formal written

ANALYZE TEXTRead this student model to analyze the elements of a formal summary.

Student Writing ModelANALYZING TEXT ELEMENTS

Academic Writing

Academic Writing TypeA formal written summary provides an objective overview of the topic and important details from an informational text. The writer credits the author, but writes in primarily his or her own words, without including personal opinions.

A. The topic sentence includes the text type, title, author, and topic.

B. Detail sentences include the important details from the summarized text.

C. The concluding sentence restates the author’s conclusion in the writer’s own words.

A

B

C

In the magazine article titled “Who Needs Sleep?,” Kristen Weir

investigates why sleep is so crucial for teens. First, Weir reports that 60 percent

of middle and high school students say that they experience chronic fatigue at

school. The author also explains that teens should average nine or more hours of

sleep a night, but most tend to get about seven. In addition, she clarifies that this

adolescent sleep deficit is due to numerous factors, such as busy schedules and a

shift during puberty in the body’s internal clock. Furthermore, the author describes

multiple consequences of being sleep-deprived, such as issues with digestion and

memory. Finally, Weir concludes that teens should make sure they regularly get

sufficient sleep to stay healthy and happy.

MARK & DISCUSS ELEMENTS Mark the summary elements and use the frames to discuss them with your partner.

1. Number (1–4) the four elements of the topic sentence. The topic sentence includes the .

2. Draw a box around four transition words or phrases. One transition (word/phrase) is .

3. Underline four important details. One important detail in this summary is .

4. Circle four citation verbs. One citation verb that the writer uses is .

5. Star four precise topic words and check four high-utility academic words. An example of a (precise topic word/high-utility academic word) is .

LESSON

32 Issue 1

Academic Talk (p. 287)Not being able to in class is a serious result of not getting enough sleep.

Daily Do Now

Introduce the Academic Writing Type• Routine 10: Student Writing Model (p. T72) Have

students share what they know about summarizing: When I summarize in class, I need to . (e.g., When I summarize lecture notes in history class, I need to rewrite them in a brief paragraph using my own words.)

• Highlight why we summarize: 1) to remember a text; 2) to review class notes; 3) to study; 4) to show understanding of a text; 5) to support a claim with text-based evidence.

• Echo-read the academic writing type description and guide students to underline key phrases.

Read the Student Writing Model• Tell students that you will analyze a formal summary

of Text 1 to understand the elements. Have students silently review their Text Notes for Text 1 (p. 23).

• Display and read aloud the student model using Oral Cloze and Partner Cloze.

ANALYZE WORDS

Teach and Discuss Elements of a Summary• As you introduce each element, assign the relevant

frame and facilitate discussion. Model the process with the � rst task and frame. Have partners (A/B) take turns listening and responding.

• Ask partners (A/B) to stand and report a response with each frame. Direct students to listen attentively and mark any missed elements.

• Reread the topic sentence and guide students to number (1–4) the text type, title, author, and topic.

• Explain that transitions like First connect the writer’s points. Have students draw a box around First and at least three more transition words or phrases.

• Remind students that a summary communicates the most critical information. Have students underline the � rst detail and three more details.

• Explain and have students circle at least four citation verbs. The verb reports lets us know the information comes from the author, not the student who is summarizing.

• Point out that the writer did not copy sentences, but included precise words from the text. Have students star fatigue and three more precise topic words.

• Note that the student included high-utility academic words, such as factors. Have students check factors and three more high-utility academic words.

MARK & DISCUSS ELEMENTS sleep a night, but most tend to get about seven. In addition, she clarifies that this


of middle and high school students say that they experience chronic fatigue at




sufficient sleep to stay healthy and happy.



memory. Finally, Weir concludes that teens should make sure they regularly get

school. The author also explains that teens should average nine or more hours of


sleep a night, but most tend to get about seven. In addition, she clarifies that this

investigates why sleep is so crucial for teens. First, Weir reports that 60 percent 4

1 2 3


E3DC_TEPE_I01_workshop_L1-08.indd 32 4/10/17 10:55 AM

Formal Summary

Paraphrasing Text

IDENTIFY PRECISE SYNONYMS Read these statements and replace the words in parentheses with synonyms.

