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Summary Writing
inCalifornia
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Analytic Summary* Comprehensive and brief
* Concise statement
* Short version
* Condensation
* Sum and substance
Paraphrase Summary* Restatement of text or passage
* Giving the meaning in another form* Rewording for clearness
* Restate, reword, rephrase* State in other words
* Shorter than original
*About the same length as original text – may be shorter depending on the amount of important information
2005Kiting; Bonsai Trees
2002Frog and Toad ;Beavers
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Informational Reading
• Frog and Toad
• Beavers
• Kiting
• Bonsai Trees
?
Informational
Reading
dry boring
difficultStudents
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Many students who experienceno difficulty reading stories havesignificant problems reading informational writing.
Many students have not acquiredthe strategies necessary tosupport the comprehension of written information.
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states the main ideas of the article
identifies the mostimportant details thatsupport the main ideasuses his own words.
uses correct grammar,spelling, punctuation, and capitalization.
Source: California Department of Education Website
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Source: California Department of Education Website
For the summary writing tasks in grade four, students were expected to summarize main ideas and important details in their own words. Students who did well included only information that was in the original article and avoided extraneous commentary. Effective summaries were organized in a logical order.
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In order to write an effective summary, all studentsneed instruction and activities that focus on the skills necessary to summary writing.
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Boys and girls wear wool.
Both boys and girls wear wool.
Wool is worn by both boys and girls.
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Cats and dogs wear wool.
Both cats and dogs wear wool.
Wool is worn by both cats and dogs.
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Cats, dogs, and horses wear wool.Wool is worn by cats, dogs, and horses.
Cats and dogs and horses wear wool.
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Wool is worn by some animals.
Some animals wear wool.
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People wear wool.
Wool is worn by people.
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Snowmen wear wool.
Wool is worn by snowmen.
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Big Idea Summary Sentences
• People, animals, and even snowmen wear wool.
• Wool is worn by people, animals, and even snowmen.
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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This bird is called
a Rainbow Bird
(because)
Because he has red eyes, a green head, yellow feet, and tan, blue, and purplefeathers, this bird is called a Rainbow Bird.
The Rainbow Bird got his name becausedifferent parts of his body are differentcolors.
This bird has a body with different colorsso it is named the Rainbow Bird.
(so) (;therefore)
This bird has a body with different colors;therefore, it is named the Rainbow Bird.
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The Rainbow Bird got his name becausedifferent parts of his body are differentcolors.
His eyes are red, his head is green, and hisfeet are yellow. The feathers on his back are a combination of tan, blue, and purple.
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This bird is called
a Rainbow Bird
becauseso
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Organizational Patterns
• Cause and Effect – Multi-Flow Map
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Are all bears the same color?
Are all bears the same size?
Are all bears good at the same things?
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Are all bears the same color?
How can I answer in a completesentence?
Bears are _______________ .
Bears can be ____________ .
Bears are not ____________ .
Bears do not _____________ .
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Are all bears the same size?
How can I answer in a completesentence?
Bears are _______________ .
Bears are not ____________ .
Some bears are ___________ .
The ____ bear is taller than the___ and the ______.
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Are all bears good at the same things?
How can I answer in a completesentence?
Some bears are better _____ than other bears .
Not all bears _______________ .
Bears are _______________ .
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Bears are different colors.
• Some bears are black.
• Polar bears are white.
• Some bears are brown.
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Bears are different sizes.
• Polar bears are bigger than black bears.
• Brown bears are bigger than polar bears.
• Black bears are the smallest bears.
• Brown bears are the biggest bears.
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Different bears are good at doing different things.
• Brown bears are good fishermen.
• Polar bears are good swimmers.
• Black bears are good climbers.
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Bears come in various colors and sizes. They are also experts at doing different things.
Not all bears are the same. They can be different sizesand colors. In addition, all bears are not experts at doingthe same things.
Just like people, bears come in different colors and sizes. Each type of bear has specific abilities and skills.
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Just like people, bears come in different colors and sizes. They also have different abilities and skills.
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Bears
BlackBears
PolarBears
BrownBears
Size
What theydo well
Size
What theydo well
Size
What theydo well
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Organizational Patterns
• Cause and Effect – Multi-Flow Map
• Categories of Information – Tree Map (could be in the form of question/answer)
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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sharks people
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What is the overall big idea of the text?
Write a sentence stating the big idea.
