview…
 Word Knowledge (pg 62)
Word
sobriquet
lamster
avuncular
brachiate
Prior Knowledge
New Knowledge
Word Maps and Charts (pg 64-68)



-What the word is
-what the word is like
-examples of the word
Word Splash
brainstorm
Word Splash
metacognition
confidence
Word Sorts / Picture Sorts (pg 79)
•
•
•
•
•
•
•
•
Students fold a piece of paper forming eight boxes
Tear on folds
Give students a topic (government)
Ask them to write six words (one per paper) and save
two
In groups of four, combine words and sort them into
categories
Use the blanks to label categories (Open Sort)
If the teacher gives categories (Close Sort)
Can be used with pictures for non-readers
Collaborative Card Sort
 Students have the chance to classify topics, words,
and phrases into categories
 Process of sorting and classifying strengthens the
student's ability to comprehend and retain difficult
information
 Through a discussion of possible solutions,
students negotiate the contextual meaning of the
topics, words, or phrases
 This can have a GO with titles, or not!
Examples
 9th grade LA: Include the titles Character,
Plot Events, and Setting on a GO and have
students sort through samples of each into
the correct category.
 Science: Classification of anything
 Spanish: Like vocabulary clusters or parts of
speech
Lingo
1.
2.
3.
4.
5.
6.
7.
Pass out or fold paper into 9 squares.
Call on 9 students to choose a word from the word wall.
As a student chooses a word, everyone writes the word
somewhere on their grid.
When everyone has filled up all 9 spaces, you are ready to
play.
The teacher (who has written the 9 words down, too) calls
off one at a time.
Students chant the spelling of each and cover the word.
The first student to complete a row wins.
Word Wall
Oak
Maple
Sumac
Apple
Pear
Cherry
Bush
Shrub
Plant
analyze
categorize
classify
compare
contrast
discover
divide
examine
inspect
simplify
survey
take part in
test for
distinguish
list
distinction
theme
relationships
function
motive
inference
assumption
conclusion
dissect
 5-3-1 (with Pair Square) (pg 85)
• Write down 5 words (on your own) about the reading or
topic
• Pair to choose the 3 BEST words
• Square (4) and as a group, decide on the 1 best word to
explain the meaning of the content and explain why the
word was chosen to the class.
 Is this a Vocabulary or a Summarizing Activity?
 BOTH
 VIDEO (if time)
How does the video you just saw
and 5-3-1 relate to solid vocabulary
and summarizing practices?
 Charades
 You know how it works….but did you know it is at the
top of Bloom?
 Create: Dramatize: Role-play!
 Let’s try it.



•
•
Charades
-------------------------------------------------------Relay / Telephone Charades
Split the class in half
Have each half form a line facing away from one another.
Sit down.
• The first person in line taps the next and acts out a word.
When the person thinks they have it, they clap twice. The
actor sits and the new person acts out what they “thought”
the word was to the next person.
• The last person runs to the front and writes the word
down.
 I Have…Who Has… (pg 104)
• Create cards in advance and pass out to students:
• Examples:
• I have a polygon. Who has a 3-sided figure with a right
angle?
• I have a triangle. Who has a 4-sided figure where all
four sides are equal?
• I have a square. Who has….
 Graffiti / Carousel Summarization
• Prompts, key terms, or concepts are strategically
placed around the classroom.
• Teams of students rotate from prompt to prompt,
adding information to the chart or responses at each
station. Each group’s response must differ from those
who wrote previously.
• (Carousel: Groups stay, paper is passed on cue)
• Let’s try it!
Concentration (pg 145)
• Fold paper into 8 sections.
• Write down 4 words and 4 definitions to those words
• (i.e. Snow …..frozen rain, Rain…..liquid precipitation)
• Rip up, mix up with partner, all face down in rows
• Play concentration. Keep your matches.
• Kids who make flashcards could do this!
Connect 3
Vocab Word
• Write sentences to
 connect the words in
 any order around
 the triangle
• Could
 pictures be
 used?
Vocab Word
Vocab Word
lamster
1930s
sobriquet
Give One, Get One (pg 137)
 Students create lists of words that relate to a topic for 2
minutes.
 Students walk around the room giving and getting new
words, one per person.
 Time this until students have between 5-10 new words
 Students now work in pairs to divide their list into 2
categories, discarding words that do not fit. (May use
resources here)
 Students now can create posters displaying words from one
category using pictures as well to define the meaning
 These can be posted as visual vocabulary guidance.
 Review your notes / slides from the beginning on
Vocabulary Research. (2 minutes)
 List as many words you can that relate to these
concepts…stretch (2 minutes)
 Give one, get one (4 minutes)
 Back and categorize – create poster with one key concept,
vocabulary, and image(s)
 Post and share
Primary Word
Wall Activities
 See pages 189 – 197
Intermediate Word Wall Activities
 See pages 199-203
Exploring the Book
 With a partner, read through each activity.
 Imagine a word wall that you have or use a lesson plan
in front of you to work one of these activities in.
 Be prepared to share what you used and how it will
look in the classroom.