1. Tired students have (a hard time) paying attention, and even

if they do somehow manage to focus, they may (forget)

what they were taught because memory formation takes

place partly during sleep.

2. Some school districts have already (changed) their schedules so

that high school classes (start) later, between 8 and 9, instead

of before 8.

3. Navy researchers are (studying)

the (sailors) to see if the extra sleep makes a difference.

PARAPHRASE IDEASParaphrase the three statements from above using primarily your own words.

1. Shellenbarger reports that

2. The author explains that

3. She describes how

FRONTLOADING LANGUAGE

Source Text Key Words & Phrases Synonyms Paraphrasing

“Most are lucky to get six, seven, or eight hours of sleep a night, even though studies have shown repeatedly that people in their teens and possibly even early 20’s need nine to 10 hours” (Grady 9).

most [teens] adolescents

are lucky to get tend to only sleep

six, seven, or eight or fewer eight hours hours

even though although researchstudies have shown demonstrates

repeatedly often

Adolescents tend to only sleep eight or fewer hours per night although research often demonstrates they actually need nine to 10 hours.

Guidelines for Paraphrasing a SentenceParaphrase one sentence from a source text by keeping important topic words and replacing key words and phrases with synonyms.

Teen Sleep 33

Teach the Language Skill• Explain that writers restate ideas from texts in their

own words to summarize important details and to state text evidence. Paraphrasing can be useful to restate or sum up a direct quote from a text when you are summarizing the author’s ideas.

• Read the “Guidelines for Paraphrasing a Sentence” aloud and have students circle the key word synonyms.

• Display the source text sentence and underline the key words and phrases.

• Point out the precise synonyms for each key word or phrase and ask students to share other synonyms.

• Model how to paraphrase by rewriting the source text sentence and replacing the key words and phrases with precise synonyms.

Practice Identifying Precise Synonyms• Read aloud practice statement 1 using the key

words and phrases in parentheses. In the � rst blank, I need to replace a hard time with a precise synonym. I know that the phrase a hard time refers to something that is dif� cult, so I will replace it with dif� culty. In the second blank, I need a synonym for the word forget. I know that remember is the opposite of forget, so I will write not remember.

• Reread the statement aloud with the precise synonym(s). Have students copy the word(s) and read the statement chorally.

• Ask partners to collaborate to complete the remaining two statements.

• Direct partners (A/B) to report out to the class: We selected the precise synonym to replace the key (word/phrase) .

IDENTIFY PRECISE SYNONYMS

Apply Skill to Academic Writing• Tell students that they will paraphrase the three

statements from the “Identify Precise Synonyms” section to summarize important details.

• Model how to paraphrase sentence 1. I will start by replacing tired students with precise synonyms. To paraphrase, I’ll write fatigued adolescents.

• Display your paraphrase of sentence 1 on the board and read it aloud.

• Have students record it and read it chorally.

• Direct partners to work together to paraphrase the remaining two statements.

• Preselect two students with strong responses that include precise synonyms to read aloud their paraphrases to the class. Then ask for partner nominations and volunteer reporters.

PARAPHRASE IDEAS

difficulty

not remember

revised

begin

collecting data on

recruits

fatigued adolescents have difficulty focusing and they may not

Navy researchers are collecting data on whether the new “rack time” improves

remember what they learn because sleep is necessary for memory formation.

recruits’ performance.

some high schools have revised their schedules so that the school

day begins after 8 a.m.


TAKE NOTESWrite nouns and pronouns to credit the author in your formal summary of Text 2.

Summary Sentence Noun/Pronoun to Credit the Author

Topic Sentence

1st Detail

2nd Detail

3rd Detail

4th Detail

Concluding Sentence

Nouns & Pronouns to Credit an AuthorFRONTLOADING CONVENTIONS

Academic Writing

Guidelines to Credit an AuthorTopic Sentence: State the author’s full name.

1st Important Detail: State the author’s last name.

2nd Important Detail: Use the term author, writer, or researcher.

3rd Important Detail: Use the pronoun he or she.

4th Important Detail: Use the term author, writer, or researcher.

Concluding Sentence: Use the author’s last name.

