| · | Identify the central or key ideas in text | |
| · | Put them into their own words | |
| · | Organize them into a condensed version of the text | |
| · | A summarizing statement noting the title, author, and form of the text (I+V+FT) | |
| · | Includes key ideas or events and no insignificant detail | |
| · | Follows the order established in the text (beginning, middle and end) | |
| · | Uses own words | |
| · | Includes sentences that read smoothly | |
| · | Uses an objective / neutral voice unless otherwise stated | |
| · | Is truthful to the original text / is text based | |
| · | Identify and remember the main ideas of a selection | |
| · | Logically condense information into a shorter version using your own words | |
| · | Become aware of text structures and other text features | |
| · | Summary Funnel | |
| · | Fishbone | |
| · | Summaries include all key components and no unnecessary detail. | |
| · | Summaries are in student words not borrowed terms from the text. | |
| · | Summaries show that student was aware of text type (narrative or expository) and addressed unique components of the type. | |
| · | The Write Source 2000 --- both the student book and the Teacher Resource Binder have information and examples about summaries | |
| o | Student handbook --- see “summarizing” | |
| o | Teacher Resource Binder --- see “Forms of Writing” and “Assessment” This resources includes lessons for teaching summarizing, rubrics and student samples | |
| · | Washington Alliance Materials | |
| 1. | Preview the text to determine what type of text it is. The type of text will determine what components you will watch for while you read. Specific text types are addressed following these directions. | |
| 2. | Take notes while you read. | |
| 3. | When finished reading notes, decide what is most important. | |
| 4. | Using the Summary Funnel, place key ideas from your notes in the small circles. Be sure to use your own words and leave out unimportant detail. Only write ONE big idea or concept per circle. | |
| 5. | Combine key concepts into a short summary and write it in the big circle at the bottom of the funnel. | |
| Reminder – Summaries are written in a neutral voice. It should not have a judgmental tone or words. |
| Narrative Text key components to watch for when taking notes: |
| · | Setting or mood | |
| · | Main characters | |
| · | Major problem or conflict | |
| · | Actions taken which are related to the conflict | |
| · | Conflict Resolution (may or may not be pleasantly resolved) | |
| · | Headings | |
| · | Main idea/topic sentences (not always specifically stated) | |
| · | Charts, diagrams, key statistics | |
| · | Bold type, indicating key words or concepts | |
| · | Repeated information is usually important | |
| · | Summary paragraphs | |
| Directions: Place key ideas from your notes in the small circles. Be sure to use your own words and leave out unimportant detail. Only write ONE big idea or key concept per circle. | |
| Combine key concepts into a topic sentence and write it in the big circle at the bottom of the funnel. Then use the lines below to write your short summary |
| Reminder – Summaries are written in a neutral voice. It should not have a judgmental tone or words. |
| 1. | Students ask themselves | |
| · | Who (person or group) was involved? |
| · | What did this person or group do? |
| · | When was it done? |
| · | Where was it done? |
| · | How was it done? |
| · | Why did it happen? |
| 2. | Write answers on the appropriate lines of the fishbone. Be sure to use your own words. | |
