Connecting the dots : a handbook series for teachers of English Language Arts : grades 6-8. - Page 52 |
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46
Nia realized that summarizing key pieces of information was a life skill that her students
needed to practice. Without that ability, they would struggle not only in their academic and
adult careers, but also in friendly conversations about current events and personal situations.
To allow adequate application for this topic, Nia turned to text passages as a source of
practice for identifying important ideas, main events, and key points. She listed many things
that the students had already read, and a few poems and other quick reads that could be
accomplished in just a few minutes in class. Once that was done, she went back through her
list and carefully selected enough titles to give one piece of text to each group; she then
made sure that each group member would have an individual copy of the reading. Her
other preparations included dividing her students into groups of four, pushing their desks
together to make tables for four, preparing a model to use, and gathering large pieces of
colored bulletin board paper and markers. Finally, she mentally rehearsed the lesson,
anticipating her students' questions, confusions, and accomplishments.
Summarizing
Connecting• the• Dots, Grades 6- 8 English Language Arts
Once the students had settled into their groups of four, Nia began by asking them what it
means to summarize. She listened to the students’ comments but found scattered knowledge.
She assured them that today they would learn to summarize a passage, which is an important
life skill for many reasons.
Nia began by reading the short passage upon which she had based her model. She
explained how one goes about summarizing a text, which is to read thoroughly and make
notes on key points based on things like: the title, subheadings, topic sentences, main ideas,
dates, and important events. She led the class in quickly doing this.
She then asked each group to make certain that one member was seated in each corner of
their make- shift table. Next, she instructed them to gather one piece of paper to spread out
before the group and four markers, one per member. She now provided each group with
four copies of a single passage of text. Nia asked the students to each read the text silently
and, using their corner of the large paper, to jot down the key points, including important
events and main ideas.
Once the individual note taking was complete, Nia instructed the students to tear off their
corners of the paper containing these notes, which left the larger center available for the
group to write their joint summary. She explained that this center was the place for them to
combine and record their notes while eliminating repetitive information. The students were
to organize the information beginning with a main idea statement and then summarizing
the most important events in the text. She reminded them that the 5 W's ( who, what, when,
where, and why) generally provide a solid guide.
Once each group finished, Nia posted their summaries on the wall and sponsored a Gallery
Walk, which involved one member from each group standing at the group's summary, while
the rest of the class moved among the posters, reading and asking questions. Once this was
completed, Nia made general closing comments on the success of the activity, leading the
class in sharing a summary of what they had just done!
•
•• 7th
Activity• 5
Teacher Preparation •
• Activity Starter •
•
Object Description
Description
| Title | Connecting the dots : a handbook series for teachers of English Language Arts : grades 6-8. - Page 52 |
| Full Text | 46 Nia realized that summarizing key pieces of information was a life skill that her students needed to practice. Without that ability, they would struggle not only in their academic and adult careers, but also in friendly conversations about current events and personal situations. To allow adequate application for this topic, Nia turned to text passages as a source of practice for identifying important ideas, main events, and key points. She listed many things that the students had already read, and a few poems and other quick reads that could be accomplished in just a few minutes in class. Once that was done, she went back through her list and carefully selected enough titles to give one piece of text to each group; she then made sure that each group member would have an individual copy of the reading. Her other preparations included dividing her students into groups of four, pushing their desks together to make tables for four, preparing a model to use, and gathering large pieces of colored bulletin board paper and markers. Finally, she mentally rehearsed the lesson, anticipating her students' questions, confusions, and accomplishments. Summarizing Connecting• the• Dots, Grades 6- 8 English Language Arts Once the students had settled into their groups of four, Nia began by asking them what it means to summarize. She listened to the students’ comments but found scattered knowledge. She assured them that today they would learn to summarize a passage, which is an important life skill for many reasons. Nia began by reading the short passage upon which she had based her model. She explained how one goes about summarizing a text, which is to read thoroughly and make notes on key points based on things like: the title, subheadings, topic sentences, main ideas, dates, and important events. She led the class in quickly doing this. She then asked each group to make certain that one member was seated in each corner of their make- shift table. Next, she instructed them to gather one piece of paper to spread out before the group and four markers, one per member. She now provided each group with four copies of a single passage of text. Nia asked the students to each read the text silently and, using their corner of the large paper, to jot down the key points, including important events and main ideas. Once the individual note taking was complete, Nia instructed the students to tear off their corners of the paper containing these notes, which left the larger center available for the group to write their joint summary. She explained that this center was the place for them to combine and record their notes while eliminating repetitive information. The students were to organize the information beginning with a main idea statement and then summarizing the most important events in the text. She reminded them that the 5 W's ( who, what, when, where, and why) generally provide a solid guide. Once each group finished, Nia posted their summaries on the wall and sponsored a Gallery Walk, which involved one member from each group standing at the group's summary, while the rest of the class moved among the posters, reading and asking questions. Once this was completed, Nia made general closing comments on the success of the activity, leading the class in sharing a summary of what they had just done! • •• 7th Activity• 5 Teacher Preparation • • Activity Starter • • |
