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Super Super Summarization Summarization Ideas to Boost Ideas to Boost Vocabulary & Vocabulary & Learning Learning Wormeli, 2007

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Super Summarization Ideas to Boost Vocabulary & Learning. Wormeli, 2007. For more information or discussion on any of these topics:. Rick Wormeli [email protected] 703-620-2447 Herndon, Virginia, USA (Eastern Time Zone). The Gettysburg Address. - PowerPoint PPT Presentation

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Page 1: Super Summarization Ideas to Boost  Vocabulary & Learning

Super Super Summarization Summarization Ideas to Boost Ideas to Boost Vocabulary & Vocabulary & LearningLearning

Wor

mel

i, 20

07

Page 2: Super Summarization Ideas to Boost  Vocabulary & Learning

For more information or discussion on any of these topics:For more information or discussion on any of these topics:

Rick WormeliRick Wormeli

[email protected]@cox.net

703-620-2447703-620-2447

Herndon, Virginia, USAHerndon, Virginia, USA

(Eastern Time Zone)(Eastern Time Zone)

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The Gettysburg AddressFour score and seven years ago our fathers

brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract…

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With hocked gems financing him,With hocked gems financing him,Our hero bravely defied all scornful laughterOur hero bravely defied all scornful laughterThat tried to prevent his scheme.That tried to prevent his scheme.Your eyes deceive, he had said;Your eyes deceive, he had said;An egg, not a tableAn egg, not a tableCorrectly typifies this unexplored planet.Correctly typifies this unexplored planet.Now three sturdy sisters sought proof,Now three sturdy sisters sought proof,Forging along sometimes through calm vastnessForging along sometimes through calm vastnessYet more often over turbulent peaks and valleys.Yet more often over turbulent peaks and valleys.Days became weeks,Days became weeks,As many doubters spreadAs many doubters spreadFearful rumors about the edge.Fearful rumors about the edge.At last from nowhereAt last from nowhereWelcome winged creatures appearedWelcome winged creatures appearedSignifying momentous success.Signifying momentous success.

-- Dooling and Lachman (1971)-- Dooling and Lachman (1971)pp. 216-222pp. 216-222

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Definition:Definition:

Summarization is restating the Summarization is restating the essence of text or an experience in essence of text or an experience in as few words as possible or in a as few words as possible or in a new yet efficient, manner. new yet efficient, manner.

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Beginning Middle End

Lesson Sequence

The Primacy-Recency Effect

The way the brain learns

How many teachers sequence their lessons for learning

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Sprenger’s SuggestionsSprenger’s Suggestions for Long Term Retention for Long Term Retention

ReachReach ReflectReflect RecodeRecode ReinforceReinforce RehearseRehearse ReviewReview RetrieveRetrieve

(from Sprenger’s (from Sprenger’s How to Teach So Students RememberHow to Teach So Students Remember, , ASCD, 2005)ASCD, 2005)

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New information entering the brain New information entering the brain must be manipulated in some way or it will must be manipulated in some way or it will be lost fairly quickly.be lost fairly quickly.

(adapted from Sprenger and Sousa)(adapted from Sprenger and Sousa)

““Identifying similarities and differences is the Identifying similarities and differences is the number one way to raise student number one way to raise student achievement, according to the results of a achievement, according to the results of a meta-analysis.” meta-analysis.”

(Sprenger and Marzano)(Sprenger and Marzano)

Organize information by category, Organize information by category, patterns, and connections for long-term patterns, and connections for long-term retention.retention.

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The Brain’s Dilemna:The Brain’s Dilemna:What Input to Keep, and What Input to Discard?What Input to Keep, and What Input to Discard?

SurvivalSurvival Familiarity/ContextFamiliarity/Context PrimingPriming IntensityIntensity Emotional ContentEmotional Content MovementMovement NoveltyNovelty

-- Summarized from Pat Wolfe’s -- Summarized from Pat Wolfe’s Brain MattersBrain Matters, 2001, 2001

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Priming means we show students:

1) What they will get out of the experience (the objectives)

2) What they will encounter as they go through the experience (itinerary, structure)

Prime the brain prior to asking students to do any learning experience.

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Avoid ConfabulationThe brain seeks wholeness. It will fill in the holes in

partial learning with made-up learning and experiences, and it will convince itself that this

was the original learning all along. To prevent this:

Deal with Misconceptions!

Students should summarize material they already understand, not material they are coming

to know.

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Logical FallaciesLogical Fallacies Ad HominemAd Hominem (Argument To The Man) -- Attacking the person (Argument To The Man) -- Attacking the person

instead of attacking his argument: “Dr. Jones’ conclusions on instead of attacking his argument: “Dr. Jones’ conclusions on ocean currents are incorrect because he once plagiarized an ocean currents are incorrect because he once plagiarized an research article.” research article.”

Straw ManStraw Man (Fallacy of Extension) -- Attacking an exaggerated (Fallacy of Extension) -- Attacking an exaggerated version of your opponent's position. "Senator Jones says that we version of your opponent's position. "Senator Jones says that we should not fund the attack submarine program. I disagree should not fund the attack submarine program. I disagree entirely. I can't understand why he wants to leave us defenseless entirely. I can't understand why he wants to leave us defenseless like that." *like that." *

The Excluded MiddleThe Excluded Middle (False Dichotomy) -- Assuming there are (False Dichotomy) -- Assuming there are only two alternatives when in fact there are more. For example, only two alternatives when in fact there are more. For example, assuming Atheism is the only alternative to Fundamentalism, or assuming Atheism is the only alternative to Fundamentalism, or being a traitor is the only alternative to being a loud patriot. *being a traitor is the only alternative to being a loud patriot. *

From Jim Morton’s’ “Practical Skeptic” website (From Jim Morton’s’ “Practical Skeptic” website (http://members.aol.com/jimn469897/skeptic.htmhttp://members.aol.com/jimn469897/skeptic.htm)  )  

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Summarization TipsSummarization Tips

Create or activate personal background. Create or activate personal background. Prime the brain.Prime the brain. Plan according to the Primacy-Recency Effect.Plan according to the Primacy-Recency Effect. Use varied summary formats – written, artistic, oral, Use varied summary formats – written, artistic, oral,

physical, musical.physical, musical. Use summary experiences before, during, and after Use summary experiences before, during, and after

lessons.lessons. Teach students to recognize familiar text structures .Teach students to recognize familiar text structures . Teach students to recognize familiar writing Teach students to recognize familiar writing

structures. structures. Use analogies.Use analogies. Chunk text and experiences. Chunk text and experiences.

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Chronological OrderChronological OrderDefinition and Key wordsDefinition and Key words: This involves putting facts, : This involves putting facts,

events, a concepts into sequence using time events, a concepts into sequence using time references to order them. Signal words include on references to order them. Signal words include on (date), now, before, since, when, not long after, and (date), now, before, since, when, not long after, and gradually. gradually.

““Astronomy came a long way in the 1500s and Astronomy came a long way in the 1500s and 1600s. In 1531, Halley’s Comet appeared and caused 1600s. In 1531, Halley’s Comet appeared and caused great panic. Just twelve years later, however, great panic. Just twelve years later, however, Copernicus realized that the sun was the center of the Copernicus realized that the sun was the center of the solar system, not the Earth, and astronomy became a solar system, not the Earth, and astronomy became a way to understand the natural world, not something to way to understand the natural world, not something to fear. In the early part of the next century, Galileo made fear. In the early part of the next century, Galileo made the first observations with a new instrument – the the first observations with a new instrument – the telescope. A generation later, Sir Issac Newton telescope. A generation later, Sir Issac Newton invented the reflecting telescope, a close cousin to invented the reflecting telescope, a close cousin to what we use today. Halley’s Comet returned in 1682 what we use today. Halley’s Comet returned in 1682 and it was treated as a scientific wonder, studied by and it was treated as a scientific wonder, studied by Edmund Halley.” Edmund Halley.”

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Compare and ContrastCompare and ContrastDefintion and Key wordsDefintion and Key words: Explains similarities and : Explains similarities and

differences. Signal words include however, as well differences. Signal words include however, as well as, not only, but, while, unless, yet, on the other as, not only, but, while, unless, yet, on the other hand, either/or, although, similarly, and unlike. hand, either/or, although, similarly, and unlike.

““Middle school gives students more autonomy Middle school gives students more autonomy than elementary school. While students are asked to than elementary school. While students are asked to be responsible for their learning in both levels, be responsible for their learning in both levels, middle school students have more pressure to middle school students have more pressure to follow through on assignments on their own, rather follow through on assignments on their own, rather than rely on adults. In addition, narrative forms are than rely on adults. In addition, narrative forms are used to teach most literacy skills in elementary used to teach most literacy skills in elementary school. On the other hand, expository writing is the school. On the other hand, expository writing is the way most information is given in middle school.” way most information is given in middle school.”

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Cause and EffectCause and EffectDefinition and Key wordsDefinition and Key words: Shows how something : Shows how something

happens through the impact of something else. Signal happens through the impact of something else. Signal words include because, therefore, as a result, so that, words include because, therefore, as a result, so that, accordingly, thus, consequently, this led to, and accordingly, thus, consequently, this led to, and nevertheless.nevertheless.

““Drug abusers often start in upper elementary Drug abusers often start in upper elementary school. They experiment with a parent’s beer and hard school. They experiment with a parent’s beer and hard liquor and they enjoy the buzz they receive. They keep liquor and they enjoy the buzz they receive. They keep doing this and it starts taking more and more of the doing this and it starts taking more and more of the alcohol to get the same level of buzz. As a result, the alcohol to get the same level of buzz. As a result, the child turns to other forms of stimulation including child turns to other forms of stimulation including marijuana. Since these are the initial steps that marijuana. Since these are the initial steps that usually lead to more hardcore drugs such as Angel usually lead to more hardcore drugs such as Angel Dust (PCP), heroin, and crack cocaine, marijuana and Dust (PCP), heroin, and crack cocaine, marijuana and alcohol are known as “gateway drugs.” Because of alcohol are known as “gateway drugs.” Because of their addictive nature, these gateway drugs lead many their addictive nature, these gateway drugs lead many youngsters who use them to the world of hardcore youngsters who use them to the world of hardcore drugs.” drugs.”

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Problem and SolutionProblem and SolutionDefinition and Key wordsDefinition and Key words: Explains how a difficult situation, puzzle, : Explains how a difficult situation, puzzle,

or conflict develops, then what was done to solve it. Signal words or conflict develops, then what was done to solve it. Signal words are the same as Cause and Effect above.are the same as Cause and Effect above.

““The carrying capacity of a habitat refers to the The carrying capacity of a habitat refers to the amount of plant and animal life its resources can hold. amount of plant and animal life its resources can hold. For example, if there are only 80 pounds of food For example, if there are only 80 pounds of food available and there are animals that together need more available and there are animals that together need more than 80 pounds of food to survive, one or more animals than 80 pounds of food to survive, one or more animals will die – the habitat can’t “carry” them. Humans have will die – the habitat can’t “carry” them. Humans have reduced many habitats’ carrying capacity by imposing reduced many habitats’ carrying capacity by imposing limiting factors that reduce its carrying capacity such limiting factors that reduce its carrying capacity such as housing developments, road construction, dams, as housing developments, road construction, dams, pollution, fires, and acid rain. So that they can maintain pollution, fires, and acid rain. So that they can maintain full carrying capacity in forest habitats, Congress has full carrying capacity in forest habitats, Congress has enacted legislation that protects endangered habitats enacted legislation that protects endangered habitats from human development or impact. As a result, these from human development or impact. As a result, these areas have high carrying capacities and an abundance areas have high carrying capacities and an abundance of plant and animal life.”of plant and animal life.”

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Proposition and SupportProposition and SupportDefintion and Key wordsDefintion and Key words: The author makes a general statement : The author makes a general statement

followed by two or more supporting details. Key words followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, in include: In addition, also, as well as, first, second, finally, in sum, in support of, therefore, in conclusion. sum, in support of, therefore, in conclusion.

““There are several reasons that teachers There are several reasons that teachers should create prior knowledge in students before should create prior knowledge in students before teaching important concepts. First, very little goes teaching important concepts. First, very little goes into long-term memory unless it’s attached to into long-term memory unless it’s attached to something already in storage. Second, new learning something already in storage. Second, new learning doesn’t have the meaning necessary for long-term doesn’t have the meaning necessary for long-term retention unless the student can see the context in retention unless the student can see the context in which it fits. Finally, the brain likes familiarity. It which it fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. finds concepts with which it is familiar compelling. In sum, students learn better when the teacher helps In sum, students learn better when the teacher helps students to create personal backgrounds with new students to create personal backgrounds with new topics prior to learning about them.topics prior to learning about them.

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Claim and EvidenceClaim and EvidenceDefintion and Key wordsDefintion and Key words: The author makes a general statement : The author makes a general statement

followed by two or more supporting details. Key words followed by two or more supporting details. Key words include: In addition, also, as well as, first, second, finally, in include: In addition, also, as well as, first, second, finally, in sum, in support of, therefore, in conclusion. sum, in support of, therefore, in conclusion.

““There are several reasons that teachers There are several reasons that teachers should create prior knowledge in students before should create prior knowledge in students before teaching important concepts. First, very little goes teaching important concepts. First, very little goes into long-term memory unless it’s attached to into long-term memory unless it’s attached to something already in storage. Second, new learning something already in storage. Second, new learning doesn’t have the meaning necessary for long-term doesn’t have the meaning necessary for long-term retention unless the student can see the context in retention unless the student can see the context in which it fits. Finally, the brain likes familiarity. It which it fits. Finally, the brain likes familiarity. It finds concepts with which it is familiar compelling. finds concepts with which it is familiar compelling. In sum, students learn better when the teacher helps In sum, students learn better when the teacher helps students to create personal backgrounds with new students to create personal backgrounds with new topics prior to learning about them.topics prior to learning about them.

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EnumerationEnumerationDefinition and Key wordsDefinition and Key words: Focuses on listing facts, : Focuses on listing facts,

characteristics, or features. Signal words include to characteristics, or features. Signal words include to begin with, secondly, then, most important, in fact, begin with, secondly, then, most important, in fact, for example, several, numerous, first, next finally, for example, several, numerous, first, next finally, also, for instance, and in addition. also, for instance, and in addition.

““The moon is our closest neighbor. It’s The moon is our closest neighbor. It’s 250,000 miles away. It’s gravity is only 1/6 that of 250,000 miles away. It’s gravity is only 1/6 that of Earth. This means a boy weighing 120 pounds in Earth. This means a boy weighing 120 pounds in Virginia would weigh only 20 pounds on the moon. Virginia would weigh only 20 pounds on the moon. In addition, there is no atmosphere on the moon. In addition, there is no atmosphere on the moon. The footprints left by astronauts back in 1969 are The footprints left by astronauts back in 1969 are still there, as crisply formed as they were on the day still there, as crisply formed as they were on the day they were made. The lack of atmosphere also means they were made. The lack of atmosphere also means there is no water on the moon, an important problem there is no water on the moon, an important problem when traveling there.”when traveling there.”

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Text StructuresText Structures[Taking Notes with Compare/Contrast][Taking Notes with Compare/Contrast]

Concept 1 Concept 2

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Data-Retrieval ChartData-Retrieval Chart

Question 1 Question 2 Question 3 Question 4

Source 1

Source 2

Source 3

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Components of Blood Content MatrixComponents of Blood Content Matrix

Red Cells White Cells Plasma Platelets

Purpose

Amount

Size & Shape

Nucleus ?

Where formed

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T-List or T-Chart: Wilson’s 14 PointsT-List or T-Chart: Wilson’s 14 Points

Reasons President Wilson Designed the Plan for Peace

Three Immediate Effects on U.S. Allies

Three Structures/Protocols created by the Plans

Main Ideas Details/Examples

1.

2.

3.

1.

2.

3.

1.

2.

3

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Cornell Note-Taking FormatCornell Note-Taking Format

ReduceReduce RecordRecord

[Summarize in[Summarize inshort phrasesshort phrasesor essentialor essentialquestions next questions next to each blockto each blockof notes.]of notes.]

      ReviewReview -- -- Summarize (paragraph-style) your Summarize (paragraph-style) your

points or responses to the questions. Reflect points or responses to the questions. Reflect and comment on what you learned. and comment on what you learned.

