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5-2-R-1

Page history last edited by Jessica Scott 5 years, 6 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.
5.2.R.1 Students will create an objective summary, including main idea and supporting details while maintaining meaning and a logical sequence of events.

Student Actions 

Teacher Actions 

  • Students summarize showing no bias, emotion, or opinion.
  • Students include the main idea and supporting details in the summary of a text.
    • Using graphic organizers to take notes will help students identify the main idea and supporting details.
  • Students use order and logical sequences in the summary of a text.
  • Students present summaries in writing or by talking about the text with a peer.  

 

 

  • Teachers model an objective summary making sure not to include the reader’s personal opinions or thoughts and provide multiple opportunities for students to practice with literary and informational texts.
  • Teachers provide and model different strategies for organizing the main idea and supporting details to summarize a text and provide multiple opportunities for students to practice.
    • Examples:
      • Write a summary in exactly 25 words
      • Somebody Wanted But So Then (SWBST) is a guide for students to summarize a fiction story in sequence and including a beginning, middle, and ending.
      • Using a reporter’s formula is one way to write a summary for informational text: Who/What? When? Where? Why? How?
  • Teachers provide and model different strategies for using order and logical sequences in the summary of a text and give multiple opportunities for students to practice.
    • Guide students to brainstorm a list of sequence/order/transition words and display in the classroom or in student notebooks
  • Teachers monitor and provide opportunities for students to receive feedback on their objectivity, use of main idea and details, and on the use of order and logical sequences in the summary of a text.
    • Provide students with a rubric outlining expectations and use give feedback in an objective manner.

Supporting Resources 

Teacher Insights 

Study.com Objective Writing Definition/Examples  (website)

Summarizing Literacy Progression (website)

Summarizing Strategies (website)
  • Summarizing is reducing large selections of text to their base essentials: the gist, the key ideas, the main points that are worth noting and remembering.

  • Summarization of both literary and informational text should be concise, yet they should include the text’s central idea or themes and important details.  Summaries should also be objective, rather than including the reader’s personal opinion or thoughts.

  • Summarizing requires students to determine what is important in what they are reading and to put it into their own words. Instruction in summarizing helps students:

    • Identify or generate main ideas

    • Connect the main or central ideas

    • Eliminate unnecessary information

    • Remember what they read

  • Students can write summaries in reading notebooks or deliver summaries verbally to peer.

  • A good objective summary:

    • Begins with a topic sentence that identifies the main idea

    • Contains facts that support the topic sentence

    • May use transitions

    • Uses a formal tone

    • Avoids expressing personal opinion

  • When students give a summary of an informational text, they should state the main idea, then the supporting details in order of how they were presented in the text. The informational text should have been written in a logical sequence, so it is safe to use this order.

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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