<p> Summarizing: A Reciprocal Teaching Strategy TRAIN YOUR BRAIN TO READ </p><p>Make a PREDICTION when: • a title is given • headings are provided • the author poses a question in the text • the text suggests what will be discussed next </p><p>Ask TEACHER-LIKE QUESTIONS: • Who is ___? • What is/does ___? • When is ___? • Where is ___? • Why is ___ significant? • Why does ___ happen? • What are the parts of ___? • How is ___ an example of ___? • How do ___ and ___ compare? • How are ___ and ___ different? • How does ___ happen? • What is most important ___? • What is your opinion of ___? </p><p>CLARIFY hard parts when: • you don't understand • you can't follow the text • you don't know what a word means</p><p>How to do a SUMMARY: • Look for the topic sentence. • Look for who, what, when, where, why, and how. • Omit unnecessary information.</p><p>Developed by Jane Cook Literacy & Technology Coach [email protected] LESSON PLAN Teacher: ___Jane Cook______</p><p>Date: ____1/23/13______Grade/Class/Subject: ___Grade 4/Reading</p><p>Unit/Theme: Summarizing_& Vocabulary Development Standard/s: CCSS.ELA-Literacy.RI.4.2, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.W.4.2, CCSS.ELA-Literacy.W.4.4, CCSS.ELA-Literacy.W.4.8, CCSS.ELA-Literacy.SL.4.2</p><p>Content Objective(s): While listening to a passage, students will identify at least one or two key or important words in each paragraph that they will use to write a summary of the piece. Content Objective in Student Language: I will listen to a passage, identify at least one or two key words in each paragraph and use those words to write a summary of the piece. Language Objective(s): Using the key or important words, students will discuss in small groups and write a summary of the story. Each group will orally share their summary. Language Objective in Student Language: I will discuss the piece that I listened to with a small group of classmates. I will work with my classmates to write a summary of the piece. We will read our summaries to the class.</p><p>Key Vocabulary What Materials Will I Use? How Will I Differentiate? Key vocabulary words will be Passage selected by teacher – any All groups will be expected to write a determined by the students as they read passage in any content area may be summary after viewing a model and fill in their Alphaboxes. Each used introductory paragraph from the excerpt will have different key words. teacher. Students can be grouped Key vocabulary will be defined by the strategically so that all groups will be teacher as words that help us successful. Children who are second understand the piece during reading language learners or special education and help us summarize it after reading. students will be grouped with other students to generate the writing of their group’s summary. SIOP Features Preparation Scaffolding Grouping Options ___ Adaptation of Content  Modeling  Whole class  Links to Background  Guided practice  Small groups ___ Links to Past Learning  Independent practice ___ Partners  Strategies incorporated  Comprehensible input  Independent</p><p>Integration of Processes Application Assessment  Reading  Hands-on  Individual  Writing  Meaningful  Group  Speaking  Linked to objectives  Written  Listening  Promotes engagement  Oral</p><p>Lesson Sequence: See next pages entitled Lesson Sequence for Summarizing Strategies Using Alphaboxes for specific details of lesson sequence.</p><p>. Reflections: This could be done strictly as a vocabulary lesson. Key words could be posted on word walls for future reference. This could also be done as a Social Studies or Science lesson rather than a Reading lesson, depending on what informational text the teacher chooses.</p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 1 Lesson Sequence for Summarizing Strategies using Alphaboxes</p><p>This lesson will engage participants in a summarizing activity. They will read a passage that the teacher has selected to teach them some Social Studies or Science content in their Reading class. This strategy can be applied to any fiction or non-fiction text that students need to summarize. This lesson will take approximately 40-60 minutes to complete. As a result of participating, students will be able to: 1. Identify key vocabulary words in a short piece of writing. 2. Summarize what they have read, using the key vocabulary words. Time Agenda Outcomes 5-10 minutes Welcome and Overview Share purpose for lesson. 