Summarizing+Main+Ideas

Please share a summarizing strategy that is ready for classroom use in this area. Make sure to put the name of the strategy, your name, a brief description, and upload your example.

Ex:
 * Ten Important Words**
 * Name:** Oriel Boomgarden
 * Strategy:** 10 Important Words
 * When Utilized:** During/After Reading
 * Literature Source:** Nuechterlein, J. (2001). //"Pride and Patriotism//" First Things
 * Overview:** As they are reading this passage, students will pick out 10 words in the article they think are important. They will write each word in the table and then explain why they thought it was important to the overall understanding of the article. An adaptation would be for students to utilize the words in a summary sentence.

ART/MUSIC While reading //Artist to Artist// // students will learn about 20 of the greatest artist’s and how they worked. Students will read about how they gained inspiration and accessed their creativity. While reading, students will be asked to note the things that they find especially interesting or useful. Students will then pick out the 10 most important words which impacted them. //
 * Name:** Derek Malcore
 * Strategy:** 10 Important Words
 * Literature Source:** Brown, C. (1998). //Artist to artist//. Jackson Creek
 * When Utilized:** During and After Reading

Mathew Lawniczak - Summarizing

Ten Important Words

 * Name:** Mathew Lawniczak
 * Strategy:** Ten Important Words
 * Literature Source**: //** Rebuilding Afghanistan Pot by Pot **//** by **Noah Coburn and Ester Svensson
 * When Utilized:** After the reading
 * Overview:** During the “Ten Important Words” activity the students read the article titled **// Rebuilding Afghanistan Pot by Pot //**** by **Noah Coburn and Ester Svensson, when they are done the students think of a sentence that doesn’t contain more than ten words. The sentence must summarize the reading. I really like this article because its not too long and it really shows the use of ceramics in another country. Students need to be shown what’s going on around the world. Readings like this don’t have to just be in a social studies class. All subjects can introduce cultural influences around the world.


 * Evolving Main Idea Three-Column Notes**
 * Name**: Danielle Schneider
 * Strategy:** Evolving Main Idea Three-Column Notes
 * Literature Source**: American Traditions in Watercolor by Susan Strickler
 * When Utilized:** During Reading
 * Overview:** Students are asked to come up with summaries of sections of the text from their assumption of the main idea as well as notes they took on such as key words, phrases and examples. They then are asked to make a summary from the notes they took and connect it to the main idea. This helps students to recognize the main idea and create summaries.


 * Evolving Main Idea – Three Column Notes**
 * Name:** Val Yost
 * Strategy:** Evolving Main Idea – Three Column Notes
 * Literature Source:** Sis, P. (2006). //Play, Mozart, play//. New York: HarperCollins.
 * When Utilized:** During/After reading
 * Overview:** While they are reading //Play, Mozart, Play//, students identify details and summaries from the text. They use these details and summaries to derive a Main Idea. This gives students an opportunity to refine their summarizing skills, recognizing the differences between details, summaries, and main ideas.

Strategy:** Interpretive Drawings
 * Summarizing
 * Name:** Amanda Huck
 * Brief Description:** After reading a journal article titled //Narrative Play, Art, ans Self Identity,// students can teach the rest of the class about the main idea of theme of the article by drawing a picture or using a graphic organizer to explain the importance of what they read about. They would interpret the main idea and then draw a picture relating to that idea, in which they would then write a couple sentences explaining what they have drawn.

**Name:** Trina Hopfensperger **Strategy:** Jigsaw **Comprehension Area:** Summarizing **Literature Source:** Open-Research **When Utilized:** Before and After a Reading Before beginning their research students will be divided into groups of 4-6 depending on the class size and assigned a different painting to research. These groups (termed “A” groups) must then work together to organize important information for their assigned painting. They will work collectively to determine the significance of the work, media, artist, movement, etc. and will then be asked to organize their information in to a PowerPoint presentation or other format if so desired and present the material to the class. Each group will have a chance to teach the class about their subject and will obtain knowledge from the other group presentations. After every group has presented, new groups will be made containing only one member from every group. The new groups (or “B” groups) will share their original information in a more close-knit type tutorial in which students may take notes for the final. Having completed this process will be like having fitted all of the pieces together of a jigsaw puzzle.