In the news story titled “Falling Asleep in Class? Blame Biology,”

Madison Park discusses why adolescents have difficulty getting

adequate sleep. First, Park points out that teens’ body clocks conflict

with high school schedules. The writer also reports that a Kentucky

district altered its high school start time to 8:30 a.m., and half of students

surveyed said they were sleeping eight hours per night. In addition, she

explains that later start times can reduce car accidents and improve

attendance. Furthermore, the writer points out that the glow of

technological devices such as cell phones and computer screens can make

falling asleep more difficult. Finally, Park concludes that schools should also

consider parents’ and employers’ points of view before changing schedules.

IDENTIFY NOUNS & PRONOUNSRead the summary and circle the nouns and pronouns that credit the author.

34 Issue 1

LESSON

Teach the Conventions Skill• Explain that a formal summary uses nouns and

pronouns that credit the author for his or her work.

• Read aloud the “Guidelines to Credit an Author” and have students circle key information (e.g., author’s full name). The topic sentence introduces the article, so you write the author’s full name as it appears with the title of the text.

• Explain how to credit an author whose name is not included with the text. Sometimes the author’s name is not published. In these cases, look at the source. If the writer is anonymous, use the terms author, writer, or researcher throughout your summary. If the source is an organization or government agency, use its name or the terms organization or agency throughout your summary.

Practice Analyzing a Model• Read aloud the model summary of a news story

using Oral Cloze.

• Point out that the writer of the summary credits the author using her full name in the topic sentence and have students circle it.

• Ask partners to switch off reading the summary sentence by sentence and circling the nouns and pronouns that credit the author.

• For additional practice, have partners turn back to the summary of “Who Needs Sleep?” (p. 32) and identify the nouns and pronouns that credit the author.

IDENTIFY NOUNS & PRONOUNS

Apply Skill to Academic Writing• Have students return to the Text 2 article “Sleep Is

One Thing Missing in Busy Teenage Lives” and locate the author’s full name. Direct them to record it as the noun to credit the author in the topic sentence.

• Direct partners to refer to the “Guidelines to Credit an Author” to complete the chart.

• Brie� y have students report out to the class: For the , we selected the (noun/pronoun) .

TAKE NOTES

Show You Know (p. 287)(consequence) One of the physical of sitting at the computer for several hours without stretching can be .

Daily Do Now

Madison Park discusses why adolescents have difficulty getting

with high school schedules. The writer also reports that a Kentucky

surveyed said they were sleeping eight hours per night. In addition, she

falling asleep more difficult. Finally, Park concludes that schools should also

attendance. Furthermore, the writer points out that the glow of

adequate sleep. First, Park points out that teens’ body clocks conflict

Denise Grady

the author

Grady

she

the author

Grady

E3DC_TEPE_I01_workshop_L1-09.indd 34 4/10/17 1:53 PM

PLANNING TO WRITE

Formal Summary

Organize a Formal Summary

PARAPHRASE IDEASCombine key information from the three text details above into one detail sentence.

There are physical and mental impacts of sleep deprivation, including

(Text Detail 1)

(Text Detail 2) and

(Text Detail 3)

PLAN KEY IDEAS & DETAILSState the text information to write a topic sentence.

In the news article titled (title)

(author’s full name) (citation verb: explores, examines, discusses)

(topic)

List four important details from the article using primarily your own words.

1.

2.

3.

4.

Restate the author’s conclusion in your own words.

Prompt Write a formal summary of “Sleep Is One Thing Missing in Busy Teenage Lives.”

Guidelines for Paraphrasing Multiple SentencesParaphrase related details from a source text by combining key information into one sentence. Replace key words and phrases with synonyms and keep important topic words.

Text Detail 1 Text Detail 2 Text Detail 3

“. . . tired students have a hard time paying attention, and even if they do somehow manage to focus, they may forget what they were taught” (Grady 10).

“Dr. Carskadon said studies had repeatedly linked sleep deprivation to depressed mood—a temporary case of the blues” (Grady 11).

“Lack of sleep also increases teenage drivers’ already elevated risk of car accidents” (Grady 12).

Teen Sleep 35

Apply Skill to Academic Writing• Tell students that they will paraphrase the three text

details to write one detail sentence.

• Read the “Guidelines for Paraphrasing Multiple Sentences” aloud and have students circle the key words synonyms and topic words.

