Summarising
Strategy
Explanation
Before
During
After
Reference
Bio-Pyramid
Students summarise a person’s life using a given format


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Guided comprehension in Grades 3-8 p 223
Categorisation
Students are required to categorise the information they are reading according to main headings.

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Building comprehension strategies p 132
Graphic organiser 7
Choosing titles as summaries of information read
Students read a section of text and select a title or subtitle to become a summary. Students explain whey they chose the title, drawing on evidence from the text.

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Building comprehension strategies p 131
Circular Story
Draw a large circle then divide the circle into segments. Cut out the segments and give to students to illustrate a section of the story. Glue segments onto paper or cardboard in chronological order.




Excitement Chart
The excitement chart plots the level of excitement over the course of a short passage, chapter or book. This could be done from various character’s point of view



The Reading Activity handbook p 33
I Remember
Students are reminded to remember interesting information during a read-aloud. During the reading, stop and pause and students share what they remember from the text.

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Revisit, Reflect, Retell (p 22)
Identifying and summarising important information in a narrative text
Students focus on identifying important information about either a problem occurring, the setting or the characters. They record the information and for each ideas they add evidence from the text and write a one summary sentence.

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Building comprehension strategies p 131
Graphic organiser 4
Illustrating the Story
Students illustrate the beginning, middle and end of the story, and use the pictures to support a retell.


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Revisit, Reflect, Retell (p 79)
Key Word Strategy
Students select words they believe are important to understanding the text. Selected words are written on sticky notes and placed on the page from the text. After reading arrange the keywords to a cohesive summary. Students then retell or write to summarise.

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Revisit, Reflect, Retell (pp130-133)
Lyric retelling
Students choose a well-known song. They list the facts they know about a story they have read or topic they have studied. They rewrite they lyrics using relevant information


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Guided comprehension in Grades 3-8 p 224
Making oral summaries during and after reading
This task focuses on teaching students to make oral summaries as they read and at the end of reading. They provide a one-sentence summary of a section of text.

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Building comprehension strategies p 133
My Partner said...
Students reflect on what they have read. They listen to their partner’s ideas, and report these to the whole class.

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Revisit, Reflect, Retell (p 20-21
Narrative pyramid
Students use the given format then summarise the story.


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Guided comprehension in Grades 3-8 p 225
Paired summarising
Each pair writes a summary of the text. They read their partner’s summary, and summarise it. Compare and contrast the summaries.


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Guided comprehension in Grades 3-8 p 226
Partner Retelling
After reading a story to students, divide the class in half so there is a storyteller group and a listening group. The storytellers work in teams to reread the selection and remind each other of the focus points for retell. The listeners also reread and reflect on what the most important parts of the story were. The storytellers pairs up with a listener to retell the story.


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Revisit, Reflect, Retell (pp 84-85)
Pass Around Retells
Students work in teams of three or four. Each student is given a piece of paper. At a signal, everyone begins writing a retell of the story on their own paper. When a timer rings, each writer passes their paper to the right. Students need to read what has been written and continue the story form that point. Continue until paper reaches back to the original writer.


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Revisit, Reflect, Retell (p 140)
Plus, Minus, Interesting Chart
Students record their own thoughts about the text or issues raised in the text under the PMI headings

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The Reading Activities Handbook p 14
Preparing for a Retell
Students organise information from the text in order to provide a personalised summary.


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Revisit, Reflect, Retell (p 77)
QuIP
Questions into Paragraphs
Write the topic on the top on the QuIP grid. Students ask three broad questions related to the topic. They read two sources to find the answers, and write them on the grid. They synthesise the information into a paragraph.
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Guided comprehension in Grades 3-8 p 227
Recognising and summarising the main ideas in a narrative text
Students draw on their knowledge of the sequence of events to help them as they learn to recognise and summarise the main ideas. They find the most important ideas and events.

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Building comprehension strategies p 131
Graphic organiser 3
Recording new information
Students record or log new ideas as they read. They may delete less important information and form a concise summary

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Building comprehension strategies p 132
Retelling
Students work in groups. Provide ach member with a card (character, setting, problem, resolution). This can be done orally, written, drawings, dramatization.


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Guided comprehension in Grades 3-8 p 228
Sociogram
Sociogramas are used to analyse the relationship between characters in a story. Circles are drawn the represent the characters, with the main character in the middle. Arrows are drawn between characters, showing the direction of the relationship, with a brief statement written to describe the nature of the relationship.



The Reading Activity handbook p 28
Storyboard
Use grids as a framework to retell a story using words, pictures or both. The storyboard can be used to plan a movie or comic strip based on the story, or used as a plan for an oral retelling.


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The Reading Activities Handbook p 14
Summarising non-fiction text
Students record main ideas as they read. They list the key words and draw a diagram to illustrate each main idea.

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Building comprehension strategies p 132
Graphic organiser 5
Summary cloze
The teacher prepares a cloze that summarizes the main ideas. More advanced readers can prepare a summary cloze for other students to complete.


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Building comprehension strategies p 132
Summary cubes
Teachers decide on the information to be represented on each side of the cube.


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Guided comprehension in Grades 3-8 p 228
Team retelling
Teams of 3 or 4 students reflect and talk about pertinent aspects of the story structure. Teams take turns retelling their stories with emphasis on the targeted elements of the story design. Use visual cards to support teams.


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Revisit, Reflect, Retell (pp 88-89)
Three-Circle Map
A graphic organiser. Students draw the beginning, middle and end of the story.


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Revisit, Reflect, Retell (p 80-81)
Timeline
Construct a timeline of events for a specific time in the text or a whole text. It can be done using words, pictures or both. It can be a plan for writing.


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The reading Activity Handbook p 11
VIP
Cut up sticky notes into strips. As student read, they can tear off a strip to mark points in the text that are VIP (Very Important Points) for them, As a posting activity, students can compare points and tell why they chose to mark each one

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Revisit, Reflect, Retell (pp 44-45)
Wall Story
Students work co-operatively to retell the story. Students are provided with a section to illustrate.


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The Reading Activity handbook p 13
Weave a Web of Understanding
After reflection on a factual text, gather students in a circle. The first students hold a ball of wool and shares one thing that is remembered about the text. The first student hangs onto the string and the ball is passed across the circle. Repeat this process


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Revisit, Reflect, Retell (p 178)