Sequence+and+Summarize

Sequence and Summarize TEKS
 * Retell or act out the order of important events in stories (K-3);
 * Produce summaries of text selections (2-3);
 * Paraphrase the themes and supporting details of fables, legends, myths, or stories;
 *  summarize information in text, maintaining meaning and logical order


 * __Sequencing/Story Grammar Introduction Lesson:__**

**Skill Focus:** SEQUENCE -sara**Activity 1**-*Read a picture book - (For Example: __Thidwick- The Big Hearted Moose__ by: Dr. Seuss)*Using sentence strips (use 5) 1-Title/Author 2-First, 3-Next, 4-Then, 5- Last (Time words) Write one sentence for each strip. (First, Thidwick was looking for moose moss to eat, Next, lots of animals wanted to ride in Thidwicks horns)*Connect like a 'chain of events' :)*Also, make an anchor chart using a graphic organizer to show how events flow from one to another....Matches chain! Point out the arrows. You could also do 4 rectangles and arrows between them.
 * [[image:http://www.teacherspayteachers.com/data/thumbnails/First%20Next%20Then%20Last%20Story%20Sequencing%20Frame%20for%20Writing.pdf.00.jpg caption="external image First%20Next%20Then%20Last%20Story%20Sequencing%20Frame%20for%20Writing.pdf.00.jpg"]] ||
 * external image First%20Next%20Then%20Last%20Story%20Sequencing%20Frame%20for%20Writing.pdf.00.jpg ||
 * Activity 2- Now it's their turn to try!***Sequencing Story - __Salt in His Shoes__ - a fictionalized story about Michael Jordan and his struggle with basketball when he was younger. *Read the story with the class and then give each table group (or pairs..up to you) a set of sequencing cards. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" caption="external image msword.png" link="http://tves3rdgradereading.wikispaces.com/file/view/salt+in+his+shoes+sequencing.doc"]] [|salt in his shoes sequencing.doc]*They can glue them in order onto large construction paper or whatever other ideas you have! (However, if they make a mistake they might get upset it's already glued down!)*Use this as an informal assessment! :) Required Lesson- [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png height="32" caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://tves3rdgradereading.wikispaces.com/file/view/Story_Grammar+Required+lesson+unit+2.docx"]] [|Story_Grammar Required lesson unit 2.docx]

__**Summarize Introduction Lesson:**__ Objective: Students will paraphrase to produce a summary of a fictional text.

Reading Mini Lesson (1-2 Days during mini lesson time) Review Synthesizing Think Aloud Lesson [|GO for Summarizing.pdf]
 * Read an few paragraphs of a mystery (Encyclopedia Brown chapter or your favorite mystery) to the students and explain that good readers read for the gist (synthesizing information). Today we are going to practice this strategy to help us summarize our reading. (There are many ways to teach summary, this is the strategy we will use this week)
 * After first couple of paragraphs, model getting the gist on a sticky note: Think Aloud: Remember not to include all of the details. When writing the gist, try to collapse all of the writing in text into short form but sill include the bigger most important ideas. Read slowly and reread to get the gist!
 * Give the students post it notes, or they can write in their RR Journal their response to the next paragraph/section.
 * Put the rest of the story up on under the doc.camera or pass out article to groups and jigsaw the rest of the article have them come up with the gist and thinking for the next few paragraphs. Ask: Did we include important information but not say too much? Share the gist of the different sections.
 * Now take the gist from the paragraphs and your thinking and put them into the gist from the whole article into the graphic organizer. (Model)
 * Make it into a summary. Things to remember for a summary:Do not rewrite the original piece.Keep your summary short.Use your own wording. Refer to the central and main ideas of the original piece.Read with who, what, when, where, why and how questions in mind.Do not put in your opinion of the issue or topic discussed in the original piece
 * In order for students to truly be proficient at this, they will need repeated exposure using a variety of types of texts. Much modeling will be necessary before expecting students to participate in determining what’s important. After introducing the strategy through a read aloud and/or minilesson, follow-up with students during guided reading. The common assessment will assess getting the gist and making it into a summary. There will also be one TAKS like question on the assessment but they must show gettting the gist strategy.

Day 2-4 Mini lessons: Revisit the mystery from the week or have a new story to use and practice together. Guided Reading: Students will practice using the strategy of getting the gist and producing a summary at their instructional level. Independent: Reading Response Journal: Student practice getting the gist and making it into summary using the graphic organizer. Intervention/Centers: Choose an additional resource lesson. I recommend the summary card game. Cross Curricular: Practice getting the gist and summarizing Science and Social studies text. Writing with suspense...

__**Additional Lessons:**__ [|Summarizing Paraphrasing and Retellng chapter2.pdf] [|Synthesize Lesson Plan.doc] Sequence—order of events • Sometimes events are told in the order they happen. Look for words: first, next, then, before, after, finally • Sometimes events are told out of order. Flashback, starting in the middle or end • List important events on sentence strips. Tape to board out-of-order. Children discuss and place sentences in correct order

Summarizing • Tell what story or paragraph is about in one or two sentences • Good to do as reading, especially textbooks—science and social studies • Just tell important ideas. Teacher can prepare sentence strips with important ideas and some that are details and should not be included in the summary. After reading, children discuss and choose the sentences that would make a good summary.

Incorporating Poetry: Reading Response: Use the cinquain poetry format to summarize a book you are reading. See our writing plans on Poetry (second nine weeks, week two) Line 1: Title – One Noun Line 2: 2 Adjectives Line 3: 3 –ing action words Line 4: Phrase relating to title Line 5: Synonym to title [|Summarizing with Poetry Lesson]

[] [|summary card game.docx] [|Summary Extensive Lesson Plans.pdf] [|Summary Planning Sheet] [|Summary Somebody Wanted But So] [|Summary Worksheet.pdf] [|summarizing graphic organizer] [|Summary Checklist] [|sequencing.docx] [|summary.docx] [|Summarizing.ppt] [|Summary Rubric.doc]

TAKS Type Questions: Which of the following is the best summary of the story? – Which best completes the summary? – Which is the best summary? - Which group of sentences best completes the summary above?


 * __Links__**:

=** <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Story] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Scramble] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|-Sequencing and Summarizing] ** = <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[]

__**Books:**__


 * __Assessment:__**

Grading the Common Assessment: 1. Three paragraphs for students to practice gist strategy (1 point per paragraph), use GO (1 point per correct MI) and produce a summary (2 points) (8 points) 2. TAKS like summary question (1 point for gist, 1 point for correct answer) TOTAL: 10 POINTS
 * Second Nine Weeks:**

Here is a copy of the common ass we are using. This copy does NOT have the graphic organizer attached since I had to copy that onto the blank space before sending it off. Sorry. [|summarizing common ass minus graphic organizer.doc]