ENGLISH

**Name:** Pam Benedon **Strategy:** Sum it up **Comprehension Area:** Summarizing **Literature Source:** //Dust to Eat// **When utilized:** After reading After reading //Dust to Eat// students will generate a list of main ideas, words or key vocabulary from the text. The lists can be generated individually, with a small group, or as a whole class. Individual students or small student groups review the chosen words and separate the words that are essential to the summary from the nonessential words. Using the essential words, individual students or small student groups write a summary while pretending that they are writing a classified ad for a newspaper. They are charged for each word written. Each word costs $.10. Students have $2.00 to spend on the summary. Student summaries are shared with the whole class, posted around the room, or used as review material. (Amy LaPierre, Howard-Suamico School District, based on a strategy in //Small Group Reading Instruction// by Beverly Tyner and Sharon Green.)

**Name:** Sarah Nelsen **Strategy:** Story Board **When utilized:** During or After Reading **Literary Source:** Shakespeare, William. //Romeo and Juliet.// **Overview:** After reading //Romeo and Juliet//, students get into small groups. They must use only six pictures to summarize the story. Students will produce a comic strip with pictures and corresponding captions, telling the story of //Romeo and Juliet// in exactly six slides. An adaption to this could also be done during reading after an act—summarizing scenes. http://www.freeology.com/graphicorgs/pdf/storyboard.pdf
 * Story Board **




 * Timeline**
 * Name:** Dave Riley
 * Strategy:** Timeline
 * When utilized:** During and Especially After Reading
 * Literary Source:** Paulsen, G. (1998). //Soldier's Heart//. New York: Delacorte Press.
 * Overview:** During and after reading //Soldier's Heart//, students get into small groups and work together to construct a timeline of the important events in the novel. The timeline events must be in chronological order. Only the most important events in the novel should be included, but it is up to the groups to decide what is important and what is not. The students then get together and share their timelines with each other and discuss why they chose the events from the novel that they did.


 * Name:** Chelsea Ruff
 * Strategy:** 10 Important Words
 * When Utilized:** During reading
 * Literary Source:** //Dry as 'a Real Desert' in 6 years, Federal Agent Says// from New York Times (1920)
 * Overview:** During the reading of this short newspaper article students will find and underline the 10 most important words of the article. Then as a class the reasoning behind the choice of their 10 words will be discussed as well as what we as readers can take from the article and it's 10 important words. This strategy would hopefully lead into a lively discussion on Prohibition.


 * Name**: David Fitzpatrick
 * Strategy**: Jigsaw
 * When utilized**: It is assigned before the reading and presented after the reading.
 * Literary Source**: Young, M. B., Fitzgerald, J. J., & Grunfeld, A. T. (2002). The Vietnam War: A History in Documents. New York: Oxford University Press.

Chris Mayer Strategy: T+W+P = MI Comprehension Area: Summarizing / Main Idea Literature Source: //The Roman Republic// by Issac Asimov (Chapters 4-6) When Utilized: After Reading Overview: After the students have finished reading the assigned section they will get into groups to cover the main information from the chapters and compose a fully realized explanation of the text. The main point of this assignment is to see and understand how upon Caesar’s triumphant victories during the Gallic wars his political and social stigma was in constant tumult through his return to Rome and his departure to gain power from Pompey. The importance here is to see the Roman Republic begin to totter and sway within its own origin and stronghold; the city of Rome itself. There was great political alliances struck and ruined during this time and is important to see how this transcendental figure was both victim and partially perpetrator in this time.
 * Overview**: The students will be separated into groups of no more than 5 or 6. Each group-mate is assigned a different chapter from first 6 chapters of the book. Each student is responsible for teaching their assigned chapter to the rest of their group. They will compile notes and develop a short presentation to make their group as knowledgeable of the chapter as possible. The notes created by the student may be used for a later quiz by the rest of the group so there is incentive to compile good, thorough notes for the group-mates.
 * Name:** Mike Schmitt
 * Strategy:** Jigsaw Summaries
 * Literature Source:** //Wildfires// by Seymour Simon
 * Utilized:** during and after reading
 * Overview:** The students will be numbered from one to four, and each student will be presented with photo copied pages from //Wildfires//, about 8 pages per student (this is dividing the book into quarters). If the students are capable of doing a read-aloud as a small group, then for additional dramatic effect, an actual copy of the book can be torn into quarters in front of the students! The students will have a chance to read their section. Because there are many pictures in this text, this should only take the students a few minutes to read (5-10 minutes, depending on the reading level of the class). Students will be asked to summarize what they have read and make a list of the main points. They will then be re-assigned to a new group that consists of one member of each group (1-4). The new groups can then share their findings (since there is one member from each section of the book) and make sure that everyone understands the role that wildfires play within an ecosystem.