[Write your notes on this side.]

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Somebody Wanted But SoSomebody Wanted But So[Fiction][Fiction]

  

SomebodySomebody (characters)… (characters)…

wanted wanted (plot-motivation)…, (plot-motivation)…,

but but (conflict)…, (conflict)…,

soso (resolution)… . (resolution)… .

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Something HappenedSomething HappenedAnd ThenAnd Then[Non-fiction][Non-fiction]

 

Something (independent variable)…

happened (change in that independent variable)…,

and (effect on the dependent variable)…,

then (conclusion)… .

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When we summarize, we:When we summarize, we:

DeleteDelete some elements some elements KeepKeep some elements some elements SubstituteSubstitute for some elements. for some elements.

““DKS”DKS”Ask students to memorize these three actions. Ask students to memorize these three actions.

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TaRGeTS TaRGeTS (Based on Rules-Based Summaries, 1968)(Based on Rules-Based Summaries, 1968)

T -T - TTrivia (Remove trivial material)rivia (Remove trivial material)  

R - R - RRedundancies (Remove redundant edundancies (Remove redundant information)information)

G - G - GGeneralize (Replace specifics/lists with eneralize (Replace specifics/lists with general terms and phrases) general terms and phrases)

  TS - Determine the TS - Determine the TTopic opic SSentenceentence

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Topic SentenceTopic Sentence

TSTS = subject = subject ++ author’s claim about subject author’s claim about subject

Subject: DogsSubject: Dogs

Claim: Make great petsClaim: Make great pets

TS: “Dogs make great pets.”TS: “Dogs make great pets.”

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Narrowing the TopicNarrowing the Topic

The Civil WarPeople

Battles InventionsReasons

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Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

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Battles of the Civil War

Gettysburg

ManassasAntietam Vicksburg

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Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

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Battles of Gettysburg

Statistics

GeographyFamous People

Strategies

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Is the topic narrow enough to be focused, but broad enough to have plenty to write about?

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What was the “Fish hook” strategy used at the

Battle of Gettysburg?

Yeah. That’s it.

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Writing ConciselyWriting Concisely

Avoid Redundancies and Saying the Same thing in Avoid Redundancies and Saying the Same thing in different waysdifferent ways: : more additions, absolutely certain/essential/necessary, more additions, absolutely certain/essential/necessary, advance forward, 2:00 a.m. in the morning, baby advance forward, 2:00 a.m. in the morning, baby puppy/kitten, blended together, brief moment, puppy/kitten, blended together, brief moment, deliberate lie, foreign imports, necessary requirement, deliberate lie, foreign imports, necessary requirement, old antique, orbiting satellite, preliminary draft, proceed old antique, orbiting satellite, preliminary draft, proceed ahead, raise up, refer back, repeat over, tiny particle, ahead, raise up, refer back, repeat over, tiny particle, true facts, unexpected surprise, violent explosion, true facts, unexpected surprise, violent explosion, visible to the eye, while at the same time. visible to the eye, while at the same time.

Cut to the Chase: Cut to the Chase: “ “A small number of people” – “three people”A small number of people” – “three people”““His whole speech bothered me.” – “His speech bothered His whole speech bothered me.” – “His speech bothered

me.” me.”

-- William Brohaugh’s book, -- William Brohaugh’s book, Write TightWrite Tight, 1993, Writer’s Digest Books , 1993, Writer’s Digest Books

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More Summarization TipsMore Summarization Tips

Use reading notations.Use reading notations. Allow students to mark consumable and non-Allow students to mark consumable and non-

consumable text.consumable text. Emphasize opinion free summaries – no Emphasize opinion free summaries – no

commentaries.commentaries. Teach students to evaluate their own Teach students to evaluate their own

summarizations.summarizations. Set length limit of 10 to 25% original text,Set length limit of 10 to 25% original text,

< 1% for longer text.< 1% for longer text. Encourage two or more readings or Encourage two or more readings or

exposures.exposures.

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Reading NotationsReading Notations

I agree with this. I agree with this.

  XX I disagree with this. I disagree with this.   ???? I don’t understand this. I don’t understand this.   !!!! Wow! (‘Elicits a strong emotion)Wow! (‘Elicits a strong emotion)  CLCL General ClaimGeneral Claim  EVEV Evidence for the Claim Evidence for the Claim

(These can be numbered to indicate (These can be numbered to indicate their sequence, too: EV1, EV2, EV3…) their sequence, too: EV1, EV2, EV3…)

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Evaluating our SummariesEvaluating our Summaries Does it convey the information accurately?Does it convey the information accurately? Is it too narrow or too broad? Does it convey Is it too narrow or too broad? Does it convey

all of the important elements? Does it convey all of the important elements? Does it convey too much?too much?

Are the ideas in the right sequence?Are the ideas in the right sequence? Would someone else using this summary Would someone else using this summary

gain all they needed to know to understand gain all they needed to know to understand the subject?the subject?

Did I leave out my opinion and just report an Did I leave out my opinion and just report an undistorted essence of the original content?undistorted essence of the original content?

Did I use my own words and style?Did I use my own words and style?

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Help with ParaphrasingHelp with Paraphrasing Build students’ vocabulary and verbal dexterity. Build students’ vocabulary and verbal dexterity.

Post word banks. Use vocabulary immersion.Post word banks. Use vocabulary immersion. Provide repeated experiences with varied sentence Provide repeated experiences with varied sentence

combinations and word play. combinations and word play. Use repeated think-alouds of a paraphraser at work Use repeated think-alouds of a paraphraser at work

from both teacher and students.from both teacher and students. Provide ample opportunities to assess Provide ample opportunities to assess

paraphrasings of original text or experience.paraphrasings of original text or experience. Allow students to copy models -- They’ll outgrow Allow students to copy models -- They’ll outgrow

them. them. Take a page from the active listening lessons -- “So Take a page from the active listening lessons -- “So

what you’re saying is…” what you’re saying is…” Provide repeated experiences with encapsulation Provide repeated experiences with encapsulation

such as creating newspaper headlines.such as creating newspaper headlines. Play renaming and clue games such as Password, Play renaming and clue games such as Password,

Taboo, and $25,000 Pyramid.Taboo, and $25,000 Pyramid.

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PerceptionPerception

What do you see?What do you see? What number do you see?What number do you see? What letter do you see?What letter do you see?

Perception is when we bring meaning Perception is when we bring meaning to the information we receive, and to the information we receive, and it depends on prior knowledge and it depends on prior knowledge and what we expect to see. (Wolfe, what we expect to see. (Wolfe, 2001)2001)

Are we teaching so that students Are we teaching so that students perceive, or just to present perceive, or just to present curriculum and leave it up to the curriculum and leave it up to the student to perceive it?student to perceive it?

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Recall Success Recall Success with Individual, Unrelated Itemswith Individual, Unrelated Items

Age of StudentAge of Student

# of Unconnected, # of Unconnected, Individual Items Individual Items

Successfully Recalled Successfully Recalled (plus or minus 2, Wolfe, 2001)(plus or minus 2, Wolfe, 2001)

55 22

77 33

1111 55

15+15+ 77

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Two (Mostly) Wastes of TimeTwo (Mostly) Wastes of Time

Asking students what questions they Asking students what questions they have regarding tomorrow’s testhave regarding tomorrow’s test

Assigning students for homework, Assigning students for homework, “Study for the test.” “Study for the test.”

Students need actionable steps, Students need actionable steps, multiple rehearsals, and strategic spacing of multiple rehearsals, and strategic spacing of reviews over time. (Sprenger, p. 126)reviews over time. (Sprenger, p. 126)

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Remember Who’s Doing the Learning:Remember Who’s Doing the Learning: Whoever responds to students/classmates is Whoever responds to students/classmates is

doing the learning. Make sure the majority of doing the learning. Make sure the majority of the time it’s the students responding, not the the time it’s the students responding, not the teacher. teacher.

Teachers ask 80 questions each hour on Teachers ask 80 questions each hour on average, while students ask only two during average, while students ask only two during that same hour. (Hollas) Students learn more that same hour. (Hollas) Students learn more when they ask the questions. Find ways to when they ask the questions. Find ways to make question-asking so make question-asking so compellingcompelling and and habitualhabitual they can’t escape it. they can’t escape it.

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Reading MathReading Math[Adapted from [Adapted from Literacy Strategies for Improving Mathematics Literacy Strategies for Improving Mathematics

InstructionInstruction, Joan M. Kenney, ASCD, 2005], Joan M. Kenney, ASCD, 2005]

Math books have more concepts per Math books have more concepts per sentence and paragraph than any other type sentence and paragraph than any other type of text.of text.

There is little redundancy in math text. There is little redundancy in math text. Words as well as numbers and other Words as well as numbers and other

symbols are used throughout text.symbols are used throughout text. Eyes travel in different patterns than Eyes travel in different patterns than

traditional left-to-right.traditional left-to-right. There are often have distracting sidebars.There are often have distracting sidebars.

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Reading MathReading Math

In most text, there’s a topic sentence or In most text, there’s a topic sentence or key idea followed by detailed supports. key idea followed by detailed supports. In math, we get the details first, then In math, we get the details first, then the topic sentence -- the key idea is the topic sentence -- the key idea is given in the form of a question or task given in the form of a question or task at the end. Students have to read the at the end. Students have to read the text again after seeing this key idea and text again after seeing this key idea and figure out what material in the text is figure out what material in the text is important and unimportant. important and unimportant.

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Reading Math: Reading Math: the Little Words are Hugethe Little Words are Huge

Of/Off: Percent “of” something, the Of/Off: Percent “of” something, the percent “off” somethingpercent “off” something

The, is, a , are, can , sum, less, more, The, is, a , are, can , sum, less, more, on , who, find, one, ones, tenths, and, on , who, find, one, ones, tenths, and, or, number, numeral, how, many, how or, number, numeral, how, many, how many, what, fewer, around, write, it , many, what, fewer, around, write, it , each, which, do all, same, different, each, which, do all, same, different, exercise, here there, has, have, of, at…exercise, here there, has, have, of, at…

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Reading “Afflictions” Some Teachers Reading “Afflictions” Some Teachers SufferSuffer

Symptoms: All young adolescents arrive in our Symptoms: All young adolescents arrive in our classrooms able to read. No formal instruction is classrooms able to read. No formal instruction is necessary.necessary.

Disease:Disease: Incompletoliterato DiseaseIncompletoliterato Disease

Symptom: Teachers tell students to stop after every Symptom: Teachers tell students to stop after every section or chapter and summarize. Students learn section or chapter and summarize. Students learn more when they stop after each section to summarize. more when they stop after each section to summarize.

Disease:Disease: ReaderRigorMortisReaderRigorMortis

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Reading “Afflictions” Some Teachers Reading “Afflictions” Some Teachers SufferSuffer

Symptom: A second read-through does not Symptom: A second read-through does not increase comprehension. It’s a waste of time.increase comprehension. It’s a waste of time.

Disease: Disease: Fast-paced SocietyFast-paced Society

Symptom: Context and personal background Symptom: Context and personal background play little or no role in the reading play little or no role in the reading comprehension. comprehension.

Dsease: Dsease: CluelesswordcallerismCluelesswordcallerism

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Reading “Afflictions” Some Teachers Reading “Afflictions” Some Teachers SufferSuffer

Symptom: Young adolescent students read faster than Symptom: Young adolescent students read faster than they did in elementary school. they did in elementary school.

Disease: Disease: Oldermeansmore-itisOldermeansmore-itis

Symptom: Older students can read to gain information, Symptom: Older students can read to gain information, understanding, and make inferences by understanding, and make inferences by themselves. themselves.

Disease: Disease:

Dysdevelopmenta CompetenciphooeyDysdevelopmenta Competenciphooey          

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Reading “Afflictions” Some Teachers Reading “Afflictions” Some Teachers SufferSuffer

  

Symptom: Defining difficult vocabulary terms in a Symptom: Defining difficult vocabulary terms in a reading passage will be enough for students to reading passage will be enough for students to gather meaning from the passage. gather meaning from the passage.

   Disease: Disease: Boldfaceword-panacea Boldfaceword-panacea Syndrome Syndrome

Symptom: Reading instruction is the exclusive domain Symptom: Reading instruction is the exclusive domain of the English or Language Arts teacher.of the English or Language Arts teacher.

Disease: Disease: LiteracimonodominpathyLiteracimonodominpathy

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Proficient ReadersProficient Readers

Use “fix up” strategies when something is confusingUse “fix up” strategies when something is confusing• Monitor their own comprehensionMonitor their own comprehension• Set purpose for reading Set purpose for reading • Use existing knowledge to make sense of new knowledgeUse existing knowledge to make sense of new knowledge• Synthesize informationSynthesize information• Ask questions throughout the reading processAsk questions throughout the reading process• Draw inferencesDraw inferences• Determine what is important Determine what is important

-- Researcher/Educator F. David Pearson -- Researcher/Educator F. David Pearson

Aren’t these the skills we want students to have in all subject areas, not just reading?

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Proficient ReadersProficient Readers(another way to look at them)(another way to look at them)

What is the text about?What is the text about? How does this fit with what I know?How does this fit with what I know? What is the author trying to say?What is the author trying to say? What’s going to happen next?What’s going to happen next? What does the author mean?What does the author mean?

-- Mary Lee Barton, 1997-- Mary Lee Barton, 1997

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Reading Comprehension:Reading Comprehension:16 All-Time Best Practices16 All-Time Best Practices

Create personal background where there is none.Create personal background where there is none. Set or facilitate reading purpose. Set or facilitate reading purpose. Prime students’ minds. Prime students’ minds. Teach students how to monitor their own Teach students how to monitor their own

comprehension.comprehension. Use frequent and varied summarization techniques.Use frequent and varied summarization techniques. Use think-alouds.Use think-alouds. Teach students “fix up” strategies to use when Teach students “fix up” strategies to use when

confused.confused. Make reading a transformative experience. Make reading a transformative experience.

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Reading Comprehension:Reading Comprehension:16 All-Time Best Practices16 All-Time Best Practices

Facilitate substantive and personal interaction with Facilitate substantive and personal interaction with text. text.

Teach vocabulary for its own sake. Teach vocabulary for its own sake. Ask students to write a lot, particularly as they come Ask students to write a lot, particularly as they come

to know contentto know content Teach text structures to students. Teach text structures to students. Teach students metaphors and to think Teach students metaphors and to think

metaphorically. metaphorically. Teach students how to visualize text.Teach students how to visualize text. Teach reading in context of content studies.Teach reading in context of content studies. Teach students how to adjust reading for different Teach students how to adjust reading for different

purposes and texts. purposes and texts.

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MetaphorsMetaphors

““Getting the picture does not mean Getting the picture does not mean writing the formula or crunching the writing the formula or crunching the numbers, it means grasping the numbers, it means grasping the metaphor.”metaphor.”

-- James Bullock, 1994, p. 737-- James Bullock, 1994, p. 737

In math, models are the In math, models are the metaphors. metaphors.

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Let’s frame today’s conversation…Let’s frame today’s conversation… I’m a bit rusty on this…I’m a bit rusty on this… Let’s peel away the layers and see what lies in the center.Let’s peel away the layers and see what lies in the center. It was anarchy in the cafeteria! It was anarchy in the cafeteria! There was an upturn in the economy.There was an upturn in the economy. Breaking news… Breaking news… Are you on the fence about it?Are you on the fence about it? Attack the arguments, not the person.Attack the arguments, not the person. If x = 2 and y = 4, what does 3x + 6y equal?If x = 2 and y = 4, what does 3x + 6y equal? Toss the idea around.Toss the idea around. The sinking of the Lusitania was the catalyst for…The sinking of the Lusitania was the catalyst for… You need to have parallel structure in this sentence You need to have parallel structure in this sentence Wouldn’t it be great to harness the power of the sun?Wouldn’t it be great to harness the power of the sun? What’s our benchmark for this standard? What’s our benchmark for this standard? How many main body paragraphs do you have?How many main body paragraphs do you have? We’re not on the same wavelength.We’re not on the same wavelength. Can I grab two minutes of your time today?Can I grab two minutes of your time today? This is a lot to absorb.This is a lot to absorb. I was floored by his behavior.I was floored by his behavior. Google it. Google it. Endoplasmic Reticulum is like the circulatory system of the cell.Endoplasmic Reticulum is like the circulatory system of the cell. What’s the root of the word?What’s the root of the word? Do you get the point of this?Do you get the point of this?