1. Introduce the purpose of the lesson. Introduce students to the passage that they will be reading 2. Introduce the passage. together. Define summary, 3. Define the following words: important, and key. o Summary - Use the root word sum to help students understand what it means o Important or Key – Use the analogy of a key to unlock the meaning 10 minutes Modeling How to Identify Key Vocabulary Provide the students with a Words model and strategy for 1. Explain that each student will receive a copy of identifying key vocabulary the passage and an Alphaboxes template. Tell words. them that they will be reading the passage and together they will be identifying key words that help them know what this passage is about as they read. 2. Model the use of the Alphaboxes template by reading the first two paragraphs of the passage and asking students what were the key (i.e., most important) words in those paragraphs. Write each word in the appropriate box on the Alphaboxes template. (Use a document camera or make an overhead transparency of the Alphaboxes template or create a larger version on a piece of chart paper.) Explain that they will be using these words later to help them summarize what they have read. 3. Continue reading the passage aloud and asking students to generate the key words in each paragraph. Ask students to write these words in their Alphaboxes. Change colors when modeling, e.g., use green pen at beginning, blue in middle, red at end of passage, to help see which key words occurred in which parts of the passage.</p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 2 15-20 minutes Guided Practice in Summarizing 1. After completing the reading of the passage, model how to write the introduction to the summary referring back to the alphabox that you modeled while reading. 2. Then move students into small groups. Refer them to the handout entitled Roles and Responsibilities of Group Members. Ask them to assign a role to each group member. Tell them that they have 1 minute to decide who will serve in which role in their group. 3. Ask each group to discuss what they read using the following questions to guide their discussion:  What are the important ideas that you need to include in your summary?  Why was it important?  How do you know that this is important? 4. Ask each group to write a summary of their excerpt using the words from the Alphabox. Their Facilitator (and Secondary Facilitators) should facilitate the writing of the summary as a group. Their Scribe should be responsible for writing the contributions of the group. Tell each group that their Reporter should be prepared to share a 1 minute summary orally with the whole group. 10-15 minutes Sharing Summaries 1. Ask each group’s Reporter to read his/her group’s summary. 2. Facilitate any questions that arise as a result of the summaries. 5-10 minutes Closure & Next Steps Bring closure to the lesson and 1. Debrief the lesson by facilitating a discussion. collect feedback from the Ask students the following questions: students on the lesson.  How did it feel to use the Alphaboxes template?  How well did your group work together?  What helped/What hindered the process of the writing of the summary? 2. Scribe student responses on the What Helped?/What Hindered? T-sheet (either on a flip chart, on an overhead transparency, or using a document camera). </p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 3 ALPHABOXES The Book/Selection ______</p><p>The reader(s) ______A B C D E F</p><p>G H I J K L</p><p>M N O P Q R</p><p>S T U V W XYZ</p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 4 Roles and Responsibilities of Group Members</p><p>Make sure that each person in your group is serving in at least one role. If you have more than 5 people in your group, have more than one Gatekeeper. If you have less than 5 people in your group, have group members serve in more than one role. Everyone should serve as a secondary facilitator, helping make the group’s work easier. </p><p>FACILITATOR... The Facilitator leads the discussion, making sure that everyone is fully participating. The word Facilitator comes from the word facilitate which means make easy. </p><p>SECONDARY FACILITATOR… Everyone in the group serves as a secondary facilitator, helping make the group’s work easier.</p><p>SCRIBE... The Scribe writes for the group.</p><p>REPORTER... The Reporter reports the small group's work to the whole group. </p><p>TIMEKEEPER... The Timekeeper keeps track of the time and makes sure that the group finishes their task on time. </p><p>GATEKEEPER... The Gatekeeper makes sure that everyone is on task. </p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 5 What Helped?/What Hindered?</p><p>What Helped? What Hindered?</p><p>Jane Cook’s Lesson Plan for Summarizing using the SIOP Model Lesson Plan Framework – Page 6</p>