What are the important details in the text?
Write three detail sentences comparingsharks and children. You may use yourDouble Bubble Map.
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sharks people
but
but
and
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Organizational Patterns
• Cause and Effect – Multi-Flow Map
• Categories of Information – Tree Map (could be in the form of question/answer)
• Compare and Contrast – Double Bubble Map
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Horses
SizesCategory?
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Horses
Sizes UsesCategory?
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Some
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Horses
Sizes Uses Feet & LegsCategory?
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Horses
UsesDifferencesCategory? Category?
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What is the overall big idea of the text?Write one sentence stating the big idea.
What are the important details in the text?Write three detail sentences about horses. You may use your Tree Map.
What are the main ideas in the text?Write two sentences stating main ideas in the text.
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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“Seeing” Embedded Sequence withthe Flow Map
The swan reachesdown in the
water.
He grasps anunderwater
plant.
He pulls the plant up from the bottom of the
pond.
First Next Then
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ActivityRead the informational piece on the screen.
Determine the process that can be gleaned fromthe text.
Create a Flow Map that shows the steps of theprocess.
Rewrite the information from
the original text asa process. Be sure
to usetransitional words
of order.
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Your Turn
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Organizational Patterns
• Cause and Effect – Multi-Flow Map
• Categories of Information – Tree Map (could be in the form of question/answer)
• Compare and Contrast – Double Bubble Map
• Sequence of events or procedures – Flow Map
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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HermitCrabs
vulnerable unusual
AHermitCrab
IsVulnerable
This is the typeof thinking that
will be necessaryto understand
these concepts
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Will Ibe ableto “see”
thestructure?
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I coulduse a littlehelp with
thevocabulary
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hermit oddas
Relating Factor: is someone who
lives alone is different
Vocabulary
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A HermitCrab
Is Odd
Summarize
TheseTypes
Of CrabsAre
CalledHermitCrabs
Inference
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Thehermitcrab isnot likeother
animals(odd)
Demonstrate how the partial Multi-Flow can be used toput together the information from the text.
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Clarify and Summarize howa hermit crab stays safe.
The hermit crabfinds an empty
shell
The hermit crabcleans out theshell with a claw
The hermit crabbacks into theshell
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Clarify and Summarize howa hermit crab stays safe,
continued.
The hermit crabfinds an empty
shell
The hermit crabcleans out theshell with a claw
The hermit crabbacks into theshell
The hermit crabturns its body to
get a good fit
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empty
Discuss meaning of the word and ask students todraw pictures of something “empty” to place on the Circle Map.
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Seeing Cause and EffectRelationships
TheHermitCrab
Grows
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Discussion Questions
Why is a hermitcrab unusual?
What other creature lives inother people’s
homes?
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HermitCrabs
AreUnusual
Record Ideas From the Discussion
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Hermit Crabs
are have live
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Organizational Patterns
• Cause and Effect – Multi-Flow Map• Categories of Information – Tree Map
(could be in the form of question/answer)
• Compare and Contrast – Double Bubble Map
• Sequence of events or procedures – Flow Map
• Explaining Why – Multi-Flow Map
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Summary Headlines
(Nutshell Statements)Clumsy Egg Crumbles After Tragic
Fall from Wall
Young Girl Walking Through the Woods is
Tricked by a Vicious Wolf
What’s the Source?
Abusive Husband Locks Wife in the Shell
of a Pumpkin
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A long, long time ago there were no tame dogs. All the animals of the world were wild.
One of those wild animals was the wild dog. Wild dogs roamed through the field and forests. From these wild dogs come all the different dogs that are pets today.
How did this happen? It might have begun like this. One day some people were walking in the forest. They found a wild dog that had died. Then they heard a soft mewing sound coming from some thick brush in the forest. Looking around, they saw a wild dog pup curled up in a nest. They picked it up and carried it home.
About Dogs (part 1)
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The pup grew into a full-grown wild dog. The wild dog was now partly tame since it had lived and played with people all its life. Soon people began to raise and train other wild dog pups. Little by little, after many, many years, some of these animals began to look less like wild dogs. These tamer animals were the first dogs.
People found that dogs could help them in many ways. Some dogs barked a lot. The loud barking kept robbers and wild animals away. Other dogs could run very fast and help people chase down game. Some dogs helped farmers herd sheep and goats. Dogs helped herd cattle, too. People began to realize that dogs could be useful in different ways. Dogs were also fun to have around.
