Cómo resumir lo que lees: Parte 2

In this five-day course, How to Summarize What You Read, Part 2, students will learn about the three summary types of summaries--main point summaries, key point summaries, and outline summaries. After learning about each of the summary types students will write a summary of the article, The Origins of Famous Foods, using each of the three summary types. Students will also learn about three response types used in summaries--the agree/disagree response, the interpretive/reflective response, and the analytic response. The instruction will be delivered using a modeling and guided practice approach before assigning independent work for students to complete. A reciprocal teaching approach is also used to allow students the opportunity to express understanding or the need for more clarification of the concepts presented. Questions and clarification needs may also be expressed to the teacher through classroom correspondence. 

Students should have a general understanding of main ideas, supporting details, and the definition of a summary as a short retelling of text.

The agendas for each of the five sessions follow:

Session #1: Direct Instruction & Guided Practice of Main Point Summary
1. The teacher provides instruction on the characteristics and processes of the main point summary as the students complete a poster that illustrates the features, what to identify, what to include, author tags, quotes, and the types of situations to best use in the main point summary. Students will use these posters to guide them as they write a main point summary. 

2. Using the features of the main point summary, the teacher models how to write a main point summary using the article, Fossils: Clues to the Past. 

3. The modeling begins with a survey of the article (review of title, subheadings, photographs, captions, and questions) followed by an oral reading of the article, and identification of the elements needed to write the main point summary. 

4. Next, the teacher guides the students in the identification of the main ideas and supporting details found in each paragraph of the article. Students record the main ideas and details on a table provided in the classroom materials. 

5. When the main ideas and details are recorded, the teacher guides the students in answering the comprehension questions that accompany the article and the text vocabulary. 

6. Finally, using the Elements of the Main Point Summary and the Main Ideas and Details Chart, the teacher provides students with a paragraph outline for summary writing and a fill-in-the blank template to guide students in writing the main point summary of the article, Fossils: Clues to the Past. 

Session #2: Reading and Independent Practice 
1. After the model lesson on the features of the main point summary, the teacher introduces the article, The Origins of Famous Foods, by Mary Morton Cowan. The introduction includes a survey of the article that directs students in a discussion of the title and the word ‘origins’, the question found in the caption of the photograph on the first page, the subheadings, and the comprehension questions at the end of the article. 

2. Next, the teacher guides the students in oral reading of the article reminding them to focus on the elements important to include in the main point summary and in answering the comprehension questions. 

3. After reading, students will complete an assignment to answer and discuss the comprehension questions, complete the main ideas and details chart for the article, and develop a main point summary outline that includes a purpose; a 1st paragraph for introducing the author, title, and main focus of the article; body paragraphs that discuss main events and supporting details; and a closing paragraph that completes the telling of the main events. 

4. Student assignments will be turned in to the classroom for teacher feedback before the third session. 

Session #3: Direct Instruction & Guided Practice of Key Point Summary
1. The teacher begins by discussing overall feedback on student assignments of the main point summary on the article, The Origins of Famous Foods, without identifying specific students. Students share their work if they choose. 

2. Next, the teacher provides instruction on the characteristics and processes of a key point summary as the students complete a poster that illustrates the features, what to identify, what to include, author tags, quotes, and the types of situations to best use in the key point summary. Students will use the poster to guide them as they write a key point summary. 

3. Using the features of a key point summary, the teacher models how to write a main point summary using the article, Fossils: Clues to the Past. 

4. The modeling begins with a review of the previous survey and reading from the article Fossils: Clues to the Past.  

5. After the review of the article, the teacher uses the Elements of a Key Point Summary Chart to model writing the key point summary and pointing out the similarities and differences to the main point summary. 

6. After modeling and discussing the similarities and differences between the main point summary and a key point summary,  the teacher assigns students to write a key point summary of the article, The Origins of Famous Foods. 

Session #4: Direct Instruction & Guided Practice of an Outline Summary
1. The teacher begins by discussing overall feedback on student assignments of the key point summary on the article, The Origins of Famous Foods, without identifying specific students. Students share their work if they choose. 

2. Next, the teacher provides instruction on the characteristics and processes of an outline summary as the students complete a poster that illustrates the features, what to identify, what to include, author tags, quotes, and the types of situations to best use the outline summary. Students will use the poster to guide them as they write an outline summary. 

3. Using the features of an outline summary, the teacher models how to write an outline summary using the article, Fossils: Clues to the Past. 

4. The modeling begins with a brief review of the previous survey and reading work completed on the article, Fossils: Clues to the Past, during session one.  

5. After the review of the article, the teacher uses the Elements of an Outline Summary Chart to model writing the outline summary and pointing out the similarities and differences to the main point summary and the key point summary. 

6. After modeling and discussing the similarities and differences between the main point summary, a key point summary, and an outline summary,  the teacher assigns students to write an outline summary of the article, The Origins of Famous Foods. 

Session #5: Types of Responses to Text
1. The teacher begins by discussing overall feedback on student assignments of the outline summary on the article, The Origins of Famous Foods, without identifying specific students. Students share their work if they choose. 

2. For the last session of How to Summarize What You Read – Part 2, the teacher provides direct instruction on the types of responses used in written summaries— 1) agree/disagree response, 2) interpretive/reflective response, and 3) analytic response.

3. Next, the teacher has the students use the article The Origins of Famous Foods and copies of their main point summaries, their key point summaries, and their outline summaries to determine ways they could apply one of these response types to their summary writing. 

4. The first type of response presented is the agree/disagree response. After a presentation of the main elements of the agree/disagree response type, students review their main point summary to find areas in which they may find that they agree or disagree with the author. Once they have identified an area where they agree or disagree, they should record their response and then support their response with details, examples, facts, and evidence. Their support may come from personal experiences, something in the article, or something that they have read in another text.

5. The second type of response presented is the interpretive/reflective response.  To illustrate understanding of this type of response, the students will focus on a key section of the text and explore or explain it more. Using their key point summaries, they look for areas that may be expanded using information that may come from personal experiences, attitudes, or observations. Students may also write about how the information presented in the article might be interpreted by other readers, how the information may be applied or used, and how some information in the article may be misunderstood.

6. The third type of response presented is the analytic response.  To illustrate understanding of this type of response, the students will write with a focus on the purpose, the audience, the thesis and main ideas, the argument, the organization and focus, the evidence, and the style of writing using their outline summaries. They may also use the analytic response to offer suggestions on how the author could expand or clarify more information in the article. Students will be provided a guide to help with the analytic response. 

7. The course ends with students completing a summary of the course using one of the summary types: main point summary, key point summary, or outline summary.