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Top Ten Metaphors of 2005:Top Ten Metaphors of 2005:

1) (political) fallout - "...political fallout from the scandal."1) (political) fallout - "...political fallout from the scandal."2) road map (to peace) - "Unfolding the road map to 2) road map (to peace) - "Unfolding the road map to

peace."peace."3) tidal wave - "A tidal wave of generosity."3) tidal wave - "A tidal wave of generosity."4) fusion - "A fusion of technology and personality."4) fusion - "A fusion of technology and personality."5) toxic gumbo - "New Orleans became filled with a toxic 5) toxic gumbo - "New Orleans became filled with a toxic

gumbo."gumbo."6) mix - "Sprite ReMix Aruba Jam."6) mix - "Sprite ReMix Aruba Jam."7) catcher's mitt - "The Gulf Coast is a catcher's mitt for 7) catcher's mitt - "The Gulf Coast is a catcher's mitt for

hurricanes."hurricanes."8) iPod - "I've got a thousand songs in my iPod."8) iPod - "I've got a thousand songs in my iPod."9) housing bubble - "The housing bubble has burst."9) housing bubble - "The housing bubble has burst."10) storm - "A storm of controversy.“10) storm - "A storm of controversy.“

-- -- As chosen by the Metaphor Observatory [www.metaphorobservatory.blogspot.com]As chosen by the Metaphor Observatory [www.metaphorobservatory.blogspot.com]

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““Metaphor is often used as a Metaphor is often used as a teaching tool, or to convey difficult teaching tool, or to convey difficult concepts, ….Since metaphor allows for concepts, ….Since metaphor allows for the substitution of ideas across differing the substitution of ideas across differing areas of study, it is considered by some to areas of study, it is considered by some to be anbe an

interdisciplinary interdisciplinary Rosetta StoneRosetta Stone.” .”

-- from -- from http://http://knowgramming.comknowgramming.com/metaphor/metaphor  

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Students must have a frame of reference to understand Students must have a frame of reference to understand the metaphor:the metaphor:

““He flozzled his Website.” He flozzled his Website.”

-- Is this a good or a bad thing? We don’t know. -- Is this a good or a bad thing? We don’t know.

““He flozzled his Website, and the fallout He flozzled his Website, and the fallout was considerable.” was considerable.”

This is probably something bad because we This is probably something bad because we understand that “fallout” usually refers to bad things, understand that “fallout” usually refers to bad things, such as the radioactive aftermath of a nuclear such as the radioactive aftermath of a nuclear detonation. We can gather meaning for the unknown detonation. We can gather meaning for the unknown phrase, “flozzled,” because we understand the fallout phrase, “flozzled,” because we understand the fallout metaphor. metaphor.

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Ask students to reinforce their metaphors occasionally with associated Ask students to reinforce their metaphors occasionally with associated attributes and verbs. Examples:attributes and verbs. Examples:

If students state that debate opponents If students state that debate opponents squared offsquared off about a controversial about a controversial issue, they can continue the metaphor by describing who was in each issue, they can continue the metaphor by describing who was in each cornercorner of the controversy. of the controversy.

If they describe a particular year in Congress as a If they describe a particular year in Congress as a three-ring circusthree-ring circus, they , they can identify a particular policy or political party as the can identify a particular policy or political party as the ringmasterringmaster. .

Students can observe a Students can observe a herdherd of classmates of classmates stampeding stampeding down the hallway. down the hallway.

It helps to make the implicit explicit:It helps to make the implicit explicit:

What does it mean to triangulate something?What does it mean to triangulate something? If our thinking is parallel to someone else’s thinking, what do we mean?If our thinking is parallel to someone else’s thinking, what do we mean? The character said that life was like a carnival Tilt-a-Whirl. What did she The character said that life was like a carnival Tilt-a-Whirl. What did she

mean by that?mean by that? Kira just said she going to be toast tonight with these grades. Is this good Kira just said she going to be toast tonight with these grades. Is this good

or bad for her?or bad for her?

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Metaphors Metaphors (Gallagher)(Gallagher)

IcebergIceberg Square Peg, Round HoleSquare Peg, Round Hole Brake Pedal, Gas PedalBrake Pedal, Gas Pedal Pencil/EraserPencil/Eraser Billiards TableBilliards Table Snow GlobeSnow Globe _______ is like a _______ because _______ is like a _______ because

________.________.

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Metaphors – Analysis ChartMetaphors – Analysis Chart Symbol to RepresentSymbol to Represent Explanation of SymbolExplanation of Symbol How this Symbol Connects to Character/EventHow this Symbol Connects to Character/Event Passages Cited to Support this ConnectionPassages Cited to Support this Connection

-- “Seen” and “Unseen” Elements/Characteristics-- “Seen” and “Unseen” Elements/Characteristics

Great Books on Using Metaphors to TeachGreat Books on Using Metaphors to Teach:: Deeper Reading (Gallagher) Deeper Reading (Gallagher) and and Metaphors We Metaphors We

Live By (Lakoff and Johnson)Live By (Lakoff and Johnson)

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Use and Teach AnalogiesUse and Teach Analogies AntonymsAntonyms SynonymsSynonyms Part : WholePart : Whole Whole : PartWhole : Part Tool : Its ActionTool : Its Action Tool user : ToolTool user : Tool Tool: Object It’s Used WithTool: Object It’s Used With Category : ExampleCategory : Example Effect : CauseEffect : Cause Cause : EffectCause : Effect

• Increasing Intensity

• Decreasing Intensity

• Action : Thing Acted Upon

• Action: Subject Performing the Action

• Object or Place: Its User

• Noun : Closely Related Adjective

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Helping Struggling ReadersHelping Struggling Readers(Based on ideas from Kelly Gallagher)(Based on ideas from Kelly Gallagher)

Teach euphemisms.Teach euphemisms. What does it say, What does it mean chart? (What does it say, What does it mean chart? (p. 93)p. 93) Teach denotations and connotations of words. Example: fire, Teach denotations and connotations of words. Example: fire,

waterwater Compare newspaper’s coverage/angle of same stories.Compare newspaper’s coverage/angle of same stories.________________________________________________________________________________________________________________

1.1. Without my assistance, what will my students take Without my assistance, what will my students take from this reading? from this reading?

2.2. With my assistance, what do I want my students With my assistance, what do I want my students take from this reading?take from this reading?

3.3. What can I do to bridge the gap between what my What can I do to bridge the gap between what my students would learn on their own and what I want students would learn on their own and what I want them to learn?them to learn? -- p. 199 -- p. 199

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Anticipation GuidesAnticipation Guides

Use summarization techniques Use summarization techniques normally saved for the end of the unitnormally saved for the end of the unit

Use graphic organizersUse graphic organizers ““Agree/Disagree” or Agree/Disagree” or

“Likely/Unlikely” charts with “Likely/Unlikely” charts with principles/themesprinciples/themes

Focus on what is essential for Focus on what is essential for students to know and understandstudents to know and understand

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Sample Anticipation GuideSample Anticipation Guide

  

CC

Theme Me My Group Author“AQOTWF is not an accusation nor a confession, and least of all an adventure.” “War changes people.”“War forces people to reject traditional values and civilized behavior.”“Cruel trainers are the best instructors for soldiers about to go to war.”“True friendship endures all.”“Whole generations are destroyed by war.”“Nature is indifferent to mankind’s pain and decisions.”“To no man does the Earth mean so much as to the soldier.”“Every soldier believes in Chance.”

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Interactive NotebooksInteractive Notebooks Use Interactive Notebooks: Students record information and Use Interactive Notebooks: Students record information and

skills they learn, then make personal responses to their skills they learn, then make personal responses to their learning, followed by teachers responding to students’ learning, followed by teachers responding to students’ explorations. The notebook contains everything that is explorations. The notebook contains everything that is “testable” from the lessons, including handouts, charts, “testable” from the lessons, including handouts, charts, graphics, discussion questions, essays, and drawings. In graphics, discussion questions, essays, and drawings. In addition to teachers’ insights into students’ thinking, the addition to teachers’ insights into students’ thinking, the notebooks provide students themselves with feedback on their notebooks provide students themselves with feedback on their own learning. own learning.

Notebook Know-HowNotebook Know-How by Aimee Bruckner (2005) ( by Aimee Bruckner (2005) (www.stenhouse.comwww.stenhouse.com) (Pembroke in Canada)) (Pembroke in Canada)

http://interactivenotebook.jot.com/WikiHome http://interactivenotebook.jot.com/WikiHome www.historyalive.com (from the Teachers' Curriculum Institutewww.historyalive.com (from the Teachers' Curriculum Institutehhttp://ttp://pages.prodigy.net/wtrucillo/interactive_notebook.htmpages.prodigy.net/wtrucillo/interactive_notebook.htm

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Visuals and Graphics are Powerful!Visuals and Graphics are Powerful!

Examples: Examples:

When students are learning When students are learning vocabulary terms, vocabulary terms, significantly more are significantly more are learned when students learned when students portray the words portray the words graphically (ex: Shape graphically (ex: Shape spellings) instead of spellings) instead of defining terms and using defining terms and using them in a sentence. them in a sentence.

Students can portray Students can portray Aristotle’s Rhetorical Aristotle’s Rhetorical Triangle (ethos, pathos, Triangle (ethos, pathos, logos) by juggling.logos) by juggling.

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Journalistic vs. Encyclopedic WritingJournalistic vs. Encyclopedic Writing

““The breathing of Benbow’s pit is The breathing of Benbow’s pit is deafening, like up-close jet engines deafening, like up-close jet engines mixed with a cosmic belch. Each new mixed with a cosmic belch. Each new breath from the volcano heaves the air breath from the volcano heaves the air so violently my ears pop in the changing so violently my ears pop in the changing pressure – then the temperature pressure – then the temperature momentarily soars. Somewhere not too momentarily soars. Somewhere not too far below, red-hot, pumpkin size globs of far below, red-hot, pumpkin size globs of ejected lava are flying through the air.” ejected lava are flying through the air.”

-- -- National GeographicNational Geographic, November 2000, p. 54, November 2000, p. 54

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““A volcano is a vent in the Earth from which A volcano is a vent in the Earth from which molten rock (magma) and gas erupt. The molten rock (magma) and gas erupt. The molten rock that erupts from the volcano molten rock that erupts from the volcano (lava) forms a hill or mountain around the (lava) forms a hill or mountain around the vent. Lava may flowout as viscous liquid, vent. Lava may flowout as viscous liquid, or it may explode from the vent as solid or or it may explode from the vent as solid or liquid particles…”liquid particles…”

-- -- Global EncyclopediaGlobal Encyclopedia, Vol. 19 T-U-V, p. 627, Vol. 19 T-U-V, p. 627

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R.A.F.T.S.R.A.F.T.S.

R = Role, A = Audience, F = Form, T = Time/Topic, S = Strong R = Role, A = Audience, F = Form, T = Time/Topic, S = Strong Adverb or Adjective (to set tone) Adverb or Adjective (to set tone)

  

Students take on a role, work for a specific audience, use a particular Students take on a role, work for a specific audience, use a particular form to express the content, and do it within a time reference, such form to express the content, and do it within a time reference, such as pre-Civil War, 2025, or ancient Greece. as pre-Civil War, 2025, or ancient Greece.

Sample assignment chosen by a student:Sample assignment chosen by a student:

A candidate for the Green Party (role), trying to convince election A candidate for the Green Party (role), trying to convince election board members (audience) to let him be in a national debate with board members (audience) to let him be in a national debate with Democrats and the Republicans. The student writes a speech (form) Democrats and the Republicans. The student writes a speech (form) to give to the Board during the Presidential election in 2004 (time). to give to the Board during the Presidential election in 2004 (time). Within this assignment, students use arguments and information Within this assignment, students use arguments and information from this past election with third party concerns, as well as their from this past election with third party concerns, as well as their knowledge of the election and debate process. Another student knowledge of the election and debate process. Another student could be given a RAFT assignment in the same manner, but this time could be given a RAFT assignment in the same manner, but this time the student is a member of the election board who has just listened the student is a member of the election board who has just listened to the first student’s speech. to the first student’s speech.

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R.A.F.T.S.R.A.F.T.S.

Raise the complexityRaise the complexity: Choose items for each : Choose items for each category that are farther away from a natural fit category that are farther away from a natural fit for the topic . Example: When writing about Civil for the topic . Example: When writing about Civil War Reconstruction, choices include a rap artist, a War Reconstruction, choices include a rap artist, a scientist from the future, and Captain Nemo.scientist from the future, and Captain Nemo.

Lower the complexityLower the complexity: Choose items for each : Choose items for each category that are closer to a natural fit for the category that are closer to a natural fit for the topic. Example: When writing about Civil War topic. Example: When writing about Civil War Reconstruction, choices include a member of the Reconstruction, choices include a member of the Freedmen’s Bureau, a southern colonel returning Freedmen’s Bureau, a southern colonel returning home to his burned plantation, and a northern home to his burned plantation, and a northern business ownerbusiness owner

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3-2-13-2-13 –3 – Identify three characteristics of Renaissance art Identify three characteristics of Renaissance art that differed from art of the Middle Agesthat differed from art of the Middle Ages2 – List two important scientific debates that occurred 2 – List two important scientific debates that occurred during the Renaissanceduring the Renaissance1 – Provide one good reason why “rebirth” is an 1 – Provide one good reason why “rebirth” is an appropriate term to describe the Renaissanceappropriate term to describe the Renaissance

3 – 3 – List three applications for slope, y-intercept List three applications for slope, y-intercept knowledge in the professional worldknowledge in the professional world2 – Identify two skills students must have in order to 2 – Identify two skills students must have in order to determine slope and y-intercept from a set of points determine slope and y-intercept from a set of points on a planeon a plane1 – If (x1, y1) are the coordinates of a point W in a 1 – If (x1, y1) are the coordinates of a point W in a plane, and (x2, y2) are the coordinates of a different plane, and (x2, y2) are the coordinates of a different

point Y, then the slope of line WY is what?point Y, then the slope of line WY is what?

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3-2-13-2-1

3 – Identify at least three differences 3 – Identify at least three differences

between acids and bases between acids and bases

2 – List two uses of acids and two uses 2 – List two uses of acids and two uses

of basesof bases

1 – State one reason why knowledge of 1 – State one reason why knowledge of

acids and bases is important to acids and bases is important to

citizens in our communitycitizens in our community

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Sorting CardsSorting CardsTeach something that has multiple categories, like types of Teach something that has multiple categories, like types of

government, multiple ideologies, cycles in science, systems of the government, multiple ideologies, cycles in science, systems of the body, taxonomic nomenclature, or multiple theorems in geometry. body, taxonomic nomenclature, or multiple theorems in geometry.

Then display the categories.Then display the categories.

Provide students with index cards or Post-it notes with Provide students with index cards or Post-it notes with individual facts, concepts, and attributes of the categories individual facts, concepts, and attributes of the categories recorded on them. Ask students to work in groups to place each recorded on them. Ask students to work in groups to place each fact, concept, or attribute in its correct category. The fact, concept, or attribute in its correct category. The conversation among group members is just as important to the conversation among group members is just as important to the learning experience as the placement of the cards, so let learning experience as the placement of the cards, so let students defend their reasoning orally and often. students defend their reasoning orally and often.

The summarization occurs every time a student lifts an The summarization occurs every time a student lifts an individual card and makes a decision on where to place the card. individual card and makes a decision on where to place the card. He’s weighing everything he’s been taught as he considers his He’s weighing everything he’s been taught as he considers his options. If others question his placement, the discussion furthers options. If others question his placement, the discussion furthers the impact. If there is great dissent, and it results in students the impact. If there is great dissent, and it results in students referencing their notes and textbooks for more information – referencing their notes and textbooks for more information – ‘‘learning Nirvanalearning Nirvana. .

