Connecting
summarizing
with
Expository Text
A deeper look at Figure 19
ELAR Grades 3-5
Link to this presentation:
go.esc18.net/elarresources
Agenda
● Review Figure 19D
● Overview of Figure 19E
● STAAR
● Best Lesson for Summarization
● Powerful Strategies
● Planning Time
● Reflection
Figure 19D Review
Think
Turn
Talk
❏ What processing skill is Figure 19D?
❏ What strategies are you using to teach inferencing?
❏ What poems have you read recently in your classroom?
TEKS
TEKS
TEKS
3rd Grade
4th Grade
5th Grade
summarize
information in text,
maintaining meaning
and logical order.
summarize
information in text,
maintaining meaning
and logical order.
summarize and
paraphrase texts in
ways that maintain
meaning and logical
order within a text
and across texts.
Figure 19(E)
TEKS
3.13(A)
identify the details or
facts that support the
main idea.
TEKS
4.11(A)
summarize the main
idea and supporting
details in text in ways
that maintain
meaning.
TEKS
5.11(A)
summarize the main
ideas and supporting
details in ways that
maintain meaning
and logical order.
Reading: Expository
Let’s Be Clear
Summarize – to reduce large sections of text to their essential points and main
idea.
Note: It is still important to attribute summarized ideas to the original source.
STAAR Note:
Students may be required to summarize in multiple genres, including drama,
literary nonfiction, expository text, and fiction
TEKS Resource System
Expository text:
a type of
informational text
that clarifies or
explains something
A good summary includes, but is not limited to...
Brief, coherent sentences that communicate the key
information in logical order
A main idea (the central meaning)
Main character(s) in fiction
Important details that come from the
beginning, middle and end
Must remain true to the author’s
interpretation and emphasis
Focus on what the author is saying
Piece 1
Piece 2
Piece 3
Piece 4
Piece 5
Piece 6
STAAR
STAAR
STAAR
What does Figure 19(E) with
expository text look like on STAAR?
(2014 Released Tests)
STAAR
STAAR
STAAR
3.13(A) & Figure 19 E: Read the passage & answer the question:
Read the passage,
“The Dog and the Joey”,
then answer the question
on the next slide.
STAAR
STAAR
STAAR
3.13(A) & Figure 19 E: Read the passage & answer the question:
38. Which is the best summary of the selection?
F. One day after walking with her dog Rex, Leonie Allan noticed that he was trying to
show her something down the road. Then Rex went off and returned holding a joey
gently in his mouth. After spending some time in a wildlife sanctuary, the joey
returned to the wild.
G. After Leonie Allan took her dog Rex for a walk on a spring morning, he was acting
strangely. He kept looking down the road and using his nose to show Allan
something. She was concerned about how Rex was acting. Then he came to her
with a joey in his mouth.
H. One spring day Leonie Allan took her dog for a walk. After their walk Rex found a
joey down the road. Allan and wildlife experts were thankful that Rex rescued the
joey.
J. After a walk one morning, Leonie Allan’s dog Rex rescued a four-month-old joey.
That afternoon Rex and the joey played together until the joey was taken to a wildlife
sanctuary. There the joey received care for a year and a half.
STAAR
STAAR
STAAR
3.13(A) & Figure 19 E:
The answer to question 38 is: F
Think
Turn
Talk
❏ Did you get the correct answer?
❏ What made the correct answer the best answer choice?
❏ What strategy did you use to answer the question?
STAAR
STAAR
STAAR
4.11(A) & Figure 19 E: Read the passage & answer the question:
Read the passage,
“Caring for Kids is in the Bag”,
then answer the question
on the next slide.
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR
4.11(A) & Figure 19 E: Read the passage & answer the question:
34. Which of these is the best summary of the selection?
F. After talking to her parents,Annie Wignall started a project called Care Bags.
People who work with children contact Wignall’s group about children who need help.
Volunteers for the project then fill bags with toys and other items.
G. Annie Wignall wanted to find a way to help other children. After talking to her
parents, she decided to gather items that children needed and put them in bags for
delivery. Many people volunteered to help Annie with her project, which became
known as Care Bags.
H. After hearing about a family that had to leave their home suddenly and left some
things behind, Annie Wignall decided to create the Care Bags project. The project
provides bags containing toys and other items to children all over the world.
J. Annie Wignall gathered some items in a bag for children in need and decided to
start the Care Bags project. The project has now helped children all over the world by
putting together many more similar bags. Wignall still directs the project’s activities.
STAAR
STAAR
STAAR
3.11(A) & Figure 19 E:
The answer to question 34 is: H
Think
Turn
Talk
❏ Did you get the correct answer?