• Read aloud the frame in the “Paraphrase Ideas” section. We need to complete this detail sentence with three impacts of sleep deprivation by paraphrasing each text detail.

• Display each text detail, underline key words and phrases, and model how to choose precise synonyms. I can replace hard time paying attention with the synonym trouble concentrating.

• Direct partners to paraphrase the remaining two text details. Preselect a few students to read aloud their completed detail sentences to the class.

PARAPHRASE IDEAS

Guide Note-Taking• Routine 11: Planning to Write (p. T74) Model how

to return to the text to locate and record the title, author, and topic. Have students choose a citation verb to complete the topic sentence. Then read it aloud chorally.

• Guide students to reread “Sleep Is One Thing Missing in Busy Teenage Lives,” one section at a time, to paraphrase important text details. Use a gradual-release model: I do (the � rst one), We do (the next two), You do (the � nal one).

Detail 1: Reread Section 1 using Oral Cloze. I decided that an important detail in this section is that adolescents often sleep eight or fewer hours, but they need nine to 10. Display the important detail and have students record it in the outline.

Detail 2: Direct partners to discuss additional important information from Section 1 and agree on a detail to record. Tell students to also reference their notes from the Section Shrink (p. 27).

Detail 3: Have students reread Section 2 using Partner Cloze, discuss important information, and agree on a detail to record. Remind them to refer to their Section Shrink notes (p. 29).

Detail 4: Have students reread the � rst � ve paragraphs of Section 3 independently, reference Section Shrink notes (p. 31), and determine an important detail. Direct partners to compare details: I decided that one important detail in this section is . Then have students record a detail.

Concluding Sentence: Reread the last � ve paragraphs of the text using Oral Cloze and model how to restate the conclusion in your own words.

PLAN KEY IDEAS & DETAILS

trouble concentrating,

“Sleep Is One Thing Missing in Busy Teenage Lives,”

feeling depressed,

There are physical and mental impacts of sleep deprivation, including trouble concentrating,

feeling depressed, and more car accidents.

Adolescents tend to only sleep eight or fewer hours per night, although research demonstrates

they actually need nine to 10 hours.

Some school districts, like Minneapolis, have made high school start times later.

The Navy is studying the effects of changing “rack time” to be from 10 p.m. to 6 a.m.

Parents can help their children get the sleep they need by having them go to bed at the same time each

night.

examines

more car accidents.

Denise Grady

adolescent sleep deprivation.

E3DC_TEPE_I01_workshop_L1-09.indd 35 4/10/17 1:53 PM

WRITE A PARAGRAPHUse the frame to write your topic sentence, detail sentences, and concluding sentence.

Write a Formal SummaryWRITING A DRAFT

Academic Writing

Prompt Write a formal summary of “Sleep Is One Thing Missing in Busy Teenage Lives.”

In the magazine article titled

First, explains

The (author/writer/researcher) also reports

In addition, (he/she) describes

Furthermore, the (author/writer/researcher) points out

Finally, concludes that

A

B

C

(title)

(author’s full name) (citation verb)

(topic)

(author’s last name) (1st important detail)

(3rd important detail)

(2nd important detail)

(restate author’s conclusion)

(4th important detail)

(author’s last name)

36 Issue 1

LESSON

Show You Know (p. 286)(regulate) Strict parents typically the amount of their child can .

Daily Do Now

Introduce the Writing Assignment• Routine 12: Writing a Draft (p. T76) Read the

writing prompt aloud to clarify the assignment.

• Display the formal summary writing frame and point out key features.

• Explain the purpose of the small text in parentheses. Notice the text in parentheses under the blank lines. This text gives you direction for what to write.

Transfer the Topic Sentence• Read aloud the frame for the topic sentence.

• Tell students to revisit their notes (p. 35) and transfer their topic sentence to Section A of the summary writing frame.

• Point out that an article title is capitalized and appears in quotation marks to set it apart. Have students add quotation marks to the title.

• Explain that it is necessary to put a comma after the title and before the author’s name. Model how to place the comma before the end quotation and have students add it.

Write Detail Sentences• Remind students that detail sentences capture

essential information from the article.

• Model how to write the � rst detail sentence by citing the author and using the notes you modeled for the � rst important detail (p. 35).