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Change the VerbChange the VerbAnalyze…Analyze… Explain…Explain…Construct… Construct… Revise…Revise…Decide between…Decide between… Argue against…Argue against…Why did…Why did… Argue for…Argue for…Defend…Defend… Examine…Examine…Contrast…Contrast… Devise…Devise…Identify…Identify… Plan…Plan…Classify…Classify… Critique…Critique…Define…Define… Rank…Rank…Compose…Compose… Organize…Organize…Interpret…Interpret… Interview…Interview…Expand…Expand… Find support for…Find support for…Predict…Predict… Develop…Develop…Categorize…Categorize… Suppose…Suppose…Invent…Invent… Imagine…Imagine…Recommend…Recommend…  

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Unique Summarization Formats/ProductsUnique Summarization Formats/Products A soap opera about valence among chemical elements A soap opera about valence among chemical elements A “Wanted: Dead or Alive” poster about Preposition Pete (“He was last A “Wanted: Dead or Alive” poster about Preposition Pete (“He was last

seen in the OverHill’n’Dale Saloon, at the table, in the dark, under seen in the OverHill’n’Dale Saloon, at the table, in the dark, under close scrutiny of other scalawags…”)close scrutiny of other scalawags…”)

Compose a ballad about the cautious Massasoit tribe coming to dinner Compose a ballad about the cautious Massasoit tribe coming to dinner with Governor Bradford and his colony in 1621.with Governor Bradford and his colony in 1621.

Interpret the Internet for Amazonian inhabitants that have never lived Interpret the Internet for Amazonian inhabitants that have never lived with electricity, let alone a computer.with electricity, let alone a computer.

Argue for and against Democracy as a healthy way to build a country – Argue for and against Democracy as a healthy way to build a country – Provide at least two arguments for each position. Provide at least two arguments for each position.

Classify the Greek gods and goddesses according to three different Classify the Greek gods and goddesses according to three different criteria.criteria.

Predict the limiting factors for this habitat twenty-five years from now. Predict the limiting factors for this habitat twenty-five years from now. Retell a fairytale of your choosing with one of the following concepts Retell a fairytale of your choosing with one of the following concepts

as its central theme: as its central theme: ““Courage is not the absence of fear, but the judgment that Courage is not the absence of fear, but the judgment that

something else is more important than that fear.” -- Ambrose something else is more important than that fear.” -- Ambrose Redmoon Redmoon

““A setback is preparation for a comeback.” A setback is preparation for a comeback.” ““The one who never makes mistakes takes his orders from one The one who never makes mistakes takes his orders from one

who does.”who does.”

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Unique Summarization Formats/ProductsUnique Summarization Formats/Products

A comic strip about the mantissa (the decimal-fraction part of a A comic strip about the mantissa (the decimal-fraction part of a logarithm)logarithm)

A mysterious yet accurate archeological map concerning the A mysterious yet accurate archeological map concerning the quadratic formulaquadratic formula

A field guide to the asymptotes of a hyperbola (the diagonals of A field guide to the asymptotes of a hyperbola (the diagonals of the rectangle formed by the lines x= a, x= —a, y= b and y= -b in the rectangle formed by the lines x= a, x= —a, y= b and y= -b in the hyperbola: x squared over a squared – y squared over b the hyperbola: x squared over a squared – y squared over b squared)squared)

A coloring book about Amendments 1, 2, 3, 4, and 10 to the A coloring book about Amendments 1, 2, 3, 4, and 10 to the ConstitutionConstitution

A rap song that expresses the order of Presidential successionA rap song that expresses the order of Presidential succession A grocery list for Taiga biomesA grocery list for Taiga biomes A mural that accurately expresses the “checks and balances” A mural that accurately expresses the “checks and balances”

nature of our Federal government’s three branches: judicial, nature of our Federal government’s three branches: judicial, legislative, and executivelegislative, and executive

A sculpture or mobile that teaches observers about latitude A sculpture or mobile that teaches observers about latitude and longitudeand longitude

A pop-up book on liquid and dry measuresA pop-up book on liquid and dry measures

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Endless List of Writing Possibilities – Endless List of Writing Possibilities – Please Add Your Own!Please Add Your Own!

CorrespondenceCorrespondence Museum Map and Tour GuidesMuseum Map and Tour Guides Oral HistoriesOral HistoriesBooksBooks Magazines Magazines Radio PlaysRadio PlaysNewspapersNewspapers ScriptsScripts Historical FictionHistorical FictionCommercialsCommercials Picture BooksPicture Books Journal/DiariesJournal/DiariesScience FictionScience Fiction Mystery StoriesMystery Stories RomancesRomancesPoetryPoetry Autobiographies/BiographiesAutobiographies/Biographies Animal StoriesAnimal StoriesHow-to BooksHow-to Books Alphabet booksAlphabet books Pop-up BooksPop-up BooksField GuidesField Guides Mini-textbooksMini-textbooks Friendly LettersFriendly LettersBulletin BoardsBulletin Boards Choose-Your-0wn AdventuresChoose-Your-0wn Adventures TimelinesTimelinesMuralsMurals Coloring BooksColoring Books CalendarsCalendarsAnnotated CatalogsAnnotated Catalogs Travel BrochuresTravel Brochures ManualsManualsGamesGames RecipesRecipes Personal narrativesPersonal narrativesFolktales/legends/myths Information ReportsFolktales/legends/myths Information Reports Persuasive essaysPersuasive essaysBook/Movie CritiquesBook/Movie Critiques WillsWills Yellow pagesYellow pagesWeather forecastsWeather forecasts Wanted postersWanted posters Vitas/resumesVitas/resumesSatire/spoofsSatire/spoofs SpeechesSpeeches Songs/rapsSongs/rapsCD coversCD covers Soap operasSoap operas SlogansSlogansSermonsSermons Sequels/prequelsSequels/prequels SchedulesSchedulesLab instructionsLab instructions Protest lettersProtest letters Post cardsPost cardsPamphletsPamphlets FlipbooksFlipbooks OdesOdes

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RequiemsRequiems RebuttalsRebuttals Play programsPlay programsTravel postersTravel posters Movie postersMovie posters Thank yousThank yousInterviewsInterviews TelegramsTelegrams Sports accountsSports accountsScary storiesScary stories Quizzes/testsQuizzes/tests RubricsRubricsSurveysSurveys MonologuesMonologues Jokes/riddlesJokes/riddlesMenusMenus MetaphorsMetaphors Job applicationsJob applicationsIndexesIndexes HeadlinesHeadlines Grocery listsGrocery listsGraffitiGraffiti Comic stripsComic strips ConstitutionsConstitutionsContractsContracts ConversationsConversations SpreadsheetsSpreadsheetsDefinitionsDefinitions EpiloguesEpilogues EvaluationsEvaluationsFortunesFortunes ComparisonsComparisons Character sketchesCharacter sketchesCertificatesCertificates Cereal boxesCereal boxes CaptionsCaptionsBumper stickersBumper stickers Advice columnsAdvice columns EpithetsEpithetsCodesCodes Informal/formal observation Informal/formal observation musical scoremusical scoreTrue or False BookTrue or False Book CookbookCookbook Wedding vowsWedding vowsAlmanacAlmanac Inauguration speechInauguration speech Annotated Family Annotated Family

TreeTree

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Great Written Summarization Great Written Summarization IdeasIdeas

Analyze how four different students completed the Analyze how four different students completed the same math problem.same math problem.

Draft a proposal to the city council for a bridge Draft a proposal to the city council for a bridge structure for a river, explaining why it is the structure for a river, explaining why it is the sturdiest and most cost-efficient option. sturdiest and most cost-efficient option.

Present a description of the geometry of a basketball Present a description of the geometry of a basketball court.court.

Write an autobiography of a right angleWrite an autobiography of a right angle

Write aWrite a conversation between two historical figures. conversation between two historical figures.

Analyze a political cartoon (or create one)Analyze a political cartoon (or create one)

Write the life story of a ____________Write the life story of a ____________

Create a science calendar in which the picture for Create a science calendar in which the picture for each month conveys ________________each month conveys ________________

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Examine a common science misconception and how it is Examine a common science misconception and how it is perpetuated perpetuated

Explain why another student obtained certain lab resultsExplain why another student obtained certain lab results

Develop synthesis writings: “What does blue sound like?” Develop synthesis writings: “What does blue sound like?” “Describe red through other senses and experiences “Describe red through other senses and experiences not associated with what we can see.”not associated with what we can see.”

Explain what a piece of art tells us about a particular time Explain what a piece of art tells us about a particular time periodperiod

Explain how four different art concepts are expressed in a Explain how four different art concepts are expressed in a gymnasium gymnasium

Design a Web site or library display that promotes at least Design a Web site or library display that promotes at least four successful ways to get into good physical shape. four successful ways to get into good physical shape.

Explain the impact of exercise on metabolism, muscle Explain the impact of exercise on metabolism, muscle health, and academic learning in a way that’s health, and academic learning in a way that’s appropriate for students four years younger than you.appropriate for students four years younger than you.

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Write about a math discovery that changed the world. Summarize the interest earned on a savings account in

which the interest rate changed twice.Write a love story between two geometric shapes.Write a speech advocating the value of math in today’s

society How about a summary of cash transactions for a

business over ten years and advice for the business owner based on the data?

Write the directions for solving a problemWrite jump rope rhymesCreate a math dictionaryWrite a math autobiography (a student’s experiences

with math over time)

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Publish a math newspaper: Imagine the play-by-play sports column about last night’s slope and y-intercept game –-- was that rise-over-run a legal move? How about those front-page stories about the possible corruption of number theory by irrational numbers, or an editorial about the confusion over Celsius and Fahrenheit

temperatures?Create a blog or podcast for a famous person. Describe a piece of literature changed an era. Create a comic strip that retells a famous incident.Write a response to the question, “If someone from the

time period we’re studying were around today, what would he say about modern world issues?”

Create the pledge/anthem/flag/constitution for a historical movement.

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Identify one life-important decision you have to make and hold it up to each of the criteria for successful

decision-making. Translate the passage from French to English. What’s the difference between osmosis and diffusion?Classify the items according to their origin. Explain how any whole number with an exponent of zero

equals one. Which part/word doesn’t fit?Which comments support the Premier’s (President’s) position?Predict what would happen if we changed the temperature in the terrarium. Explain how music changed the tone of the film.        

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Which comment seems politically motivated?

Defend the character’s decision to ______________.

What’s the logical fallacy in his argument?

Add _________ to the scene in the novel. How would it change?

Design a better inventory system.

Which persuasive essay is most convincing and why?

According to the standards set forth by the Treaty, is the country in compliance? Explain.

Which algorithm is the most efficient and why?

Improve upon the idea in at least one way.

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Backwards SummariesBackwards Summaries ““Make the web from which this paragraph came.”Make the web from which this paragraph came.” ““Here’s the completed math solution. What would Here’s the completed math solution. What would

happen if I had never considered the absolute value happen if I had never considered the absolute value of x?”of x?”

““Here’s the final French translation of this sentence. Here’s the final French translation of this sentence. What if I had not checked the tense of each verb?”What if I had not checked the tense of each verb?”

““Here’s a well done concerto. What happens if I Here’s a well done concerto. What happens if I remove the oboe’s eight measures on page 4?” remove the oboe’s eight measures on page 4?”

““Here’s a well-done lab procedure. What happens if I Here’s a well-done lab procedure. What happens if I don’t use distilled water?”don’t use distilled water?”

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Save the Last Word for MeSave the Last Word for Me Students read the passage, making notations as they go. Students read the passage, making notations as they go. They identify three or more sentences to which they have a They identify three or more sentences to which they have a

response. response. Place students in groups of 3 to 5, then ask one member of Place students in groups of 3 to 5, then ask one member of

each group to read a line that he has identified. He reads only; each group to read a line that he has identified. He reads only; there is no commentary or reason for choosing it given. there is no commentary or reason for choosing it given.

Each group member other than the reading person responds to Each group member other than the reading person responds to that one line – agreeing, refuting, supporting, clarifying, that one line – agreeing, refuting, supporting, clarifying, commenting, or questioning. commenting, or questioning.

After everyone else has had a chance to make a personal After everyone else has had a chance to make a personal response to the statement, the originator of the line gets to response to the statement, the originator of the line gets to offer his or her commentary – “getting the last word” on the offer his or her commentary – “getting the last word” on the topic.topic.

When this round of discussion is done, the next person in the When this round of discussion is done, the next person in the circle calls out his chosen line from the text, and everyone circle calls out his chosen line from the text, and everyone responds to the line before this second person offers his responds to the line before this second person offers his commentary. So it goes with each member of the group. commentary. So it goes with each member of the group.

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SynecticsSynectics(William J. Gordon)(William J. Gordon)

““The joining together of different andThe joining together of different and apparently irrelevant elementsapparently irrelevant elements,” or put more ,” or put more

simply, “simply, “Making the familiar strange.” Making the familiar strange.”

1.1. Teach a topic to students. Teach a topic to students. 2.2. Ask students to describe the topic, focusing on Ask students to describe the topic, focusing on

descriptive words and critical attributes.descriptive words and critical attributes.3.3. Teacher identifies an unrelated category to compare Teacher identifies an unrelated category to compare

to the descriptions in #2. to the descriptions in #2. (Think of a sport that (Think of a sport that reminds you of these words. Explain why you chose reminds you of these words. Explain why you chose that sport.) that sport.) Students can choose the category, too.Students can choose the category, too.

4.4. Students write or express the analogy between the Students write or express the analogy between the two: two: The endocrine system is like playing zones in The endocrine system is like playing zones in basketball. Each player or gland is responsible for basketball. Each player or gland is responsible for his area of the game.his area of the game.

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4-Square Synectics4-Square Synectics1.1. Brainstorm four objects from a particular category Brainstorm four objects from a particular category

(examples: kitchen appliances, household items, (examples: kitchen appliances, household items, the circus, forests, shopping malls). the circus, forests, shopping malls).

2.2. In small groups, brainstorm what part of today’s In small groups, brainstorm what part of today’s learning is similar in some way to the objects listed.learning is similar in some way to the objects listed.

3.3. Create four analogies, one for each object.Create four analogies, one for each object. Example:Example: How is the human digestive system like each How is the human digestive system like each

household item: sink, old carpet, microwave, broomhousehold item: sink, old carpet, microwave, broom

Example:Example: How is the Pythagorean Theorem like each How is the Pythagorean Theorem like each musical instrument: piano, drum set, electric guitar, musical instrument: piano, drum set, electric guitar, trumpet?trumpet?

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Change the Point of ViewChange the Point of View Tell the story of digestion from the points of view of Tell the story of digestion from the points of view of

the bolus passing down the esophagus, the villi in the bolus passing down the esophagus, the villi in the small intestine that have capillaries receiving the small intestine that have capillaries receiving and carrying nutrients to the bloodstream, or a and carrying nutrients to the bloodstream, or a muscle in the body that finally receives the nutrients muscle in the body that finally receives the nutrients from the food ingested earlier.from the food ingested earlier.

Re-tell an historical incident from a biased Re-tell an historical incident from a biased participant’s point of view.participant’s point of view.

Reveal the truth behind a pronoun being a subject or Reveal the truth behind a pronoun being a subject or an object based on which one did the action and an object based on which one did the action and which one received the action.which one received the action.

Re-tell the account of a scientific, mathematical, or Re-tell the account of a scientific, mathematical, or manufacturing process, a moment in history, a manufacturing process, a moment in history, a chemical’s reaction, a concerto’s performance, or a chemical’s reaction, a concerto’s performance, or a comma’s position in a sentence. comma’s position in a sentence.

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Bloom’s Taxonomy Bloom’s Taxonomy Summary CubesSummary Cubes

These are Posterboard cubes with each side emphasizing one level of These are Posterboard cubes with each side emphasizing one level of Bloom’s Taxonomy of Higher Order Thinking Skills.Bloom’s Taxonomy of Higher Order Thinking Skills.

Bloom’s TaxonomyBloom’s Taxonomy::Recall – Students cite content they remember. Recall – Students cite content they remember. Comprehension – Students demonstrate whether or not they understand Comprehension – Students demonstrate whether or not they understand

a topic.   a topic.  Application – Students use knowledge and skills in a different situation. Application – Students use knowledge and skills in a different situation. Analysis – Students break down topics into component pieces and Analysis – Students break down topics into component pieces and

analyze them in context of the whole.analyze them in context of the whole.SSynthesis – Students bring together seemingly contradictory aspects or ynthesis – Students bring together seemingly contradictory aspects or

topics and form something new. topics and form something new. Evaluation -- Students use all the other levels to judge the validity, Evaluation -- Students use all the other levels to judge the validity,

success, or value of something, given specific criteria. success, or value of something, given specific criteria.   

