summarising 2. 04 2008 presented by module 4b. the 7 high reliability literacy teaching procedures...
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Summarising
2. 04 2008Presented by
Module 4B
The 7 High Reliability Literacy Teaching Procedures (HRLTPs)
This approach to literacy
was developed by
Prof John Munro
It identifies the strategies
readers need to convert written text information to knowledge
It uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text
The HRLTPs
Getting Knowledge
Ready
Vocabulary
Paraphrasing
Reading Aloud
Summarise What questions
does the text answer?
Review
Today’s Roadmap
What is summarising and why is it important?
What are the phases of summarising?
How do we teach students to independentlysummarise?
How do we implement
summarising?
Why are we here today?
Summarising
Giving theshort version
Compare the Original version to the Summarised version.
ORIGINAL VERSIONThese three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing. Obviously, a quotation must be identical to the original, using a narrow segment of the source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summaries are significantly shorter than the original and take a broad overview of the source material.
Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999
Compare the Original version to the Summarised version.
SUMMARISED VERSIONQuotations take the exact words from a small section of the text. A paraphrase is rewriting the original text in your own words. A summary is a statement of the key ideas in the original text.
Quoting, Paraphrasing, and Summarising, 1999,http://owl.english.purdue.edu/Files/31.html, 9 December 1999
What do you do to make an effective summary?
select main ideas
categorise ideas
delete unnecessary details
state the general idea
A useful summary
Contains the key idea Contains the key terms Is much shorter than the original Has no examples Has no repetitions Is organised in a “logical” order
shows understanding
higher order thinking
engagement with the text
links knowledge
Why is Summarising Important?
How do students remember text?
They store a summary of the material.
They use the summary to organise information.
They link new information to existing knowledge.
How do you get students to summarise?
What instructions do you give?How do you scaffold the students to succeed?
Today’s Roadmap
What is summarising and why is it important?
What are the phases of summarising?
How do we teach students to independentlysummarise?
How do we implement summarising in our teaching?
When should we ask students to summarise?
At the end of each paragraph
At the end of the passage
At the end of a topic
How to teach summarising
1. Preparing for summarisingSkimming
• identify the purpose of the text•to persuade you of a particular point of view•to report an investigation that has been carried out•to describe an event
• look at illustrations or diagrams•Do they show the overall concept? •Do they give details?
• identify how the text or chapter is set out•divided into sections with headings
and sub-headings •divided into paragraphs
2. Read through the text to be summarised
For unfamiliar words: Apply the MMM
Highlight or note them so you can look them up later
1. Say the word
6. Say to yourself what the word does in this sentence
Remember The Meaning Making Motor
4. Use the context to work out meaning of the word
5. Note any graphics that go with the new word
2. Look at the letter patterns in the new word.
7. Substitute
8. Check your guess and modify guess if needed
3.Visualise the sentence
9. Check your dictionary meaning
3. Establish the main ideas
Look for ‘signpost words’ such as ‘first’, ‘second’ and ‘finally’.
Go through the reading again and highlight key words and phrases.
How to help students find the topic sentence
It contains main idea
It’s usually in the first sentence, however, it may be in the last
sentence it may be within the
paragraph Topic sentence
DetailDetail
More detail
Using information maps
Who What Where
Topic •Students can use words or pictures to collect information for the map.
•Once the map is filled out, students work backwards and write the information in their own words in sentences.
What Why How
Exercise to help students understand the concept of the Main Idea
Write the name of a nature program you watched recently.
Write three important things that happened in the show.
Write a sentence that tells what the show was mostly about.
You just wrote about the main idea!
Endangered Whales
•Habitat degradation
•Commercial hunting
•Ship collisions
Of the 11 species of great whale, 7 are endangered because of human activity.
Outline the main ideas using a graphic organiser
Diagrams show connections between the main ideas.
Text purpose and structure
Different texts can be summarised in different ways.
