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[[category:Reading]]
[[category:Reading]]
[[category:Reading & Writing]]
[[category:Reading & Writing]]
Summarizing is an important skill for students for
* textual comprehension
* application of ideas
== Summarizing ==
* the important cognitive skill of generalizing core or "Big Ideas" from larger textual or other source
** "cognition" = conscious intellectual activity, i.e., deliberate thinking
* summarizing =
** distinguishing between background and important detail
** processing in one's own words
=== Bloom's taxonomy of learning ===
[[File:Blooms rose.svg|thumb|Blooms rose]]
* Summarizing is an important fundamental step towards higher-order thought
* per Bloom's "taxonomy" of learning
** summarizing is part of the 2nd order learning category, "Comprehension"
*** therefore, summarizing is essential for comprehension
*** along with summarizing, per Bloom's taxonomy "Comprehension" also includes
**** ''restatement, paraphrasing, illustrating, explaining, distinguishing, extending''
=== Bloom's action verbs===
<div style="column-count:4; background-color:#f8f9fa;">
Analyze<br>
Apply<br>
Appraise<br>
Assess<br>
Assume<br>
Build<br>
Categorize<br>
Choose<br>
Classify<br>
Combine<br>
Compare<br>
Comprehend<br>
Compile<br>
Compose<br>
Conclude<br>
Conclusion<br>
Construct<br>
Contrast<br>
Create<br>
Criteria<br>
Criticize<br>
Decide<br>
Defend<br>
Define<br>
Demonstrate<br>
Design<br>
Determine<br>
Develop<br>
Discern<br>
Discover<br>
Discuss<br>
Disprove<br>
Dissect<br>
Distinguish<br>
Divide<br>
Elaborate<br>
Estimate<br>
Evaluate<br>
Examine<br>
Explain<br>
Extend<br>
Extrapolate<br>
Find<br>
Function<br>
Identify<br>
Illustrate<br>
Importance<br>
Infer<br>
Inspect<br>
Interpret<br>
Interview<br>
Judge<br>
Justify<br>
Label<br>
List<br>
Make use of<br>
Mark<br>
Match<br>
Measure<br>
Model<br>
Motive<br>
Name<br>
Organize<br>
Outline<br>
Perceive<br>
Plan<br>
Predict<br>
Prioritize<br>
Prove<br>
Rate<br>
Recall<br>
Recognize<br>
Recommend<br>
Relate<br>
Rephrase<br>
Select<br>
Show<br>
Simplify<br>
Solve<br>
Summarize<br>
Support<br>
Survey<br>
Test<br>
Utilize<br>
</div>
<div style="clear:both">
</div>
*for fuller list go to [https://ce.icep.wisc.edu/sites/default/files/media/2022-06/Blooms_Taxonomy.pdf Blooms_Taxonomy.pdf (wisc.edu)]
== Elements of summarizing ==
=== Active reading ===
* thinking while reading =
** applying prior knowledge
** identifying new knowledge (unfamiliar words, ideas, details)
** questioning and developing questions
=== Simplification ===
* identify the core of a sentence
** SUBJECT VERB OBJECT
** see how the sentence builds up from there
* identify "emphasis shifts"
** which part of of the sentence does the writer wish to emphasize
*** independent clauses = emphasis
*** dependent and subordinate clauses = de-emphasis
* getting around unfamiliar words
** strategy = replaced the unfamiliar word with "something" and read around it
*** an exception can be verbs, which are important to know for sentence comprehension
=== Identify background details v. Big Ideas ===
* which details define meaning
** v. which details add to but do not define meaning?
*** ex. "Mackie is a happy little black, brown & red dog who loves to play with his toys"
**** "little" and "black, brown and red" do not change the meaning that "Mackie is a happy dog who loves to play with toys"
== Techniques for summarizing ==
=== Re-statement of words & sentences ===
* summarization requires comprehension
** but it is a skill that can be taught
* student comprehension is enhanced by re-stating in one's own words
** it helps to discern what the student actually understands
==== "Teaching it back" ====
* one method to enhance summarization and student comprehension is to engage the student in "teaching it back" to someone else
** "''you can't teach it if you don't know it''" works as a good measure of student comprehension in any subject or skill
** in summarization it is helpful becuase it forces the student to articulate his or her own comprehension
** if the student gets stuck, the teacher can ask the student to identify Prior Knowledge:
*** i.e., "Well, what do you know from this passage?
*** and build up comprehension from there
==== Asking questions ====
* question formulation is a process of
** 1. identifying prior knowledge (what is understood or familiar)
** 2. identifying new knowledge (what is not understood or familiar)
** and 3. extending that prior knowledge by asking a question about it or the new knowledge
==== Thinking up titles ====
* Titles are summaries
** ask the student to give each passage segment a title
== Lesson Plan example or student exercise ==
=== Example 1: discerning background details from Big Ideas ===
[[File:Dog-and-toy.jpg|thumb|A dog and a toy]]
1. Details:
** black, white and red-haired, small dog
** big green toy
** green carpet
** flooring showing in upper right corner
** foot of a table showing to upper left
2. Unimportant details:
3. Important details
** dog
** toy
4. Other ideas to infer:
** dog posed quietly for the photo
** dog seems to have already played with the toy
** the toy does not appear to have rips from chewing
5. Big idea:
** what do we learn about the dog?
*** he likes the toy or toys
*** therefore, ''It is a playful dog'' = the BIG IDEA
=== Example 2: discerning background details from Big Ideas ===
[[File:Dogs-at-monument.jpg|thumb|Three dogs]]
1. Details:
** three dogs, one multi-colored, two white-brown
** dogs on the grass, one sniffing the ground
** Washington Monument in the near background
** some other buildings in the further background
** flags
*** we might also notice that the flags are at half-staff
2. Unimportant details:
* far background buildings
* grass (fields have grass, so we learn nothing from that)
* presence of flags at Washington Monument
3. Important details
** three dogs
** the Washington Monument
4. Other ideas to infer:
** the photographer, perhaps owner, deliberately posed the dogs in front of the Washington Monument
** perhaps the photographer/owner could not get the dogs to pose and all three look at the camera
** the flags at half-staff could be significant
5. Big idea:
** what do we learn from the photo?
*** the dogs are alert, not fighting
*** the choice of the Washington Monument in the background is purposeful
*** therefore, ''Three dogs enjoying a walk by the Washington Monument'' = the BIG IDEA
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