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You know I don’t lie, I said, al-ka-li. You ask me why, here I say al-ka-li. They’re metal with the mettle, they go into action, they’re soft and white with volatile reaction. You know I don’t lie, I said, al-ka-li. You ask me why, here I say al-ka-li. Quick with temper, high velocity, Watch the low melting and density. They’re al-ka-li, they’re al-ka-li. Like Hansel and Gretal, it’s alkali metal, Soft and white with a volatile reaction Soft and white with a quick infraction They’re Hansel and Gretal, alkali metal, 1, 3, 11, 19, 37, 55, 87 Numbers to alkali heaven Their al-ka-li, they’re al-ka-li They’re brothers and sisters, be careful you see’em: There’s lithium, sodium, potassium, rubidium, cesium and francium. Man, you’ve had enough of them. Say, al-ka-li, give it a try, Say al-al-ka-li, al-al-ka-li.

Rap Song

or Poetry

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CharadesCharades

‘‘Played like the party game, except you Played like the party game, except you use concepts from the unit of study. use concepts from the unit of study.

Consider using it with a “jigsaw” lesson Consider using it with a “jigsaw” lesson in which each member of a team learns in which each member of a team learns a different aspect a topic, then the a different aspect a topic, then the group gathers, and students perform group gathers, and students perform their Charades to communicate their their Charades to communicate their piece of the puzzle. piece of the puzzle.

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Human BingoHuman Bingo

Free Free SpaceSpace

[ Squares filled in with specific skills from the lesson or unit. ]

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Human BingoHuman Bingo Give the students ten minutes to get classmates’ signatures on Give the students ten minutes to get classmates’ signatures on

squares. They may sign only if they can do, solve, or respond squares. They may sign only if they can do, solve, or respond to the prompt correctly. They will have to prove it later. to the prompt correctly. They will have to prove it later. Classmates may sign only one square per card. Classmates may sign only one square per card.

Once all squares are filled with signatures, call names of Once all squares are filled with signatures, call names of students out of a hat or box. Students place edible markers students out of a hat or box. Students place edible markers (sunflower seeds, M&M’s, pieces of popcorn or vegetables) on (sunflower seeds, M&M’s, pieces of popcorn or vegetables) on the squares with the identified students’ names. on it. the squares with the identified students’ names. on it.

The first student to get five in a row hollers, “Human Bingo!” The first student to get five in a row hollers, “Human Bingo!” Ask winning student to name each square’s prompt and the Ask winning student to name each square’s prompt and the

classmate who signed it. As students’ names are called, classmate who signed it. As students’ names are called, students must demonstrate their accurate responses. The rest students must demonstrate their accurate responses. The rest of the class watches carefully to make sure there are no errors. of the class watches carefully to make sure there are no errors. If all five students demonstrate everything successfully, it’s a If all five students demonstrate everything successfully, it’s a “Human Bingo.” Students get to eat their makers as they clear “Human Bingo.” Students get to eat their makers as they clear their boards for the next game. If one or more of the five their boards for the next game. If one or more of the five students in the row does not demonstrate an accurate students in the row does not demonstrate an accurate response, then there is no bingo awarded, and the game response, then there is no bingo awarded, and the game continues. continues.

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Knows 2 products of photo-synthesisKnows 2 products of photo-synthesisPersonal Pronoun, 3rd pers., objectv., pluralPersonal Pronoun, 3rd pers., objectv., pluralKnows formula for area of a triangleKnows formula for area of a triangleCan list 3 differences between WWI and WWIICan list 3 differences between WWI and WWIICan solve: 2/3 - 1 4/5Can solve: 2/3 - 1 4/5Knows 3 conflicts in Knows 3 conflicts in No Promises in the WindNo Promises in the WindKnows 3 basic passes in basketballKnows 3 basic passes in basketballKnows the differences between squid and octopusKnows the differences between squid and octopusCan perform “--------- .”Can perform “--------- .”Can demonstrate titrationCan demonstrate titrationKnows the capitals of countries in South AmericaKnows the capitals of countries in South AmericaFree Space (student write his own name here)Free Space (student write his own name here)Knows 5 things to consider when making difficult decisionsKnows 5 things to consider when making difficult decisionsCan draw the sequence of energy transfer in ecosystemsCan draw the sequence of energy transfer in ecosystemsCan make into a polynomial: (x+1)(x+3)Can make into a polynomial: (x+1)(x+3)Can perform three approved gymnastic movesCan perform three approved gymnastic movesKnows the difference between meiosis and mitosisKnows the difference between meiosis and mitosisCan name 24 bones with the proper termsCan name 24 bones with the proper termsCan make a strange noise with his or her bodyCan make a strange noise with his or her bodyCan define: “-----------.”Can define: “-----------.”Can import a picture from Internet and insert it into a reportCan import a picture from Internet and insert it into a reportCan sing part of any song by CCRCan sing part of any song by CCRKnows what comes next: J, F, M, A, M, ?Knows what comes next: J, F, M, A, M, ?

Sample Skills for

Human Bingo Card

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Human ContinuumHuman Continuum

A

D

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Human ContinuumHuman Continuum

Use a human continuum. Place a long strip Use a human continuum. Place a long strip of masking tape across the middle of the of masking tape across the middle of the floor, with an "Agree" or “Yes” taped at one floor, with an "Agree" or “Yes” taped at one end, and "Disagree" or “No” at the other end, and "Disagree" or “No” at the other end. Put a notch in the middle for those end. Put a notch in the middle for those unwilling to commit to either side. Read unwilling to commit to either side. Read statements about the day’s concepts aloud statements about the day’s concepts aloud while students literally stand where they while students literally stand where they believe along the continuum. Be pushy – believe along the continuum. Be pushy – ask students to defend their positions.ask students to defend their positions.

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Human Tic-Tac-ToeHuman Tic-Tac-Toe

Place students into two teams.Place students into two teams.

Put chairs in a 3 X 3 grid (9 chairs).Put chairs in a 3 X 3 grid (9 chairs).

As teams successfully answer questions, As teams successfully answer questions, they get to send one representative into they get to send one representative into the 3 X 3 grid, using tic-tac-toe the 3 X 3 grid, using tic-tac-toe strategies to win. Three in a row from strategies to win. Three in a row from one team wins! one team wins!

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Line-upLine-up

Groups of students line up according to Groups of students line up according to criteria. Each student holds an index card criteria. Each student holds an index card identifying what he or she is portraying. identifying what he or she is portraying.

Students discuss everyone’s position with Students discuss everyone’s position with one another -- posing questions, disagreeing, one another -- posing questions, disagreeing, and explaining rationales. and explaining rationales.

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Line-upLine-up

Students can line-up according to:Students can line-up according to:

chronology, sequences in math problems, chronology, sequences in math problems, components of an essay, equations, components of an essay, equations,

sentences, verb tense, scientific sentences, verb tense, scientific process/cycle, patterns: alternating, process/cycle, patterns: alternating,

category/example, increasing/decreasing category/example, increasing/decreasing degree, chromatic scale, sequence of events, degree, chromatic scale, sequence of events,

cause/effect, components of a larger topic, cause/effect, components of a larger topic, opposites, synonymsopposites, synonyms

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Meeting of Mindsat Rachel Carson Middle School

Portrayals of Dr. Sally Ride, Albert Einstein, Josef Stalin, Bob Dylan, Boss

Tweed, Dr. Robert Oppenheimer, Senator Joseph McCarthy, the Unsinkable Molly Brown, Rosa Parks. In the background:

Advisors for each historical figure

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Meeting of MindsMeeting of Minds Students portray historical figures who’ve been called together Students portray historical figures who’ve been called together

to discuss modern world issues and complex ideas. This to discuss modern world issues and complex ideas. This debate is moderated by the teacher. debate is moderated by the teacher.

Each team of students researches the figure and shares a Each team of students researches the figure and shares a summary of what they discover with the class prior to the summary of what they discover with the class prior to the debate. debate.

Prior to the debate, each team identifies how their figure would Prior to the debate, each team identifies how their figure would probably respond to several the identified modern issues, and probably respond to several the identified modern issues, and what “holes” they can poke in other figures’ responses. what “holes” they can poke in other figures’ responses.

Each team has 5 - 6 members: 1 performing as the historical Each team has 5 - 6 members: 1 performing as the historical figure, 1 – 3 who design a personalized backdrop for the figure figure, 1 – 3 who design a personalized backdrop for the figure during the debate, 1- 3 who design and prepare an accurate during the debate, 1- 3 who design and prepare an accurate costume and props for the figure.costume and props for the figure.

All team members research and discuss responses, citing All team members research and discuss responses, citing evidence for how the group determined the figure’s responses evidence for how the group determined the figure’s responses to the issues.to the issues.

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Meeting of MindsMeeting of Minds

Potential Topics for Discussion:Potential Topics for Discussion: Should Earth have one language or Should Earth have one language or

many? What are the roles of men and many? What are the roles of men and women in society?women in society?

Should students be required to wear Should students be required to wear uniforms in school?uniforms in school?

What are the qualities of a good leader?What are the qualities of a good leader? Should rap music lyrics be censored?Should rap music lyrics be censored? Should our country have gone to war?Should our country have gone to war?

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Socratic SeminarSocratic Seminar

Pre-SeminarPre-Seminar::A.      Shared experiences, chosen for richness of ideas, issues, A.      Shared experiences, chosen for richness of ideas, issues,

ambiguity, “discussability”ambiguity, “discussability”B.      Students reflect on material B.      Students reflect on material         Group dynamics, ground rules, and courtesy are Group dynamics, ground rules, and courtesy are

understood and accepted. understood and accepted.   SeminarSeminar: : A. Teacher asks a provocative question. Opening, Core, and A. Teacher asks a provocative question. Opening, Core, and

Closure QuestionsClosure QuestionsB. Students respond to the provocative question and each B. Students respond to the provocative question and each

other. other. C. Teacher offers core questions that help students interpret C. Teacher offers core questions that help students interpret

and to re-direct, also evalutes and tries to keep mouth shut.and to re-direct, also evalutes and tries to keep mouth shut.C. Closing – connect to the real world of the student C. Closing – connect to the real world of the student

Post-SeminarPost-SeminarWritings, Summations, Artwork, Reflection, Critique, AnalysisWritings, Summations, Artwork, Reflection, Critique, Analysis

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Debate FormatDebate Format

1.   1.     Statement of the General Debate Topic and Why it’s Statement of the General Debate Topic and Why it’s Important – 1 min.Important – 1 min.2.    Affirmative Position Opening Remarks – 3 min. 2.    Affirmative Position Opening Remarks – 3 min. 3.    Negative Position Opening Remarks – 3 min.3.    Negative Position Opening Remarks – 3 min.4.    Affirmative Position Arguments – 5 min.4.    Affirmative Position Arguments – 5 min.5.    Negative Position Arguments – 5 min.5.    Negative Position Arguments – 5 min.6.    Caucus – Students on both teams consider their 6.    Caucus – Students on both teams consider their

arguments and rebuttals in light of what has been arguments and rebuttals in light of what has been presented. – 3 min.presented. – 3 min.

7.    Affirmative Rebuttal and Questioning of the Negative’s 7.    Affirmative Rebuttal and Questioning of the Negative’s Case – 3 min.Case – 3 min.

8.    Negative Rebuttal and Questioning of the Affirmative’s 8.    Negative Rebuttal and Questioning of the Affirmative’s Case – 3 min.Case – 3 min.

9.    Closing Arguments Affirmative Position – 2 min.9.    Closing Arguments Affirmative Position – 2 min.10. Closing Arguments Negative Position – 2 min.10. Closing Arguments Negative Position – 2 min.

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SimulationsSimulations

www.teachinteract.comwww.teachinteract.com

Dale Seymour PublicationsDale Seymour Publications

““Education Simulations” on the NetEducation Simulations” on the Net

Examples:Examples:

Toothpick bridges, WWI Boot camp, Toothpick bridges, WWI Boot camp, Mock Trials, Walking through the heart Mock Trials, Walking through the heart as blood cells, Ionic/Covalent bond as blood cells, Ionic/Covalent bond dancedance

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Statues (Body Sculpture)Statues (Body Sculpture)

Students work in small groups Students work in small groups

using every groupmember’s body using every groupmember’s body

to symbolically portray concepts to symbolically portray concepts

in frozen tableau. in frozen tableau.

Where does the learning occur? Where does the learning occur?

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ST

RA

TE

GO

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StrategoStratego

‘‘Played just like the board game, but instead Played just like the board game, but instead of soldiers and ranks on the back of the tiles, of soldiers and ranks on the back of the tiles, it’s content: fractions, taxonomy, elements it’s content: fractions, taxonomy, elements and their atomic weight, roman numerals, and their atomic weight, roman numerals, Greek mythology, or anything with a Greek mythology, or anything with a hierarchy. When pieces meet, the larger hierarchy. When pieces meet, the larger value tile takes the place of the smaller value value tile takes the place of the smaller value tile. If you tag the other player’s flag, you tile. If you tag the other player’s flag, you win. win.

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StrategoStratego

1

2

4

7

Don’t forget to have a flag tile for each team. It can be located anywhere in the ranks.

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StrategoStratego

To make game tiles, cut up floor molding into sections.

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Summary BallSummary Ball

Provide a soft, tossable item (beach Provide a soft, tossable item (beach ball, nerf object, stuffed fish, hacky-sack, bag ball, nerf object, stuffed fish, hacky-sack, bag of eyeballs). Ask students to state one thing of eyeballs). Ask students to state one thing they remember from the lesson then toss the they remember from the lesson then toss the object to someone else in the room. If object to someone else in the room. If student doesn’t respond within three student doesn’t respond within three seconds, he tosses the object then sits seconds, he tosses the object then sits down. down.

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Tic-Tac-[ Topic ]Tic-Tac-[ Topic ]

Charlemagne

Direct and Indirect Objects

Measurement

Basketball rules

Movies and Television

Greatest Common Factors

Phases of the Moon

Touching Spirit Bear

(Mikaelson)

System of Checks and Balances

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Tic-Tac- [ Topic ]Tic-Tac- [ Topic ] Divide the class into two teams, X’s and O’s. One student at a time Divide the class into two teams, X’s and O’s. One student at a time

calls out a topic square and answers a review question. Ask each calls out a topic square and answers a review question. Ask each team to sequence their players. team to sequence their players.

If the student on the responding team answers the question If the student on the responding team answers the question correctly, his team’s symbol (X or O) gets placed across the square. correctly, his team’s symbol (X or O) gets placed across the square. If he gives an incorrect answer, the next person in sequence on the If he gives an incorrect answer, the next person in sequence on the opposing team gets to answer the question. During the first team’s opposing team gets to answer the question. During the first team’s attempt, the other team members are allowed to review their notes, attempt, the other team members are allowed to review their notes, and quietly discuss the answer, getting the next person in line ready and quietly discuss the answer, getting the next person in line ready to steal the square with a correct answer. If the opposing team to steal the square with a correct answer. If the opposing team member guesses correctly, his team’s symbol gets drawn on the member guesses correctly, his team’s symbol gets drawn on the topic square. If he answers incorrectly, the question is thrown out. topic square. If he answers incorrectly, the question is thrown out.

Teams take turns choosing a square and initiating the question. Teams take turns choosing a square and initiating the question. This means that a team could steal a square from the team that This means that a team could steal a square from the team that started a topic area and also start the next topic. Three X’s or three started a topic area and also start the next topic. Three X’s or three O’s in a row win the game. O’s in a row win the game.

In situations in which no one wins, tally the number of X’s and the In situations in which no one wins, tally the number of X’s and the number of O’s and apply those numbers of totals for each team. number of O’s and apply those numbers of totals for each team.

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$2,500 $2,500 $2,500

$5,000$2,500

$10,000

Fractions Lunch The Cell

RailroadsEllis Island

Microscope

Stage

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$25,000 Pyramid$25,000 Pyramid

‘‘Played just like the game show in which one Played just like the game show in which one player lists objects in a category and the player lists objects in a category and the other player guesses the category. How other player guesses the category. How many categories can you get in 1 minute? many categories can you get in 1 minute?

Adjust time and number of categories Adjust time and number of categories according to students’ needs. according to students’ needs.