About Dogs (part 2)
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Overall Big Idea
First Main Idea included in the selection
Second Main Idea included in the selection
One supporting detail that supports this main idea
One supporting detail that supports this main idea
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Organizational Patterns
• Cause and Effect – Multi-Flow Map• Categories of Information – Tree Map
(could be in the form of question/answer)
• Compare and Contrast – Double Bubble Map
• Sequence of events or procedures – Flow Map
• Explaining Why – Multi-Flow Map
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A long, long time ago there were no tame dogs. All the animals of the world were wild.
One of those wild animals was the wild dog. Wild dogs roamed through the field and forests. From these wild dogs come all the different dogs that are pets today.
How did this happen? It might have begun like this. One day some people were walking in the forest. They found a wild dog that had died. Then they heard a soft mewing sound coming from some thick brush in the forest. Looking around, they saw a wild dog pup curled up in a nest. They picked it up and carried it home.
About Dogs (part 1)
These two paragraphs tell about whatdogs were like before they became
pets.
These two paragraphs tell what mighthave happened when dogs first
became tame.
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The pup grew into a full-grown wild dog. The wild dog was now partly tame since it had lived and played with people all its life. Soon people began to raise and train other wild dog pups. Little by little, after many, many years, some of these animals began to look less like wild dogs. These tamer animals were the first dogs.
People found that dogs could help them in many ways. Some dogs barked a lot. The loud barking kept robbers and wild animals away. Other dogs could run very fast and help people chase down game. Some dogs helped farmers herd sheep and goats. Dogs helped herd cattle, too. People began to realize that dogs could be useful in different ways. Dogs were also fun to have around.
About Dogs (part 2)
This paragraphs tells how dogs areuseful or helpful to people.
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Overall Big Idea
What dogs werelike before they
were pets
How dogs mighthave become
tame
What dogs arehelpful to
people
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Overall Big Idea
Main IdeaSentence from first
two paragraphs
Main IdeaSentence from next
two paragraphs
Main IdeaSentence from last
paragraph
One important detailabout this main idea
One important detailabout this main idea
One important detailabout this main idea
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Skills Necessary for Effective Summary Writing
• Identifying the overall big idea• Identifying main ideas within a passage• Identifying important details within a passage• Identifying and replicating text structures• Varying sentence structures to restate or
combine ideas• Vocabulary instruction related to synonyms and
relating ideas “in other words.”
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Steps to Writing a Summary
* Identify the main purpose of the information to be summarized
* Determine how the information in the article is organized
* Underline the main idea and the most important detail/ details in each paragraph * Think about synonyms that could be used for some of the words in the article
* Think about how to rearrange the way the sentences are written* Write your summary using the author’s organizational plan and your own words
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Now…It is Your Turn
Select one of the informational passages in your handouts andidentify the overall Big Idea or the author’s purpose in writing
the piece.
Analyze the organization pattern of theselection and write in the margins the
Main Idea for each paragraph or paragraph grouping.
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Now…It is Your Turn
Create a skeleton organizationalpattern (Thinking Map) like that of the author. Write your main ideas on the Thinking Map. Use phrases rather than complete
sentences.
Select the important supporting detailsfor each of your main ideas and put
them on your Thinking Map. Use phrasesrather than complete sentences.
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Now…It is Your Turn
Create a Flow Map for how you will
write your summary, including the
information that you have identified
as important.Write one paragraph that you couldinclude in your summary. Be sure touse different sentence patterns and
different words from those that appearin the original text.
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Types of 2nd – 5th GradeWriting
Narrative To Inform To Explain Why
Personaland
Fictional
Subject/Topicoriented
Report ofInformation
Writing abouta procedure
Response to a prompt
or question
States aposition
Gives reasonsand supportfor positionor choice
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Remember:
Summary Writing is HARD WORK!Once students have learned to identify various text structures,they need an opportunity to practice the structure in their own writing.
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Organizational Patterns
• Cause and Effect – Multi-Flow Map• Categories of Information – Tree Map
(could be in the form of question/answer)
• Compare and Contrast – Double Bubble Map
• Sequence of events or procedures – Flow Map
• Explaining Why – Multi-Flow Map
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Transition Words/Phrases
To Reaso
n
To Explain
To Show Examples
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Summary Writing
inCalifornia