PE ** ** Name: ** Amie Heinzelman ** Strategy: ** Keyword Construction ** When utilized: ** During/after reading ** Literature Source: ** Crane, C. (2009). Energy overload. //Scholastic Choices//, 4, 22-25. pp. 22-25. ** Overview: ** While reading Energy Overload students will be asked to write down details from the articles on the Keyword Construction worksheet. This can be done in groups of two or individually. After the students have read the article and write down notes from the text, they will construct a keyword from the article. From this keyword they will be asked to record its importance in the text and other ideas about the purpose of the text.
 * Keyword Construction

**Jigsaw Activity** **Name:** Ben Herland **Strategy:** Jigsaw Activity **When utilized:** During and After **Literature Source:** Bowen, B., & Clemence, B. (1981). //Golf - Everyone//. Winston-Salem, NC: Hunter Publishing Company. **Overview**: This activity will allow students to understand and gain further knowledge in six aspects of golf including grips, swing, stance, woods, irons, and putters. Each student will specialize in their area by reading information from the book and discussing the area with others in their group. They then go and teach other people about this specialized content and then listen to others about their content.

Arthur Long Keyword: Lifetime Sports Strategy: Evolving the Main Idea Three- Column Notes Chart When utilized: After reading literature source: deMause, N. (2000,). //Punch Like a Man Big-Time Sports' Domestic Violence Problem//. Retrieved January 13, 2009, from http://www.villagevoice.com/comtent/printVersion/158763 Overview: After reading the text the students will be have to fill out the three-column chart the best they can. The three columns are: new facts & information, summarize the article briefly, and questions or comments that you came up with while you read.

** Strategy: ** 10 Important words **Overview:** students will be asked to write down ten words that they feel are of importance on the 10 word worksheet. They will then explain why they wrote down these words and why they think these words are important to the article.
 * Name: ** Christina Mann
 * Comprehensive Area: ** Summarizing
 * Literature Source: ** Bernstein, G. (1999). Coming Out to Parents: Help, My Boyfriend Disagrees! In M. Maheu (Eds.), //Self-help Magazine.// Nevada: Pioneer Development Resources Inc.
 * When Utilized: ** During/After reading

**Name:** Zach Johnson **Strategy:** Story Mapping **Comprehensive Area:** Summarizing **Literature Source:** Hornbacher, M., (1999). //Wasted: A Memoir of Anorexia and Bulimia//. Harper Perennial; 1 edition. **When utilized:** During/after reading While reading //Wasted: A Memoir of Anorexia and Bulimia,// the students will be asked to create a story map. This activity can be done individually or in a group of two or three students. During the reading students can write down their ideas of who the characters are in the book, what they believe to be the main topic and what the book is about. They are also able to write down any problems that occur in the book and solutions to those problems.

Traci Behnke
 * Jigsaw**
 * Name:** Traci Behnke
 * Strategy:** Jigsaw
 * When utilized:** During/after
 * Literature source:** Casewit, C. (1969). //The Hiking-Climbing Handbook//. New York: Hawthorn Books, Inc.
 * Overview:** The students will be split into two groups. One group will look up Information on hiking and the other will look up information on climbing. The groups will come up with what you need to hike, good places to hike, and how to avoid danger. When all of the information is found, the groups will teach what they have learned to each other. When they are finished they should know all of the key elements talked about.