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Clever E

ndeavor

1. There’s no need to write substitute teacher plans or travel to a conference

2. One of the probable futures of teacher professional development

3. Can be archived

4. Interactive experience with a national presenter who doesn’t need to leave his own home

5. Requires the use of a computer hooked to the Internet

6. A spider’s home tossed like a fisherman would do

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Cleavor EndeavorCleavor Endeavor

‘‘Played like the board game, players Played like the board game, players are given six clues, one at a time and in are given six clues, one at a time and in any order that the clue-giver wishes to any order that the clue-giver wishes to give them. If a player guess correctly in give them. If a player guess correctly in the first clue or two, he earns more points. the first clue or two, he earns more points. The total points earned is 7 - # of the clue The total points earned is 7 - # of the clue given. Example: If a player guesses by given. Example: If a player guesses by the second clue, he earns 7-2 or 5 points. the second clue, he earns 7-2 or 5 points.

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Rummy GamesRummy Games ‘‘Played just like Rummy card games. Instead of a Played just like Rummy card games. Instead of a

straight such as the four, five, six, seven of spades, straight such as the four, five, six, seven of spades, however, students get the components of a sequence or however, students get the components of a sequence or set you’ve taught. Examples: steps in photosynthesis, set you’ve taught. Examples: steps in photosynthesis, process for dividing fractions, all the elements for a process for dividing fractions, all the elements for a animal’s habitat, four things that led to the Civil War, four animal’s habitat, four things that led to the Civil War, four equivalent fractions, four verbs in the past perfect tense equivalent fractions, four verbs in the past perfect tense

Students work off a central pile, drawing cards, Students work off a central pile, drawing cards, discarding cards, just as in they would do in a Rummy or discarding cards, just as in they would do in a Rummy or Gin Rummy game until they achieve a winning hand. Gin Rummy game until they achieve a winning hand.

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Rummy GamesRummy Games ‘‘Alternative: Each hand requires a different Alternative: Each hand requires a different

configuration -- a winning hand could be a set of configuration -- a winning hand could be a set of three and a run of four, two sets of four, a run of three and a run of four, two sets of four, a run of six and a set of three. Decide the escalating six and a set of three. Decide the escalating configurations before beginning the game.configurations before beginning the game.

For added learning, let each student make his or For added learning, let each student make his or her own deck of cards with a unique cover her own deck of cards with a unique cover design based on the unit of study. design based on the unit of study.

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Why English is Hard to LearnWhy English is Hard to Learn(Author Unknown)(Author Unknown)

The bandage was wound around the wound.The bandage was wound around the wound.The farm was used to produce produce.The farm was used to produce produce.The dump was so full that it had to refuse more refuse.The dump was so full that it had to refuse more refuse.We must polish the Polish furniture.We must polish the Polish furniture.He could lead if he would get the lead out.He could lead if he would get the lead out.The soldier decided to desert his dessert in the desert.The soldier decided to desert his dessert in the desert.Since there is no time like the present, he thought it was time toSince there is no time like the present, he thought it was time topresent the present.present the present.A bass was painted on the head of the bass drum.A bass was painted on the head of the bass drum.I did not object to the object.I did not object to the object.The insurance was invalid for the invalid.The insurance was invalid for the invalid.They were too close to the door to close it.They were too close to the door to close it.The buck does funny things when the does are present.The buck does funny things when the does are present.A seamstress and a sewer fell down into a sewer line.A seamstress and a sewer fell down into a sewer line.To help with planting, the farmer taught his sow to sow.To help with planting, the farmer taught his sow to sow.The wind was too strong to wind the sail.The wind was too strong to wind the sail.After a number of injections my jaw got number.After a number of injections my jaw got number.Upon seeing the tear in the painting I shed a tear.Upon seeing the tear in the painting I shed a tear.I had to subject the subject to a series of tests.I had to subject the subject to a series of tests.The Native American took a bow after tying a bow in the string of his bow.The Native American took a bow after tying a bow in the string of his bow.

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Important Terms for Vocabulary StudyImportant Terms for Vocabulary Study

AcronymAcronym -- A word formed from the initial letters of a name -- A word formed from the initial letters of a name or by combining initial letters or parts of a series of words. or by combining initial letters or parts of a series of words. Ex: SCUBA – Self-Contained Underwater Breathing Ex: SCUBA – Self-Contained Underwater Breathing ApparatusApparatus

AffixAffix -- A word element, such as a prefix or a suffix, that is -- A word element, such as a prefix or a suffix, that is attached to a base, stem, or root. Also means to secure attached to a base, stem, or root. Also means to secure or attach. Ex: Reappearance has two affixes: re- and –or attach. Ex: Reappearance has two affixes: re- and –ance. ance.

CoinageCoinage -- The invention of new words. Ex: The word, -- The invention of new words. Ex: The word, “hobbit” was a coinage of J.R.R. Tolkien.“hobbit” was a coinage of J.R.R. Tolkien.

ColloquialColloquial -- Used in or suitable to spoken language or to -- Used in or suitable to spoken language or to writing that imitates speech; conversational, informal in writing that imitates speech; conversational, informal in style of expression. Ex: Joe suggested to Mildred that he style of expression. Ex: Joe suggested to Mildred that he substitute “narrow escape” for his colloquial expression “a substitute “narrow escape” for his colloquial expression “a close call.”close call.”

MalapropismMalapropism -- The use of a word sounding somewhat like -- The use of a word sounding somewhat like the one intended but humorously wrong in the context. the one intended but humorously wrong in the context. Ex: “polo bear” rather than “polar bear”Ex: “polo bear” rather than “polar bear”

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OnomatopoeiaOnomatopoeia -- The formation or use of a word that -- The formation or use of a word that imitates or resembles what it stands for. Ex: buzz, hissimitates or resembles what it stands for. Ex: buzz, hiss

Palindrome Palindrome -- A word, phrase or sentence that reads the -- A word, phrase or sentence that reads the same backward or forward. Ex: radar, noon, “A man, a same backward or forward. Ex: radar, noon, “A man, a plan, a canal, Panama”plan, a canal, Panama”

Portmanteau wordPortmanteau word -- A word formed by merging the -- A word formed by merging the sounds and meanings of two different words. Ex: slithy sounds and meanings of two different words. Ex: slithy (from lithe and slimy) in (from lithe and slimy) in JabberwockyJabberwocky

SimileSimile -- A figure of speech in which two essentially unlike -- A figure of speech in which two essentially unlike things are compared, often in a phrase introduced by like things are compared, often in a phrase introduced by like or as. Ex: hungry as a bear, sly like a foxor as. Ex: hungry as a bear, sly like a fox

Spoonerism Spoonerism -- An accidental but humorous distortion of -- An accidental but humorous distortion of words in a phrase formed by interchanging the initial words in a phrase formed by interchanging the initial sounds. Ex: “the tons of soil” rather than “the sons of toil”sounds. Ex: “the tons of soil” rather than “the sons of toil”

Words and definitions come from Houghton-Mifflin’s Words and definitions come from Houghton-Mifflin’s Vocabulary for Vocabulary for AchievementAchievement, , Fourth Course,Fourth Course, 1993; Margaret Ann Richek, Arlin T. McRae, 1993; Margaret Ann Richek, Arlin T. McRae, and Susan K. Weiler, authors.and Susan K. Weiler, authors.

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Some Great “Silver Bullets” from Janet AllenSome Great “Silver Bullets” from Janet Allen::

Vocabulary development is directly Vocabulary development is directly proportional to time spent reading.proportional to time spent reading.

Three avenues to effective vocabulary Three avenues to effective vocabulary instruction: instruction: integrationintegration, , repetitionrepetition, and , and meaningful usemeaningful use. (Nagy et al., 1988). (Nagy et al., 1988)

Teach no more than 8 to 10 new words Teach no more than 8 to 10 new words outside of reading per week. outside of reading per week.

Don’t ask students to write sentences Don’t ask students to write sentences with the vocabulary terms until they’ve with the vocabulary terms until they’ve studied them in depth.studied them in depth.

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Use words over and over in natural flow Use words over and over in natural flow of conversation – model, model, model – of conversation – model, model, model – normalize their use. Have students normalize their use. Have students practice saying the words – even choral practice saying the words – even choral recitation – just to visualize themselves recitation – just to visualize themselves saying it. saying it.

Definition approach is ineffective by itself. Definition approach is ineffective by itself. (Baumann and Kameenui, 1991) (Baumann and Kameenui, 1991)

Relying solely on context clues is often Relying solely on context clues is often ineffective, but knowing the definition with ineffective, but knowing the definition with context clues can be very effective. context clues can be very effective. (Baumann and Kameenui, 1991) (Baumann and Kameenui, 1991)

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Great VocabularyGreat Vocabulary Acquisition Ideas Acquisition Ideas

Shape spellingsShape spellings

Restaurant MenuRestaurant Menu

Wanted Dead or Alive PostersWanted Dead or Alive Posters

Taboo CardsTaboo Cards

Vocabulary Rummy CardsVocabulary Rummy Cards

Competitive Conversation Competitive Conversation using vocabularyusing vocabulary

Word WallsWord Walls

Onl

y 8-

10 w

ords

per w

eek!

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Word Morphology:Word Morphology:Teach Prefixes, Roots, and Suffixes!Teach Prefixes, Roots, and Suffixes!

Mal – badly, poorMal – badly, poorMeta – beyond, after, Meta – beyond, after,

changechangeMis – incorrect, badMis – incorrect, badMono – oneMono – oneMulti – manyMulti – manyNeo – newNeo – newNon – notNon – notOb, of, op, oc – toward, Ob, of, op, oc – toward,

against againstOct – eightOct – eight  

Paleo – ancient Para – beside, almost  Penta – five  Per – throughout, completely  Peri – around  Poly – many  Post – after  Pre – before  Pseudo – false

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The Frayer ModelThe Frayer Model[Frayer, Frederick, Klausmeier, 1969][Frayer, Frederick, Klausmeier, 1969]

Essential Characteristics

Non- Essential Characteristics

Examples Non-examples

< Topic >

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Concept LadderConcept Ladder(J.W. Gillet, C. Temple, 1986, as described in (J.W. Gillet, C. Temple, 1986, as described in Inside WordsInside Words, Janet Allen), Janet Allen)

Concept:Concept:

Causes of:Causes of:

Effects of:Effects of:

Language associated with:Language associated with:

Words that mean the same as:Words that mean the same as:

Historical examples:Historical examples:

Contemporary examples:Contemporary examples:

Evidence of:Evidence of:

Literature connections made:Literature connections made:

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““Word Link”Word Link”

1.1. Each student gets a word.Each student gets a word.2.2. In partners, students share the link(s) In partners, students share the link(s)

between their individual words.between their individual words.3.3. Partner team joins another partner team, Partner team joins another partner team,

forming a “word cluster.”forming a “word cluster.”4.4. All four students identify the links among All four students identify the links among

their words and share those links with their words and share those links with the class.the class.

-- Yopp, Ruth Helen. “Word Links: A Strategy for Developing Word -- Yopp, Ruth Helen. “Word Links: A Strategy for Developing Word Knowledge,” Knowledge,” Voices in the MiddleVoices in the Middle, Vol. 15, Number 1, September , Vol. 15, Number 1, September 2007, National Council Teachers of English2007, National Council Teachers of English

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SDA - Subtle Difference AnalysisSDA - Subtle Difference AnalysisIdentify words/concepts that are close in meaning, Identify words/concepts that are close in meaning, but not an exact match. Identify how they are similar but not an exact match. Identify how they are similar and what makes them “just off” the match. Example and what makes them “just off” the match. Example pairs: pairs:

Outstanding/ExemplaryOutstanding/ExemplaryConfined/RestrictedConfined/RestrictedElaborate/ComplexElaborate/ComplexIntelligent/Smart Intelligent/Smart Child/OffspringChild/OffspringHouse/HomeHouse/HomeMature/WiseMature/WiseLate/TardyLate/TardySoil/DirtSoil/Dirt

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Summarization PyramidSummarization Pyramid

__________

______________

____________________

_________________________

______________________________

___________________________________

Great prompts for each line: Synonym, analogy, question, three attributes, alternative title, causes, effects, reasons, arguments, ingredients, opinion, larger category, formula/sequence, insight, tools, misinterpretation, sample, people, future of the topic

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One-Word SummariesOne-Word Summaries

““The new government regulations for the meat-The new government regulations for the meat-packing industry in the 1920’s could be seen as an packing industry in the 1920’s could be seen as an opportunityopportunity…,” …,”

““Picasso’s work is actually an Picasso’s work is actually an argumentargument for….,” for….,” ““NASA’s battle with Rockwell industries over the NASA’s battle with Rockwell industries over the

warnings about frozen temperatures and the O-warnings about frozen temperatures and the O-rings on the space shuttle were rings on the space shuttle were trench warfaretrench warfare….” ….”

Basic Idea: Argue Basic Idea: Argue forfor or or againstagainst the word as a good the word as a good description for the topic. description for the topic.

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Exclusion BrainstormingExclusion Brainstorming

The student identifies the word/concept that The student identifies the word/concept that does not belong with the others, then either orally or does not belong with the others, then either orally or in writing explains his reasoning:in writing explains his reasoning:

Mixtures – plural, separable, dissolves, no formula Mixtures – plural, separable, dissolves, no formula Compounds – chemically combined, new properties, Compounds – chemically combined, new properties,

has formula, no compositionhas formula, no composition Solutions – heterogeneous mixture, dissolved Solutions – heterogeneous mixture, dissolved

particles, saturated and unsaturated, heat increases particles, saturated and unsaturated, heat increases Suspensions – clear, no dissolving, settles upon Suspensions – clear, no dissolving, settles upon

standing, larger than moleculesstanding, larger than molecules

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Categorizing GamesCategorizing Games

Any game in which students categorize items Any game in which students categorize items according to identified criteria. No one category can according to identified criteria. No one category can have less than three items. Individuals or teams can have less than three items. Individuals or teams can compete to be accurate and first. compete to be accurate and first.

ExamplesExamples: : Categorize the Greek gods and goddesses three Categorize the Greek gods and goddesses three

different ways different ways (domains/powers, relationships, chronological (domains/powers, relationships, chronological appearance, frailties, uses…)appearance, frailties, uses…)

““Word Sorts”Word Sorts” Sort these student essays (products) into Sort these student essays (products) into

“Proficient,” “Good, but in need of improvement,” “Proficient,” “Good, but in need of improvement,” and “Struggling”and “Struggling”

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Word MastermindWord Mastermind

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

Clue Key:

½ sq - right letter, wrong place

Full sq - right letter, right place

Empty - not in the word

Choice of letters: mutually chosen five consonants, plus all vowels

o

o a l

mra

p

t

c

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PictionaryPictionary

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PasswordPassword

Clues NumberClues Number Points EarnedPoints Earned

11stst clue clue 10 points10 points

22ndnd clue clue 9 points9 points

33rdrd clue clue 8 points8 points

44thth clue clue 7 points7 points

55thth clue clue 6 points6 points

If neither team can guess the word after the fifth clue, throw out the word and start with a new word.

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PasswordPassword Choose a player from each of two teams. Ask these players to turn Choose a player from each of two teams. Ask these players to turn

around and face their respective teams while you write the around and face their respective teams while you write the Password on the front chalkboard. Let the audience see the word, Password on the front chalkboard. Let the audience see the word, then erase it. then erase it.

Choose a player to start and ask if he wants to pass or play. If he Choose a player to start and ask if he wants to pass or play. If he passes, he will have the benefit of two clues before guessing the passes, he will have the benefit of two clues before guessing the word, if the other team doesn’t guess the word in the first clue. If he word, if the other team doesn’t guess the word in the first clue. If he chooses to play, he can guess the word in the first clue, earning a chooses to play, he can guess the word in the first clue, earning a higher number of points. higher number of points.

Allow all seated team members to use their notes/textbooks to look Allow all seated team members to use their notes/textbooks to look for one-word clues. The clues cannot be proper nouns, sound for one-word clues. The clues cannot be proper nouns, sound effects, or gestures. Each player takes turns calling upon members effects, or gestures. Each player takes turns calling upon members of his team as they offer one-word clues to the Password. If a of his team as they offer one-word clues to the Password. If a player cannot guess the word after his team’s clue, then the other player cannot guess the word after his team’s clue, then the other team can offer another clue to their own player – but the point total team can offer another clue to their own player – but the point total is now lower.is now lower.

