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Strategies That Work: Summarizing and Synthesizing Information

Strategies That Work: Summarizing and Synthesizing Information. The Evolution of Thought. Defining the Terms:. SUMMARIZING : To pull out the most important information and put it in our own words to remember it.

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Strategies That Work: Summarizing and Synthesizing Information

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  1. Strategies That Work:Summarizing and Synthesizing Information The Evolution of Thought

  2. Defining the Terms: • SUMMARIZING: To pull out the most important information and put it in our own words to remember it. • SYNTHESIZING: Arranging multiple fragments of information until you see a new pattern emerge.

  3. Backgroung Knowledge Impacts Sythesizing • Readers merge their thinking so that the new information makes sense

  4. Strategy Lessons • There are eleven Strategy Lessons for Summarizing and Synthesizing in Chapter 11.

  5. 1. Retelling to Summarize Information: • PURPOSE • Providing a basic framework to help students begin to summarize information through a brief retelling of a story • RESPONSE • Recording brief summaries on sticky notes or charts, or through discussion; one word lists of a synthesis

  6. 2. Paraphrasing to summzrize expository text: • PURPOSE • Making margin notes in your own words to summarize sections of the text • RESPONSE • Brackets in the margins for summarizing information • Sticky notes coded ‘S’ for summarize • Two-column note form headed ‘What’s Interesting’ & ‘What’s Important’

  7. 3. Sythesizing: How Reading Changes Thinking • PURPOSE: • To notice how our thinking evolves and changes as we read • RESPONSE • Keeping track of changed thinking in reading logs

  8. 4. Comparing and Contrasting inScience and Social Studies: • PURPOSE • Comparing and contrasting properties to better understand their essence • RESPONSE • Three column note form headed, ‘Compare & Contrast’

  9. 5. Summarizing the Content andAdding Personal Response • PURPOSE • Summarizing the content of a piece of text and responding personally • RESPONSE • A page of notebook paper divided horizontally with the top half marked ‘Summary’ and the bottom half marked ‘Response’

  10. 6. Reading for the 'gist' • PURPOSE • Taking notes and using a variety of strategies to synthesize • RESPONSE • List of notes and strategies; one page written responses

  11. 7. Writing a Short Summary • PURPOSE • Distinguishing between the summary of the text and the reader’s thinking • RESPONSE • Two-column think sheet headed ‘What is the Piece About’ & ‘What it Makes Me Think About’

  12. 8. Writing as Synthesis:Personalities from the Past • PURPOSE • Writing from a first person perspective to better understand the contributions of historical figures • RESPONSE • Note taking forms that support writing

  13. 9. Synthesizing to Access Content • PURPOSE • Noticing the thinking we do to access content and acquire knowledge • RESPONSE • Two column form headed ‘Content’ & ‘Process’ • Class discussion

  14. 10. Reading Like a Writer • PURPOSE • Noticing a craft of a piece as well as the content and the reading process • RESPONSE • Three column note form headed ‘Content’ , ‘Process’, and ‘Craft’

  15. 11. Trying to Understand: Seeking Answers to Questions that Have None • PURPOSE • Synthesizing information by attempting to answer difficult questions • RESPONSE • Sticky notes with questions

  16. Teaching with the End in Mind:Assessing What We've Taught Summarizing and Synthesizing Based on the lessons in this chapter, we look for evidence that: • Students summarize information by retelling. • Students become aware of when they add to their knowledge base and revise their thinking as they read. • Students synthesize information through writing. • Students use a variety of ways to synthesize information and share their learning.

  17. Example Lesson Time! • Everyone please get up and move 5 seats to your left! • Please take your papers with you.

  18. Interactive Learning:Lesson Examples Teacher: Mr. Brett Mayberry Comparing and Contrasting in Science and Social Studies page 185 • PURPOSE: Comparing and contrasting properties to better understand their essence • RESOURCES: Science trade book or textbook on marine biology • RESPONSE: Three-column note form headed ‘Compare and Contrast’

  19. Interactive Learning:Lesson Examples Teacher: Mr. Ryan Lavine Writing A Short Summary page 188 • PURPOSE: Distinguishing between the summary of the text and the reader’s thinking • RESOURCES: The Librarian of Basra: A True Story from Iraq, by Jeanette Winter • RESPONSE: Two column think sheet headed ‘What the Piece Is About’ and ‘What It Makes Me Think About’

  20. Strategies That Work:Summarizing and Synthesizing Information • The Evolution of Thought Now YOU ARE AN EXPERT!

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