• Guide students to use their notes on the important details (p. 35) to write four detail sentences.

• Explain that the detail sentences should appear in an order that makes sense—usually the order in which the ideas appear in the article.

Construct a Concluding Sentence• Tell students to revisit their notes (p. 35) to transfer

their concluding sentence to Section C of the summary writing frame.

Read the Formal Summary• Read aloud the sample draft of a formal summary

and model how to replace everyday words using the precise synonyms from the word banks (pp. 23, 27, 29, 31).

• Direct partners (A/B) to take turns reading their formal summaries to each other. Then guide them to circle everyday words and replace them with precise words.

WRITE A PARAGRAPH

examinesDenise Grady

“Sleep Is One Thing Missing in Busy Teenage Lives,”

adolescent sleep deprivation.

Grady

fewer hours per night although research demonstrates they actually require nine to 10 hours.

author

that there are physical and mental impacts of sleep deprivation, including trouble

concentrating at school, feeling depressed, and an increase in car accidents.

she

author

such as Minneapolis, have altered high school start times so that they are more compatible with

adolescents’ sleep patterns.

that the Navy is studying the effects on sailors’ performance of changing the “rack time” to be

from 10 p.m. to 6 a.m.

Grady parents should enforce the same

bedtime each night to help adolescents get the sleep they need.

how some school districts,

that adolescents tend to only sleep eight or


ASSESSING & REVISING

Formal Summary

Rate Your Summary

CHECK & EDITUse this checklist to proofread and edit your formal summary.

□ Did you capitalize the title of the article and proper nouns?

□ Did you put quotation marks around the title of the article?

□ Is each sentence complete?

□ Are all words spelled correctly?

REFLECT & REVISERecord specific priorities and suggestions to help you and your partner revise.

(Partner) Positive Feedback: I appreciate how you (used/included)

(Partner) Suggestion: As you revise your summary, focus on

(Self) Priority 1: My summary paragraph needs

(Self) Priority 2: I plan to improve my summary by

ASSESS YOUR DRAFTRate your formal summary. Then have a partner rate it.

1. Does the topic sentence state the title, author, and topic?Self 1 2 3 4

Partner 1 2 3 4

2. Did you paraphrase the most important details from the text?Self 1 2 3 4

Partner 1 2 3 4

3. Did you include precise topic words and high-utility academic words?Self 1 2 3 4

Partner 1 2 3 4

4. Did you restate the author’s conclusion using your own words?Self 1 2 3 4

Partner 1 2 3 4

Scoring Guide1 Insufficient2 Developing3 Sufficient4 Exemplary

Teen Sleep 37

LESSON

Academic Talk (p. 288)I questioned at least 20 students who regularly arrive late to school to collect some information about their challenges with .

Daily Do Now

Complete a Proofreading Checklist• Ask students to review each item in the checklist and

reread their summaries to proofread and edit.

Write a Final Draft• Support students as they write a � nal draft on the

computer or a separate sheet of paper.

• Score student summaries using the Formal Summary Writing Rubric (HMH Teacher Central).

• Return students’ � nal drafts to place in the pocket of their Language & Writing Portfolios.

CHECK & EDIT

Discuss Feedback• Remind partners to give positive feedback before

making a suggestion for revision.

• Model how to give feedback. You might say, “I appreciate how you used your own words. As you revise your summary, focus on replacing everyday words with precise topic words. Do you have any questions?”

• Guide students to use frames to write positive feedback and a suggestion in their partners’ books.

• Have pairs return books and have partners clarify feedback using frames: What do you mean by ?In other words, you think that .

• Allow students to revise their summaries, focusing on areas with the lowest ratings.

REFLECT & REVISE

Self- and Peer-Assess Summaries• Routine 13: Peer Feedback (p. T78) Review the

Scoring Guide criteria and what constitutes a score of 1–4.

• Distribute the Student Writing Sample: Summary 1 (HMH Teacher Central) and read it using Oral Cloze.

• Guide students in using the Scoring Guide to rate each element.

• Have students read their summaries silently and circle ratings to self-assess.

• Direct partners to exchange books, read their partners’ paragraphs, and circle ratings in their partners’ books.

ASSESS YOUR DRAFT


formal written

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