Science text: Mind map
Maths: Summary grid of formula with example
And many, many more…
Outline the main ideas using a graphic organiser
The Spider diagram/mind map:
This is a branching tree shaped diagram that deals with a central topic and the main ideas presented in relation to that topic
Outline the main ideas using a graphic organiser
Network/tree/hierarchical diagram:this diagram shows the hierarchical relationship among elements in the chart and is useful when the text deals with the cause of something, categories of something or description of a system
Outline the main ideas using a graphic organiser
Compare/contrast table:
this table consists of rows and columns and is useful when the text identifies similarities and differences between things, events or
processes
Using a graphic organiser to work back to saying in summary sentences what students have learnt
Outline the main ideas using a graphic organiser
Flow chart/chain of events diagram:
This diagram lets you see the stages of a process and is useful if the text describes stages a series of steps
a procedure
What to do if the text is poorly organised and/or written
Ask students to think, pair, share about the images they are forming of the reading. Through discussion they can find agreement about things like:
The main ideas in the whole text
The main idea in each paragraph
What to do if a summary looks very close to the original
Read the whole text before attempting summarising
These exercises take the focus off the detail and instead, help students see the main ideas.
A summary which resembles the original text too closely could be called plagiarism.
Today’s Roadmap
What is summarising and why is it important?
What are the phases of summarising?
How do we teach students to independentlysummarise?
How do we implement summarising in our teaching?
How do we teach students to summarise?
Ask students to Skim and to scan a paragraph at a time Read the whole paragraph carefully Highlight the topic sentence of a
paragraph Write the topic sentence or heading for
a paragraph Underline the key words/ list the key
words Link key words into meaningful
sentences Say in one sentence what the paragraph
is about or what students know after having read it
Say the main question a paragraph answers
Reduce the content of the original to one third
Summarising a full reading
Heavier rainfall causes flooding
Through climate change, farmed areas experience changes in temperature and rainfall, thus affecting crop growth
Main idea:
Climate change has many devastating effects
The sea level is rising
Ecosystems are changing
Using summary to show learning in each lesson
Short oral summaries
Short written summaries
Pictureshttp://www.eduplace.com/graphicorganizer/
Formal notes
Self Talk
Students who self talk and automatise might ask: What does the text title tell me about the content? Is this a key point or an example? What is the topic sentence of each paragraph? Have I said the ideas in my own words? Have I kept the key words in my sentences? In what order should I sequence the topic
sentences? Do I need a graphic organiser to help me organise
the summary of the ideas? Is my summary a lot shorter than the original?
Have I…
What should you notice when students effectively summarise?
• Increased engagement• Ability to read longer • Better understanding• More skimming/scanning of text • Ability to make strategic decisions
about how to read the text• Increased knowledge of how to
use key features
How do we scaffold summarising for students?
Ask students at the end of each session: “What do you now know that you didn’t know before?”
When students write or say a sentence to answer this they are summarising.
A toolbox of strategies
Key words Topic sentence Review Paragraphs Feedback Cloze Ask questions MatchingSummarising activities sheet 17-04-08.doc
Today’s Roadmap
What is summarising and why is it important?
What are the phases of summarising?
How do we teach students to independently summarise?
How do we implement summarising in our teaching?
How can these procedures be used in your teaching?
• Implement the strategies gradually
• Select one or two strategies and use them consistently
• A whole school approach is best
Teacher planning to teach students to independently summarise
Students need to: • learn each strategy separately• practise the strategies regularly• say what they did and how each strategy helped
them• have success acknowledged by the teacher when
using the strategies
It should look like this
Students practise with increasingly more detailed text
Teacher selects skill to introduce
Students learn skill
Students describe the strategies they used and reflect on how effective they were
Self-talk
How do you build summarising skills into your teaching ?
Lesson 1 Lesson 2 Lesson 3
Teach skim and scan skills
Teach how to find key words
Use key words to build sentences
Find topic sentence in each paragraph
Use a graphic organiser to summarise a page of text
Implementing Summarising
Think about next week’s classes. Choose some summarising activities that you will try.
Plan when and how you will lead students through an understanding of the skill.
SUMMARISE
Selecting and bringing together
the key ideas
An NMR Literacy Improvement Initiative
Teacher development presentation and PD materials by Northern Region teachers:
Alistair Forge Yota Korkoneas Lillian Leptos Les Mitchell David Mockridge Effie Sgardelis Jan Smith