❏ What made the correct answer the best answer choice?
❏ What strategy did you use to answer the question?
STAAR
STAAR
STAAR
5.11(A) & Figure 19 E: Read the passage & answer the question:
Read the passage,
“An Unusual Burglar”,
then answer the question
on the next slide.
STAAR
STAAR
STAAR
5.11(A) & Figure 19 E: Read the passage & answer the question:
8. Which of these is the best summarizes the selection?
F. A cat named Dusty has become famous for taking items from his neighbors. He
has appeared on the Late Show with David Letterman, Must Love Cats, and
YouTube. He also appears in parade and fashion shows.
G. A cat named Dusty is popular with his neighbors because he takes their items. He
sneaks out at night and brings the objects back to his owner’s house. He has been
caught on video by a television crew.
H. Dusty, a recently adopted cat, began to roam around his neighborhood in
California every night. Before long he began to steal things from the neighbors. He
stole hundreds of items before being caught.
J. Dusty, a cat in California, has a habit of bringing home items he finds around his
neighborhood. One night a crew working for a television show filmed him bringing
home an item of clothing. He has since become famous and appeared elsewhere on
television.
STAAR
STAAR
STAAR
5.11(A) & Figure 19 E:
The answer to question 8 is: J
Think
Turn
Talk
❏ Did you get the correct answer?
❏ What made the correct answer the best answer choice?
❏ What strategy did you use to answer the question?
Big Ideas
Students need to know:
● A summary is shorter than the
source
● A summary repeats the ideas of
the source in different phrases
and sentences
Teachers need to know:
“A summary is a synthesis of the important
ideas in a text. Summarizing requires students
to determine what is important in what they
are reading, to condense the information, and
to put it into their own words. Instruction in
summarizing helps students:
• Identify or generate main ideas
• Connect the main or central ideas
• Eliminate redundant and
unnecessary information”
(CIERA, 2003, p.53)
Big Ideas
“Model many times over how to make
a summary of a short passage or a
paragraph; progress gradually
to longer segments of text.
Summarizing is difficult and in
the beginning should be taught
through extensive modeling and
supported practice.”
(Moats, 2005, p. 52)
Big Ideas
When you ask your students to summarize,
what usually happens?
● they write down everything
● they write down next to nothing
● they write down way too much
● they don’t write enough
● they copy word for word
Big Ideas
What did you want them to do?
● 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
Summary
Best
Lesson
★ Anchor Lesson Activity
○ Determining Importance - Lost Dog Activity
■ PowerPoint
Brainstorm
Think
Turn
Talk
❏ What is another anchor activity you could use to introduce
summarizing to your class?
Summary
Best
Lesson
★ Build Key Vocabulary
Key STAAR Vocabulary
3.13(A)
Main idea, Facts, Details
4.11(A)
Main idea, Supporting details, Summarization
5.11(A)
Main idea, Summarization, Supporting details
Key STAAR Vocabulary
THE DETAILS OR FACTS THAT SUPPORT THE MAIN IDEA
Main idea – the overall message of a text or section of a text
(e.g., Polar bears are becoming endangered.)
Facts/Details – support the main idea by telling how, when, what, where, why,
how much, and how many
Note:
Subtitles may help students determine the main idea of sections of text.
TEKS Resource System
Brainstorm
Think
Turn
Talk
❏ What other activities could you use to introduce key vocabulary for
summarizing to your class?
Summary
★ Touchstone Strategy
“Remember when we made our lost dog poster? We had
a long list of details about the dog. Pretend that all of my
fingers are those details. We didn’t want to put all of
those details on our poster, we had to figure out which
information was the most important – like my thumb here.
The unimportant details can hide behind my hand, so that
only the most important or key information is left. You will
know when I am Determining Importance while reading,
because I will show you this thumbs‐up hand signal.”
Best
Lesson
Summary
Best
Lesson
★ Think Aloud Strategy - Use “Weddell Seals”
○ Model 5W’s & H.
● Who?
● What?
● When?
● Where?
● Why?
● How?
★ Think Aloud Strategy
“Weddell Seals”
★ Think Aloud Strategy
“Weddell Seals”
Summary
Best
Lesson
★ Think Aloud Strategy - Use “Weddell Seals”
Chapter 1: Weddell Seal Pups
Who? – Weddell Seal pups
What? – quickly gain weight and learn to swim
When? – after being born
Where? –in Antarctica
Why? – to survive in the cold and against predators
(Students must infer this from the text features.)
How?- By drinking their mother’s milk and being
pushed into the water by their mother.