Ben Lancour
 * Pros and Cons Scale **
 * Name: ** Ben Lancour
 * Strategy: ** Pros and Cons Scale
 * When utilized: ** During/After reading
 * Literary Source: ** Yancey, D. (2002). //STDs: What you don't know can hurt you//. Twenty-first century medical library. Brookfield, Conn: Twenty-First Century Books.
 * Overview: ** This activity can be done during the reading or after the reading. The assigned reading works as a mind opener for students. It gives them a chance to use their critical thinking skills on the issue at hand in the article. Students will use the Pro and Cons Scale (positives and negatives) to determine whether or not the book on sexually transmitted diseases will leave a positive or negative effect on students. Students that read the pros and cons scale will be able to determine the summary of the book based on the thorough description of the positives and negatives.





Groups of students are given a story to read and then they are provided only 4 sections in which to tell the story. Each group presents by writing on the board in story sections. The group is encouraged to start with the beginning and ending and then add to the middle whatever they can. Only two sentences are allowed per section so the students must pick out the most important facts. This guide helps students put the story into different sections and allows for them to only have a limited amount of space to do it in. When using the story board format other subjects can be taught and incorporated to mix some teaching.
 * Name: Maggie King**
 * Strategy: Story Board**
 * Comprehension Area: Summarizing/Main ideas**
 * Literature Source:** Kleinfield, N.R. (1994, July 13). Where paddle ball is heaven; the joys of youth are relived daily on a patch of concrete in greenwich village. //The New York Times.// Retrieved from http://query.nytimes.com/gst/fullpage.html?res=950CE7DF133FF930A25754C0A962958260&sec=&spon=&pagewanted=2
 * Utilized when: After**



Sarah Kichefski
 * Title: ** Sum It Up
 * Name: ** Sarah Kichefski
 * Strategy: ** Summarizing
 * When Utilized: ** During/After Reading
 * Literature Source: ** Fanning, K. (2008). Alcohol & You. //Scholastic Choices//, 1, 18-19. pp. 18-19.
 * Overview: ** As students are reading this article, they will write down main idea words on the “Sum It Up” activity sheet. After reading the article student will write a summary of the selection using as many of the main idea words as possible. Students will fill in the “Sum It Up” entry at the bottom of the activity page by only using twenty words to summarize the article. Each student has $2.00, and each word they use is worth ten cents.

**Name:** Kevin Murphy **Strategy**: Jigsaw **Comprehension Area**: Summarizing **Literature Source**: Swimming By T. M. Jager pg. 5-29 **When Utilized**: During Reading
 * Overview:** Students will read an article by T.M. Jager which is on teaching the different types of swimming strokes. The students will be placed in groups of five. Each group member will be responsible for reading about a differnt swimming stroke. Students will read the selcetions independently and write down important information to share with their group. The students will then meet in groups of their assigned readings and become experts on their topic. The next day they will share with the class what they have learned.

Nick McFadden In this activity the students will read the newspaper article about the amputee. As they are reading they will be looking for certain parts of the article the: who, what, when, where, why, and how. By being required to find all this information the students will have to be paying stronger attention to the reading itself, and then they can write the GIST. When they pay closer attention to the reading they will as a result learn more from it. I think that this activity with this article is important because it is important for the students to understand that a disability is not the end of the world. People become disabled every day and many of those have a hard time dealing with it. If the unfortunate were to happen to one of the students they would be able to remember this article and see that a disabled athlete is able to compete with the some of the world’s best.
 * Name:** Nick McFadden
 * Strategy:** GIST
 * Comprehension Area:** Summarizing
 * Literature Source:** Study Suggests That Amputee Holds an Unfair Advantage by J. Robinson
 * When Utilized:** During-Reading

