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2-2-R-3

Page history last edited by Kristina Roberts 5 years, 7 months ago

Standard 2: Reading and Writing Process
Students will use a variety of recursive reading and writing processes.

READING: Students will read and comprehend increasingly complex literary and informational texts.
2.2.R.3 Students will begin to summarize events or plots (i.e., beginning, middle, end, and conflict) of a story or text.
Student Actions	Teacher Actions

Students will begin using beginning, middle, end, or first, next, last to summarize a story or text.	Teachers read aloud a text and model summarizing the plot or events. Teachers provide opportunities for students to practice this skill alone or in groups. Teachers provide strategies such as SWBST (Somebody, Wanted, But, So, Then) to help students begin developing summarizing skills. Teachers monitor and provide opportunities for students to receive feedback as students are summarizing events or plot of a story or text.
Supporting Resources	Teacher Insights
Reading Rockets: Summarizing (website) Six Main Types of Reading Comprehension (pdf)	Summarizing is reducing large selections of text to their base essentials: their gist, key ideas, the main points that are worth noting and remembering. Summarizing should also include relevant supporting details, which include reasons, examples, facts, steps, or other kinds of evidence that backs up and explains the main idea. Details are pieces of information revealed by the author or speaker that supports the attitude or tone in a piece of poetry or prose. In informational text, details provide information to support the author’s main point. The plot is the sequence of events or actions in a short story, novel, drama, or narrative poem. Conflict is the struggle or clash between opposing characters, forces, or emotions. In nonfiction/informational text, the event/topic is the subject of the entire paragraph/text selection. In fiction, the main idea is the central thought or premise of a reading passage. The main idea answers “Who?”, “What?” and “What did the character do or learn?”
Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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