Let whichever team misses the word earn five points by spelling the Let whichever team misses the word earn five points by spelling the word correctly.word correctly.

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60-yard Triangle Relay60-yard Triangle Relay

Start

One half of the match

The other half of the match

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60-yard Triangle Relay60-yard Triangle Relay

When the stopwatch begins, team When the stopwatch begins, team members race one at a time to the far members race one at a time to the far corners, pulling off equivalent values corners, pulling off equivalent values or matching items, then returning to or matching items, then returning to their starting point. The winner is the their starting point. The winner is the team with accurate matches in the team with accurate matches in the shortest time. shortest time.

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QuizmoQuizmo

‘‘Like Bingo, teacher calls definition, students Like Bingo, teacher calls definition, students covers word that matchescovers word that matches

Teacher: This is the Spanish verb, “to write.”Teacher: This is the Spanish verb, “to write.”

Student: [‘places a marker over, “escribir.”] Student: [‘places a marker over, “escribir.”]

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Taboo CardsTaboo Cards

PhotosynthesisPhotosynthesis

LightLightGreenGreenWaterWaterSunSun

ChlorophyllChlorophyllPlantPlant

ProduceProduce

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TabooTaboo Make up forty or more Taboo cards about a unit of study or Make up forty or more Taboo cards about a unit of study or

several units of study. To make a Taboo card, turn an index several units of study. To make a Taboo card, turn an index card vertically and write a vocabulary word at the top. Place a card vertically and write a vocabulary word at the top. Place a thick line underneath that word. In the remaining space under thick line underneath that word. In the remaining space under the line, write four or five words/concepts your students would the line, write four or five words/concepts your students would normally associate with the vocabulary word. Place all the cards normally associate with the vocabulary word. Place all the cards in a stack face down. in a stack face down.

Call a representative up from each of two teams. The two sit at Call a representative up from each of two teams. The two sit at a table in the front of your room. Set a clock for one minute (two a table in the front of your room. Set a clock for one minute (two minutes, if necessary). Ask one player flip over the first card minutes, if necessary). Ask one player flip over the first card and give clues to her teammates. Her goal is to get them to say and give clues to her teammates. Her goal is to get them to say the vocabulary term at the top of the card without using any of the vocabulary term at the top of the card without using any of the related terms listed below the line on the card. She is not the related terms listed below the line on the card. She is not allowed to use any gestures, rhymes, sound effects, or any allowed to use any gestures, rhymes, sound effects, or any portion of the vocabulary word or Taboo words below. If an portion of the vocabulary word or Taboo words below. If an teammate says one of these words, however, the player can use teammate says one of these words, however, the player can use the term in her clues. the term in her clues.

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TabooTaboo The team can call out the answer at any point. If the team The team can call out the answer at any point. If the team

members guess correctly, their representative puts that card members guess correctly, their representative puts that card to one side, pulls up the next one, and starts giving clues. to one side, pulls up the next one, and starts giving clues. The process continues until time is called. The process continues until time is called.

The opposing team has a buzzer (or squeaky toy) which The opposing team has a buzzer (or squeaky toy) which team members can use if the person accidentally uses a team members can use if the person accidentally uses a Taboo word or any portion of the intended vocabulary term Taboo word or any portion of the intended vocabulary term in her clues. When that happens, the card is given to the in her clues. When that happens, the card is given to the opposing team’s card pile and a point is awarded to the opposing team’s card pile and a point is awarded to the opposing team (the one with the buzzer). If a player can’t opposing team (the one with the buzzer). If a player can’t communicate a term successfully, she can pass on the card, communicate a term successfully, she can pass on the card, but a point is awarded to the other team for each card but a point is awarded to the other team for each card passed. Keep playing until both teams have had the same passed. Keep playing until both teams have had the same number of opportunities to give clues or time runs out. number of opportunities to give clues or time runs out. Throw in a few cards relating to students’ interests, just to Throw in a few cards relating to students’ interests, just to add a little more pizzazz. add a little more pizzazz.

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To Use or Not to Use a Game?To Use or Not to Use a Game?

Does the game involve enough Does the game involve enough substantive content to justify the use of substantive content to justify the use of classroom time? classroom time?

Is the game set up to maximize Is the game set up to maximize participation? participation?

Are the rules of the game simple Are the rules of the game simple enough to understand?enough to understand?

Is it developmentally appropriate?Is it developmentally appropriate?

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To Increase Engagement:To Increase Engagement:

Allow contestants to receive help from their Allow contestants to receive help from their teammatesteammates

Wait until the last moment to choose the Wait until the last moment to choose the person who must respond person who must respond

Rotate everyone through the “hot seat” Rotate everyone through the “hot seat” Make the game something in which everyone Make the game something in which everyone

must contribute for the team to advancemust contribute for the team to advance Have all students participate at their seats, Have all students participate at their seats,

but one response at random is selectedbut one response at random is selected Have all responses consideredHave all responses considered

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Adding JazzAdding Jazz

Wear a crazy hat or a coatWear a crazy hat or a coat Play the theme song from the television Play the theme song from the television

version of the gameversion of the game Provide small prizesProvide small prizes Lead crazy cheers for points earned Lead crazy cheers for points earned Add buzzers – Poor Man’s version: pet Add buzzers – Poor Man’s version: pet

squeaky toys squeaky toys Build suspense: “Will he answer Build suspense: “Will he answer

correctly?” “Is that your final answer?” correctly?” “Is that your final answer?”

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Adding JazzAdding Jazz(continued)(continued)

Let students race across the room to get to Let students race across the room to get to the chalkboard the chalkboard

Keep a tally sheet of scores for class periodsKeep a tally sheet of scores for class periods For team names, use students’ names: For team names, use students’ names:

Sensational Serena’s versus Jazzy Geena’s Sensational Serena’s versus Jazzy Geena’s or Mighty Manuel’s versus Cowabunga or Mighty Manuel’s versus Cowabunga Carrie’s. Use the names of students who Carrie’s. Use the names of students who usually don’t get much attention in class.usually don’t get much attention in class.

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Additional Ideas for Success:Additional Ideas for Success:

Invite staff members to stop by and join Invite staff members to stop by and join one of the teams one of the teams

Play the game once with yourselfPlay the game once with yourself Borrow formats and insert your own Borrow formats and insert your own

content content Make sure the game advances Make sure the game advances

students. students. [Ex: Word Searches do not help [Ex: Word Searches do not help students learn how to spell]students learn how to spell]

The game is less important than the The game is less important than the players.players.

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Additional Ideas for Success:Additional Ideas for Success:

Any player may suggest a rule change to Any player may suggest a rule change to improve the game at any time. improve the game at any time.

Try to avoid games of purely calling answers Try to avoid games of purely calling answers like Trivial Pursuitlike Trivial Pursuit

Make visible some kind of scoring – football Make visible some kind of scoring – football across a field, example across a field, example

Have students “Emcee” and the teacher play Have students “Emcee” and the teacher play the game with studentsthe game with students

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Sponges and Warm-ups:Sponges and Warm-ups:DefinitionDefinition

These are learning experiences that “soak up” These are learning experiences that “soak up” dead or transition time with something substantive dead or transition time with something substantive and related to the day’s lessons. They are not “fluff” and related to the day’s lessons. They are not “fluff” activities with little or no educational merit or activities with little or no educational merit or subject connection. They are inserted anywhere in a subject connection. They are inserted anywhere in a lesson in which there is a lull in the lesson’s lesson in which there is a lull in the lesson’s momentum such as when we distribute papers or momentum such as when we distribute papers or supplies, clean up, move from one place to another, supplies, clean up, move from one place to another, wait for other students to finish, or wait in line. wait for other students to finish, or wait in line. Warm-up activities can be done as “early bird” work Warm-up activities can be done as “early bird” work to review material or prime the brain for new learning to review material or prime the brain for new learning when students first enter the room, but they can also when students first enter the room, but they can also be done in the middle of class to get students’ minds be done in the middle of class to get students’ minds ready for what is to come. ready for what is to come.

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How to Create ThemHow to Create Them

Break down the day’s topic into its basic components or subsets ofBreak down the day’s topic into its basic components or subsets ofskills. For example, if we’re teaching students to add fractions withskills. For example, if we’re teaching students to add fractions withdifferent denominators, great sponges and warm-ups would include:different denominators, great sponges and warm-ups would include:

Write the first three numbers that 6 and 8 both go into evenly.Write the first three numbers that 6 and 8 both go into evenly. If someone were stuck finding the lowest common multiple between If someone were stuck finding the lowest common multiple between

two numbers, what two pieces of advice would you give him?two numbers, what two pieces of advice would you give him? Draw a quick mindmap or flow chart of the steps needed to reduce a Draw a quick mindmap or flow chart of the steps needed to reduce a

fraction to lowest terms.fraction to lowest terms. Translate three mixed numbers into improper fractions. Translate three mixed numbers into improper fractions. Identify two situations in which it is better to turn fractions into Identify two situations in which it is better to turn fractions into

decimals before adding them. decimals before adding them. Rank the following fractions in order: 3/10, 3/5, 1/2, 2/9, 1, 12/20 Rank the following fractions in order: 3/10, 3/5, 1/2, 2/9, 1, 12/20 What’s a quick way to tell whether or not 88,050 is divisible by 6, and What’s a quick way to tell whether or not 88,050 is divisible by 6, and

is it? is it? Kendall poured ¾ of a gallon of hot salsa into Gerard’s 2/3 of a gallon Kendall poured ¾ of a gallon of hot salsa into Gerard’s 2/3 of a gallon

of lime Jell-O solution and mixed it up. Then she poured all of the of lime Jell-O solution and mixed it up. Then she poured all of the spicy mixture into our class’s drinking cups. If every cup holds 6 fluid spicy mixture into our class’s drinking cups. If every cup holds 6 fluid ounces, then how many cups did she use?ounces, then how many cups did she use?

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Some of the best ones are based on specific Some of the best ones are based on specific skills within a larger topic:skills within a larger topic:

Great opening linesGreat opening linesa piece of evidencea piece of evidenceone claim in a thematic essayone claim in a thematic essaysamples of well crafted and not-so-well-crafted hypothesessamples of well crafted and not-so-well-crafted hypothesespatternspatterns

Add flavor to some of these -- Add flavor to some of these -- “Give me a great opening line to “Give me a great opening line to this thematic essay if Captain Jack Sparrow (Johnny Depp in this thematic essay if Captain Jack Sparrow (Johnny Depp in Disney’s Pirates of the Caribbean movie) were saying it. Disney’s Pirates of the Caribbean movie) were saying it.

Look at sponges used in other subjects, too: We can write an Look at sponges used in other subjects, too: We can write an ode to the Monroe Doctrine, but we can also write an ode to ode to the Monroe Doctrine, but we can also write an ode to graphing inequalities and to the almighty verb.graphing inequalities and to the almighty verb.

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ExamplesExamples Using only base numbers with exponents, generate Using only base numbers with exponents, generate

five equations that all equal 24.five equations that all equal 24. Give evidence to support or refute “capitalist” as an Give evidence to support or refute “capitalist” as an

appropriate description of the main character.appropriate description of the main character. Create two great test questions on this topic we Create two great test questions on this topic we

could use for tomorrow’s test.could use for tomorrow’s test. Categorize the 26 elements in three ways with no Categorize the 26 elements in three ways with no

one category consisting of less than three elements.one category consisting of less than three elements. Rewrite these four measures to express a different Rewrite these four measures to express a different

dynamic.dynamic. Explain to your partner why integers are also Explain to your partner why integers are also

rational. rational.

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Using your hands and arms, demonstrate the Using your hands and arms, demonstrate the difference between diffusion and endocytosis difference between diffusion and endocytosis (pinocytosis and phagocytosis) in a cell. (pinocytosis and phagocytosis) in a cell.

With a partner, identify three arguments against With a partner, identify three arguments against what I just taught you. what I just taught you.

Ask students to identify content/skills that weren’t Ask students to identify content/skills that weren’t on the test, or ask students to come up with a great on the test, or ask students to come up with a great additional question for the test and to call on additional question for the test and to call on someone to answer it. someone to answer it.

Announce to students: “Be ready to say three ways Announce to students: “Be ready to say three ways in which the Civil War and Revolutionary War are in which the Civil War and Revolutionary War are exactly the same...” [Insert whatever topics you’re exactly the same...” [Insert whatever topics you’re about to study for the comparison]about to study for the comparison]

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Ask students to come up with alternative titles to a book or Ask students to come up with alternative titles to a book or event, or, “If [insert a real person under study] were to write a event, or, “If [insert a real person under study] were to write a book, what would its title be?book, what would its title be?

Ask students who they would cast in the role of ________ in Ask students who they would cast in the role of ________ in this book and why?this book and why?

Use a new term in two situations, one correct and one Use a new term in two situations, one correct and one incorrect. Students discern which is which. incorrect. Students discern which is which.

Ask students to generate as many words as they can think of Ask students to generate as many words as they can think of that mean the opposite of ________.that mean the opposite of ________.

Give students five vocabulary terms but make sure one of them Give students five vocabulary terms but make sure one of them doesn’t fit the category or theme of the terms, and ask students doesn’t fit the category or theme of the terms, and ask students to identify which word doesn’t belong and a reason why it to identify which word doesn’t belong and a reason why it doesn’t belong. doesn’t belong.

With content, play Charades or PictionaryWith content, play Charades or Pictionary Ask students to identify one word that best describes Ask students to identify one word that best describes

something under study and to defend that word as a good word something under study and to defend that word as a good word to describe it. Ask others to argue against the word as a good to describe it. Ask others to argue against the word as a good word to describe the topic. word to describe the topic.

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In-Out Game: Students determine the In-Out Game: Students determine the classification a teacher’s statements exemplify, then classification a teacher’s statements exemplify, then they confirm their hypothesis by offering elements “in they confirm their hypothesis by offering elements “in the club” and elements “out of the club.” They don’t the club” and elements “out of the club.” They don’t identify the club, just the items in and out of it. If the identify the club, just the items in and out of it. If the students’ suggestions fit the pattern, the teacher students’ suggestions fit the pattern, the teacher invites them to be a part of the club. The game invites them to be a part of the club. The game continues until everyone is a member. continues until everyone is a member.

Example: Example: SheShe is in the club but the class is not. is in the club but the class is not. TheyThey are in the are in the club, but the penguins are not. club, but the penguins are not. YouYou are in the club, but the are in the club, but the donuts are not. Give me something in and out of the club.” A donuts are not. Give me something in and out of the club.” A student guesses correctly that the club is for personal pronouns, student guesses correctly that the club is for personal pronouns, so she says, “so she says, “WeWe are in the club, but moon rocks are not.” To are in the club, but moon rocks are not.” To make it a bit more complex, announce the club’s elements and make it a bit more complex, announce the club’s elements and non-elements in unusual ways that must also be exemplified by non-elements in unusual ways that must also be exemplified by the students, such as making all the items in and out of the club the students, such as making all the items in and out of the club alliterative or related in some way. This can be as obvious or as alliterative or related in some way. This can be as obvious or as complex as you want it to be.complex as you want it to be.

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““Physicalizing” the abstract and Physicalizing” the abstract and symbolic:symbolic:

Gets oxygen and nutrients to cognitive Gets oxygen and nutrients to cognitive centers of the brain via the bloodstreamcenters of the brain via the bloodstream

Relieves bone growth plate stressRelieves bone growth plate stress Relaxes students and improves their Relaxes students and improves their

perspective/attitude – creates mild euphoria perspective/attitude – creates mild euphoria Supports cognitive theory regarding how Supports cognitive theory regarding how

students best learnstudents best learn Makes abstract content vivid and thereby Makes abstract content vivid and thereby

illuminates it illuminates it It’s fun and intrinsically motivating It’s fun and intrinsically motivating

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Premise:Premise:

There is not any There is not any curriculum so symbolic or curriculum so symbolic or abstract that we cannot abstract that we cannot “physicalize” it for better “physicalize” it for better student learning. student learning.

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Physicalizing Process:Physicalizing Process:

Identify essential components, pieces, or Identify essential components, pieces, or definition of whatever we’re teachingdefinition of whatever we’re teaching

Physicalize those pieces and present them to Physicalize those pieces and present them to the class.the class.

