4,620
edits
Summarizing: Difference between revisions
m
→Active reading
(started page) |
m (→Active reading) |
||
| (4 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
[[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'' | |||
== 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 | |||