Summary
Best
Lesson
★ Think Aloud Strategy - Use “Weddell Seals”
Chapter 1: Weddell Seal Pups
Summary: Weddell Seal pups must survive in the
cold and against predators in Antarctica. In order to
do this, they drink milk that is high in fat from their
mother’s body to gain weight quickly. They also get
pushed out into the cold waters to learn how to
swim.
Summary
★ Think Aloud Strategy Continued...
Best
Lesson
■ Be sure to use the STAAR Question Stems
Summary
Best
Lesson
STAAR STEMS
What is the best summary of the section _______? (summary)
What can the reader conclude about (character)? (inference)
Which sentence best supports the idea that …? (draw
conclusions)
What happened to _____ when _______? (draw conclusions)
The author includes headings in bold print to …? (use text
features)
Remember to use the questioning stems
available on the STAAR Standards & Question
★ Student Practice: Cooperative
Learning Activity
Chapter 3: Weddell Seals
★ Student Practice: Cooperative
Learning Activity
Chapter 3: Weddell Seals
★ Student Practice: Cooperative
Learning Activity
Chapter 3: Weddell Seals
Chapter 3: Getting Food
Who? – Weddell Seals
What? – have specially designed bodies and ways to communicate with
each other
When? –
Where? – under the ice in Antarctica
Why? – to help them survive
How?- They are able to breathe through the holes in the ice, swim swiftly
and easily and communicate to help stay out of danger.
Summary: Weddell Seals have special bodies and ways to communicate
which help them to survive under the ice in Antarctica.
Summary
Best
Lesson
★ Gallery Walk Activity
○ Place students in groups and provide each group
with chart paper.
○ Allow each group to post their chart paper on
display.
○ Each group will take a gallery walk and compare
and contrast their group’s summary to at least 2
others.
Summary
Best
Lesson
★ EXIT TICKET:
List 2 daily activities in your life that would
require you to use summarization.
Video
http://youtu.be/qn_ZUf3r9zg
Summary
Best
Lesson
★ EXTENSION:
○ Reading/Writing Connection:
■ Students write a $2 summary.
■ Provide students with 10 words you would
like them to use within their summary from
the lesson.
■ Words are worth 10 cents each.
■ Students summaries should make sense
■ Give 10 cents for other words used
Summary
★ EXTENSION:
○ Reading/Writing Connection:
■ Now I Know Poem Activity
Best
Lesson
Summary
★
Now I Know Poem
Best
Lesson
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 ________.
Summary
★
Now I Know Poem
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.
Best
Lesson
Summary
Best
Lesson
sSummary
★ REFLECTION:
○ Think, Turn and Talk:
■ Reflect on this lesson- How can we provide more rigor? What
are other powerful strategies?
sSummary
Powerful Strategies for the Classroom
● Somebody Wanted But So
Somebody
Wanted
But
So
Somebody
Wanted
But
So
The Big Bad Wolf
Pigs for dinner
They hid in the brick house.
He went hungry.
Anne Frank
Adolf Hitler
Christopher Columbus
Thomas Edison
Stephen Hawking
Somebody
Wanted
But
So
The Big Bad Wolf
Pigs for dinner
They hid in the brick house.
He went hungry.
Anne Frank
To hide from the Nazis
Someone turned her in
She died in a concentration
camp.
Adolf Hitler
To control all of Europe
The Allies fought against him
He killed himself when
Germany was defeated.
Christopher Columbus
To sail to India to buy spices
He ran into the Caribbean
Islands
He claimed the area for Spain.
Thomas Edison
To invent the incandescent
lightbulb
His lightbulb blackened (the
Edison effect)
It later led to the electron tube,
the basis of the electronics
industry
Stephen Hawking
To be a mathematician
His father wanted him to be a
chemist
He combined science and math
to study black holes in the
universe.
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sSummary
Powerful Strategies for the Classroom
(Available in Handouts)
● Non-Fiction Text Features Flip Book
● Pack the Suitcase
● The Important Thing Paragraph
● Summary Star
● Summary Frames
● Expository Text Structure Packet Resource
● Menus
Poetry
Poetry
Handouts available at:
go.esc18.net/elarresources
Poetry
Summary
Best
Lesson
★ Planning Time
○ Use this time to plan your best lesson for
summarizing using expository text
Summary
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★ Follow Up
○ Plan for Campus Support Day
Summary
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★ Reflection:
http://go.esc18.net/reflect
Summary
Summary
★ Contact Information
○ Christel Applon
■ capplon@esc18.net
■ 432-567-3291
○ Robyn Jackson
■ rjackson@esc18.net
■ 432-567-3216
○ Tracy Harper
■ tharper@esc18.net
■ 432-567-3299
Summary