**Name:** Abby Lewitzke **Strategy:** Think Aloud Summaries **Comprehension Area:** Dance **When Used:** During This would be used while I read the book //Rap a tap tap// to my class. It is a book about the famous dance Mr. Bojangles. I would like to use this strategy because as we read the book we can talk about so many more ideas than just dance. We could talk as a class about the struggles of minorities during the era, and also talk about why Mr. Bojangles has such a large influence on both music and dance. I would make sure that before I read the book aloud to my class I am ready to explain what is important to think about. This means preparing and practicing before I use it in class, this way I can help my students to ask the right kinds of questions to help them understand the full meaning and message of the book. By using the think aloud summary I will let my students explore a new book with my guidance so that we as a class can come to the same conclusions about what the book is trying to tell us. I would have the students also give me feedback as we read so that if they feel differently about what I am saying we can talk about it, and still come to an understanding about the message of the book.
 * Literature Source: ** Dillon, L., & Dillon, D. (2002). //Rap a tap tap //. Blue Sky Press / Scholastic. Retrieved January 14, 2009, from CCBC.

Pierce Geffers ** ** Name ** : Pierce Geffers ** Strategy ** : Quip: Questions into paragraphs ** When Utilized ** : During/After reading ** Literature Source ** : Bloom, G., Loughead, T., & Newin, J. (2008 November). Team Building for Youth Sport. JOPERD: //The Journal of Physical Education, Recreation & Dance//, 79(9), 44-47 ** Overview  ** Have your students read the article that deals with team building for youth sports. After they have read this article, present the Quip worksheets and have them do these after they have read. Students should come up with questions they have from the reading, then find the source and apply answers to the questions they have come up with. This is a good way for students to comprehend what they have read, through answering questions that they have come up with. This will lead them through the article on a more comprehensive level.
 * Quip: Questions into paragraphs



While reading //The NBA/WNBA Rules for Stretching// the students will be looking for key words that they feel are important for this article. They want to pick words that help give a good summary. The words should tell a person the main ideas of the article to someone who has never read it before. Once the students have found those 10 important words they will go back and describe why they were so significant in the article. If they have troubles defining any of them the student can then get help from a classmate or look it up. Once they have filled out all of that information they will go back to the article and make sure that those words really get the reader to know the main ideas. This is an important strategy because it gets students to narrow down to the main ideas in an article. It will make them think about what the author is trying to tell them and it will help them find key words easier when reading future articles.
 * Name:** Lindsey Cordes
 * Strategy:** 10 Important Words
 * Comprehension Area:** Summarizing/Main Ideas
 * Literature Source:** The NBA/WNBA Rules for Stretching. //Strategies A Journal for Physical and Sport Education//, 3, 36-37. pp. 36-37
 * When Utilized:** During and After Reading

**Name:** Jessie Scheer **Strategy:** Final Countdown **Comprehension area:** Summarization **Literature Source:** //Before I die// by: Jenny Downham **When Utilized:** After The student read the book //Before I die// which is about a 16 year old girl who has leukemia and has a list of things she want to do before she dies. Each student will get a poster size version of the final countdown worksheet; students can draw their own on poster size paper. They must fill out the poster with the three most important things they have learned on the bottom tier, two questions they still have on the middle tier and on the top tier they write one way what they have learn relate to previous material covered. Once they have done this they put the posters up on the walls and each student will get a chance to say what they though was most important about the book, their question and how it relates. Once every student has gone the class will go back through each on and answer the questions and discuss why they think that is the answer and see if any of the three most important things they have learned are similar and why.

**When Utilized:** After Reading Students will be divided into groups of 4 and given the article // Lack of sleep tied to coronary heart disease in study //  From the Milwaukee Journal Sentinel (2008, December 20). The catch is that the title of the article will be blacked out so the students can't see it. One student will read the article aloud to the group as the others take notes about main ideas. Once they have finished reading the article and taking notes, the students will look at their main ideas to try and find the essence of the article. They will use cooperation and work together to come up with a clever, unique, eye-catching title for the article. Once they have come up with the perfect title, the groups will each present their title to the rest of the class. The real title will be revealed and students can reflect in a couple sentences how well they did naming the article.
 * Name:** Kevin Maher
 * Strategy:** Stop the Presses! Making a Title
 * Comp Area:** Cardiovascular Training
 * Lit Source:** // Lack of sleep tied to coronary heart disease in study // <span style="color: rgb(0,0,0);"> From the Milwaukee Journal Sentinel (2008, December 20)