Summarizing

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Summarizing

• Chapter 3
• Classroom Instruction that Works
• Marzano, Pickering and Pollock

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Summarizing and Notetaking

• Summarizing and note taking require that students
  distill information into a concise, synthesized
  form and focus on important points.
• Most research on summarizing strategies
  emphasizes the importance of breaking down the
  process of summarizing into a structure that can
  be easily understood by students.
• Verbatim note taking is the least effective
  note-taking technique for improving student
  achievement because students are not engaging
  their minds in generating or synthesizing
  information.
• Students should be encouraged to revisit and
  revise their notes after initial recording them.
  They should use different formats and make notes
  as complete as possible.

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Summarizing and Note Taking

• Summarizing and note taking are in the same
  category of instructional strategies because both
  require students to distill information into a
  concise, synthesized form.
• Effective learners are able to sift through a
  great deal of information, identify what is
  important and then synthesize and restate the
  information.

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Focus On

• Summarizing

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Three Strategies for Teaching Summarizing

• Rule-Based Strategy
• Using Frames
• Reciprocal Teaching
• This presentation will cover in depth, the first
  two strategies and will briefly touch upon the
  third.

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Rule-Based Summarizing Strategy
  The rules in the strategy are as follows  1)
Delete trivial material that is unnecessary to
understanding  2) Delete redundant
material  3) Substitute subordinate terms for
lists (e.g., flowers for daisies,
tulips, and roses) 4) Select a topic
sentence, or invent one if it is missing.  To
make these rules come alive for students, a
teacher might initially demonstrate them in some
detail. Brown, Campione, and Day (1981)
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Summarizing Strategy Using Frames
Present students with summary frames. Using
summary frames is a powerful summarizing strategy
that teachers can effectively use to enhance
students understanding. A summary frame is a
series of questions that the teacher provides to
students that helps them develop an accurate
summary of the text. For more on frames, see Oja
(1996) Using Story Frames to Develop Reading
Comprehension in the Classroom ED 395 281
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Summarizing Strategy Using Frames

• There are different types of frames that students
  can use to help them summarize different types of
  text that they encounter.
• The Narrative Frame to summarize stories or
  other narratives
• The Topic-Restriction-Illustration (T-R-l) Frame
  to summarize informational or explanatory text
• The Definition Frame to summarize text that
  defines a concept or term
• The Argumentation Frame to summarize text that
  presents an argument
• The Problem /Solution Frame to summarize text
  that presents a problem and one or more
  solutions
• The Conversation Frame to summarize text that
  presents a conversation between people or
  characters in a story.

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Narrative or Story Frame

• The narrative or story frame commonly contains
  the following
• elements
• Characters the characteristics of the main
  characters in the story
• Setting the time, place, and context in which
  the story took place
• Initiating event the event that starts the
  action rolling in the story
• Internal response how the main characters feel
  about and react to the initiating event
• Goal what the main characters decide to do as a
  reaction to the initiating event the goal they
  set
• Consequence how the main characters try to
  accomplish the goal
• Resolution how the story turns out.
• (Components 3-7 are sometimes repeated to create
  what is called an episode.)

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Narrative or Story Frame

• Frame Questions
• Who are the main characters? What makes them
  different from others?
• When and where did the story take place? What was
  the situation at the time?
• What starts the action rolling in the story?
• How did the characters express their feelings?
• What did the main characters decide to do? Did
  they set a goal? What was it?
• How did the main characters try to accomplish
  their goal?
• How does the story turn out? Did the main
  characters accomplish their goal?

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Example Narrative Frame (handout)
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T-R-I Frame for Expository Material

• Students can use the T-R-I Frame with most
  expository material, such as books and other
  nonfiction reading material. The T-R-l pattern is
  commonly found in expository material. The
  elements of the T-R-l frame are
• Topic (T) a general statement about the
  information to be discussed
• Restriction (R) statements that limit the
  information in some way
• Illustration (I) statements that exemplify the
  topic or illustrations.
• The T-R-I (topic, restriction, illustration)
  pattern can have a number of restrictions and
  accompanying illustrations.

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T-R-I Frame
Frame Questions T What is the general topic?
R What information does the author give
that narrows or restricts the general topic?
I What examples does the author present to
illustrate the topic or restriction?
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Example T-R-I Frame(handout)
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Definition Frame
The purpose of a definition pattern is to
describe a particular concept and identify
subordinate concepts.Definition patterns contain
the following elements 1.Term the subject to be
defined (e.g., car) 2. Set the general category
to which the term belongs (e.g., vehicles for
transportation) 3. Gross (general)
characteristics those characteristics that
separate the term from other elements in the set
(e.g., runs on the ground, has four wheels) 4.
Minute differences those different classes of
objects that fall directly beneath the term
(e.g., sedans, convertibles).
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Definition Frame

• Frame Questions
• What is being defined here?
• To what general category does the item being
  defined belong?
• What characteristics of the item being defined
  separate it from other items in the general
  category?
• What are some different types or classes of the
  item being defined?

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ExampleDefinition Frame(handout)