Class critiques the physicalization in terms Class critiques the physicalization in terms of accuracy, comprehensiveness, of accuracy, comprehensiveness, appropriateness, and clarity. ‘Makes appropriateness, and clarity. ‘Makes suggestions for improvement.suggestions for improvement.

All three steps are learning experiences that All three steps are learning experiences that help students internalize the knowledgehelp students internalize the knowledge. .

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VividnessVividness

““a lot” – Running to each wall to shout, a lot” – Running to each wall to shout, “a” and “lot,” noting space between“a” and “lot,” noting space between

Comparing Constitutions – Former Comparing Constitutions – Former Soviet Union and the U.S. – names Soviet Union and the U.S. – names removedremoved

Real skeletons, not diagramsReal skeletons, not diagrams Simulations Simulations Writing Process described while Writing Process described while

sculpting with claysculpting with clay

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Have students write tall tales on floor-to-ceiling Have students write tall tales on floor-to-ceiling length adding machine tape, then display them length adding machine tape, then display them with illustrations. with illustrations.

Don’t have students pass their papers to you. Don’t have students pass their papers to you. Have them get up and turn in their own papers to a Have them get up and turn in their own papers to a basket in the back of the room. Try creating basket in the back of the room. Try creating basketball hoops or homework hangars into which basketball hoops or homework hangars into which they send their homework papers. they send their homework papers.

Take in-school field trips. Example: Demonstrate Take in-school field trips. Example: Demonstrate in the library to teach demonstrative pronouns. in the library to teach demonstrative pronouns.

Play Adult Simon Says – ‘just like the childhood Play Adult Simon Says – ‘just like the childhood game except it’s fast paced and uses the correct game except it’s fast paced and uses the correct anatomical names for bones. anatomical names for bones.

Do stretching activities every 20 to 30 minutes. Do stretching activities every 20 to 30 minutes. Traditional stretches are excellent, but so are more Traditional stretches are excellent, but so are more creative ones. Example: Snow ski in the creative ones. Example: Snow ski in the classroom. classroom.

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Encourage healthy snacking during class. Young Encourage healthy snacking during class. Young adolescents need to re-stoke their fires every 90 adolescents need to re-stoke their fires every 90 minutes hours in order to stay focused on the minutes hours in order to stay focused on the lesson and not on their hunger. lesson and not on their hunger.

Ask students to go to the chalkboard for Ask students to go to the chalkboard for demonstrations and competitions.demonstrations and competitions.

Ask students to use manipulatives at their desks.Ask students to use manipulatives at their desks. Use the walls, floors, ceilings, hallways, parking Use the walls, floors, ceilings, hallways, parking

lots, and sidewalks for graphic organizers. lots, and sidewalks for graphic organizers. Classroom walls are merely suggestions.Classroom walls are merely suggestions.

Have students create a rap about the concepts Have students create a rap about the concepts taught with a defined beat they keep with their taught with a defined beat they keep with their bodies. bodies.

Have students represent concepts and terms Have students represent concepts and terms artistically through performing or the fine arts. They artistically through performing or the fine arts. They can draw science cycles, they can dramatically can draw science cycles, they can dramatically portray the relationships of atomic interactions, and portray the relationships of atomic interactions, and they can sculpt with clay while describing their they can sculpt with clay while describing their process using writing/revision process terms. process using writing/revision process terms. Example: Aristotle’s Rhetorical TriangleExample: Aristotle’s Rhetorical Triangle

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Concrete or Shape SpellingsConcrete or Shape Spellings

Ask students to spell words in Ask students to spell words in ways that demonstrate their meanings. ways that demonstrate their meanings. For example, if the word is “tall,” the For example, if the word is “tall,” the letters will be very tall on the page. If letters will be very tall on the page. If the word is “analysis,” the letters will the word is “analysis,” the letters will be broken into smaller pieces, showing be broken into smaller pieces, showing their essential elements. If it is their essential elements. If it is “synthesis,” students will write the “synthesis,” students will write the letters coming together and forming letters coming together and forming something new as a result. something new as a result.

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Word Splash!Word Splash!

Students try to guide Students try to guide the words on pieces the words on pieces of paper into of paper into coherent coherent connections.connections.

Provide the learning Provide the learning experience.experience.

Now students re-Now students re-arrange the words in arrange the words in light of the new light of the new evidence and evidence and understanding. understanding.

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Carousel BrainstormingCarousel Brainstorming Post newsprint or posterboard pieces with quotes, questions, or Post newsprint or posterboard pieces with quotes, questions, or

concepts related to the week’s learning around the room. Divide the concepts related to the week’s learning around the room. Divide the students into groups of four to six and give each group a different students into groups of four to six and give each group a different color marking pen, crayon or pencil. Place each group at one of the color marking pen, crayon or pencil. Place each group at one of the posters.posters.

Set a time limit for each group’s response to the poster at which Set a time limit for each group’s response to the poster at which they’re standing. One to two minutes is good for younger grade they’re standing. One to two minutes is good for younger grade levels, but high school and older can be at one poster for seven to levels, but high school and older can be at one poster for seven to eight minutes. Tell groups to begin the task, and start the clock. eight minutes. Tell groups to begin the task, and start the clock.

In the space provided on the posterboard or newsprint, each group In the space provided on the posterboard or newsprint, each group adds its own thinking on the topic written at the top. It may ask them adds its own thinking on the topic written at the top. It may ask them to list attributes of something, consider an issue and form an opinion, to list attributes of something, consider an issue and form an opinion, or compare one thing to another, but whatever it asks, it’s requiring or compare one thing to another, but whatever it asks, it’s requiring groups to review information about the week’s learning. As different groups to review information about the week’s learning. As different groups arrive at each posting, they see and consider other group’s groups arrive at each posting, they see and consider other group’s contributions. They can respond to those in addition to responding to contributions. They can respond to those in addition to responding to the prompts. the prompts.

Keep things moving. Immediately at the time limit (if not before), get Keep things moving. Immediately at the time limit (if not before), get students moving to the next poster and start the clock again. students moving to the next poster and start the clock again. Continue until all groups have visited all posters. Continue until all groups have visited all posters.

Once done, ask each group to take one poster and summarize the Once done, ask each group to take one poster and summarize the information for the whole class. information for the whole class.

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Build a modelBuild a model Consider your essential and enduring concepts, facts, and Consider your essential and enduring concepts, facts, and

skills you’re teaching. Identify those that could be expressed skills you’re teaching. Identify those that could be expressed through a model of some sort. Open your mind to the model through a model of some sort. Open your mind to the model idea, even if you can’t think of a specific model right now. Yes, idea, even if you can’t think of a specific model right now. Yes, even abstract ideas can be expressed through models. even abstract ideas can be expressed through models.

Assign the model or give students a choice to summarize via a Assign the model or give students a choice to summarize via a model, but make sure there is time to plan, build/draw, and model, but make sure there is time to plan, build/draw, and explain the model to classmates. Without these three features, explain the model to classmates. Without these three features, we dilute the model’s effectiveness as a summarization we dilute the model’s effectiveness as a summarization technique. technique.

As they work, don’t hesitate to ask guiding questions of your As they work, don’t hesitate to ask guiding questions of your students. It’s a time to monitor closely, not let them fly solo. If students. It’s a time to monitor closely, not let them fly solo. If we wait until the students present us with their models, we we wait until the students present us with their models, we missed the prime learning windows. We need to maximize missed the prime learning windows. We need to maximize every moment. every moment.

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Share One, Get OneShare One, Get One

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SLAP!SLAP!

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SLAP! SLAP! Write answers to questions in separate spaces on an Write answers to questions in separate spaces on an

overhead transparency sheet. Project those answers overhead transparency sheet. Project those answers on the screen or wall in your room. Let competing on the screen or wall in your room. Let competing students stand near to the projection, holding the students stand near to the projection, holding the flyswatters. flyswatters.

Read a question aloud. The first person to slap the Read a question aloud. The first person to slap the correct answer with her flyswatter wins a point for correct answer with her flyswatter wins a point for her team. her team.

Have several different transparencies with different Have several different transparencies with different layouts for variety’s sake. layouts for variety’s sake.

Examples: call out definitions, students slap Examples: call out definitions, students slap matching words; call out sequences, students slap matching words; call out sequences, students slap next items in sequence; call out incomplete next items in sequence; call out incomplete analogies, students slap best choice for completing analogies, students slap best choice for completing the analogy. the analogy.

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““Ah, Watson. The Ah, Watson. The game’s afoot!”game’s afoot!”

-- Sherlock Holmes-- Sherlock Holmes

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Resources for GamesResources for Games Mindware: Mindware: www.mindwareonline.comwww.mindwareonline.com (1-800-999-0398) (1-800-999-0398) Fluegelman, Andrew, Editor. Fluegelman, Andrew, Editor. The New Games BookThe New Games Book, Headlands , Headlands

Press Book, Doubeday and Company, New York, 1976Press Book, Doubeday and Company, New York, 1976 Henton, Mary (1996) Henton, Mary (1996) Adventure in the Classroom.Adventure in the Classroom. Dubuque, Dubuque,

Iowa: Kendall HuntIowa: Kendall Hunt Lundberg, Elaine M.; Thurston, Cheryl Miller. (1997) Lundberg, Elaine M.; Thurston, Cheryl Miller. (1997) If They’re If They’re

Laughing… Laughing… Fort Collins, Colorado: Cottonwood Press, Inc.Fort Collins, Colorado: Cottonwood Press, Inc. Rohnke, K. (1984). Rohnke, K. (1984). Silver BulletsSilver Bullets. Dubuque, Iowa: Kendall Hunt.. Dubuque, Iowa: Kendall Hunt. Rohnke, K. & Butler, S. (1995). Rohnke, K. & Butler, S. (1995). QuickSilver.QuickSilver. Dubuque, Iowa: Dubuque, Iowa:

Kendall HuntKendall Hunt Rohnke, K. (1991). Rohnke, K. (1991). The Bottomless Bag AgainThe Bottomless Bag Again. Dubuque, Iowa: . Dubuque, Iowa:

Kendall HuntKendall Hunt Rohnke, K. (1991). Rohnke, K. (1991). Bottomless BaggieBottomless Baggie. Dubuque, Iowa: Kendall . Dubuque, Iowa: Kendall

Hunt Hunt Rohnke, K. (1989). Rohnke, K. (1989). Cowstail and Cobras IICowstail and Cobras II. Dubuque, Iowa: . Dubuque, Iowa:

Kendall HuntKendall Hunt

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Highly Recommended Resources for Vocabulary Instruction:Highly Recommended Resources for Vocabulary Instruction:

Allen, Janet, 2000. Allen, Janet, 2000. Yellow Brick Roads: Shared and Guided Paths Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12to Independent Reading 4-12, Stenhouse Publishers, , Stenhouse Publishers,

Allen, Janet, 1999. Allen, Janet, 1999. Words, Words, Words: Teaching Vocabulary in Words, Words, Words: Teaching Vocabulary in Grades 4-12Grades 4-12, Stenhouse Publishers, Stenhouse Publishers

Allen, Janet, 2007. Allen, Janet, 2007. Inside Words,Inside Words, Stenhouse Publishers Stenhouse Publishers Bear, Donald R., Invernizzi, Marcia, Templeton, Shane R., Bear, Donald R., Invernizzi, Marcia, Templeton, Shane R.,

Johnston, Francine, 2007. Johnston, Francine, 2007. Words Their Way: Word Study for Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (4th Edition), Phonics, Vocabulary, and Spelling Instruction (4th Edition), Prentice Prentice HallHall

Beck, Isabel L., McKeown, Margaret G., Kucan, Linda, 2002. Beck, Isabel L., McKeown, Margaret G., Kucan, Linda, 2002. Bringing Words to Life: Robust Vocabulary Instruction Bringing Words to Life: Robust Vocabulary Instruction The Guilford The Guilford GroupGroup

Beers, Kylene, 2003. Beers, Kylene, 2003. When Kids Can’t Read: What Teachers Can When Kids Can’t Read: What Teachers Can DoDo, Heinemann,, Heinemann,

Blachowicz, C, and P.J. Fisher, 2002. Blachowicz, C, and P.J. Fisher, 2002. Teaching Vocabulary in all Teaching Vocabulary in all Classrooms, 2nd ed.Classrooms, 2nd ed. Pearson Education Pearson Education

Burchers, Jr., Samuel A., Burchers III, Samuel A., Burchers, Bryan, Burchers, Jr., Samuel A., Burchers III, Samuel A., Burchers, Bryan, 2007. 2007. Vocabulary Cartoons: Sat Word Power (Vocabulary Cartoons)Vocabulary Cartoons: Sat Word Power (Vocabulary Cartoons) New Monic BooksNew Monic Books

Page 180: Super Summarization Ideas to Boost  Vocabulary & Learning

Burke, Jim, 2001. Burke, Jim, 2001. Illuminating Texts: How to Teach Students to Read Illuminating Texts: How to Teach Students to Read the Worldthe World, Heinemann, Heinemann

Graves, Michael. 2005. Graves, Michael. 2005. The Vocabulary Book: Learning & InstructionThe Vocabulary Book: Learning & Instruction, , Teachers College Press Teachers College Press

Greenwood, Scott, 2004. Greenwood, Scott, 2004. Words Count: Effective Vocabulary Instruction Words Count: Effective Vocabulary Instruction in Actionin Action. Heinemann. Heinemann

Hyerle, David, 2000. Hyerle, David, 2000. A Field Guide to Visual ToolsA Field Guide to Visual Tools, ASCD, ASCD Kame'enuiKame'enui, , Edward J.Edward J., 2003. , 2003. Vocabulary Instruction: Research to Vocabulary Instruction: Research to

Practice (Solving Problems In Teaching Of Literacy)Practice (Solving Problems In Teaching Of Literacy) The Guilford Press The Guilford Press Robb, Laura, 2000. Robb, Laura, 2000. Teaching Reading in Middle SchoolTeaching Reading in Middle School. Scholastic. Scholastic Marzano, Robert, 2004. Marzano, Robert, 2004. Building Background Knowledge For Academic Building Background Knowledge For Academic

Achievement: Research On What Works In SchoolsAchievement: Research On What Works In Schools, Association for , Association for Supervision & Curriculum DevelopmentSupervision & Curriculum Development

Nagy, William E., 1988. Nagy, William E., 1988. Teaching Vocabulary to Improve Reading Teaching Vocabulary to Improve Reading ComprehensionComprehension, International Reading Association, International Reading Association

Pittelman, S.D., J.E. Heimlich, R.L. Berglund, and M.P. French, 1991. Pittelman, S.D., J.E. Heimlich, R.L. Berglund, and M.P. French, 1991. Semantic Feature Analysis: Classroom ApplicationsSemantic Feature Analysis: Classroom Applications, International , International Reading AssociationReading Association

Stahl, Steven A., 1998. Stahl, Steven A., 1998. Vocabulary Development (From Reading Vocabulary Development (From Reading Research to PracticeResearch to Practice, V. 2) Brookline Books, V. 2) Brookline Books

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Specifically from Crystal Springs Books: Specifically from Crystal Springs Books:

Callella, Trisha Callella, Trisha Prefixes and SuffixesPrefixes and Suffixes Teaching Vocabulary to Teaching Vocabulary to Improve Reading ComprehensionImprove Reading ComprehensionCallella, Trisha Callella, Trisha More Prefixes and Suffixes Teaching Vocabulary to More Prefixes and Suffixes Teaching Vocabulary to Improve Reading ComprehensionImprove Reading ComprehensionCallella, Trisha. Callella, Trisha. Greek and Latin Roots Teaching Vocabulary to Greek and Latin Roots Teaching Vocabulary to Improve Reading ComprehensionImprove Reading ComprehensionCallella, Trisha. Callella, Trisha. More Greek and Latin Roots Teaching Vocabulary More Greek and Latin Roots Teaching Vocabulary to Improve Reading Comprehensionto Improve Reading ComprehensionBrassell, Danny, Flood, James Brassell, Danny, Flood, James Vocabulary Strategies Every Teacher Needs to KnowVocabulary Strategies Every Teacher Needs to Know

Brand, Max. Brand, Max. Word Savvy: Integrating Spelling, Vocabulary, and Word StudyWord Savvy: Integrating Spelling, Vocabulary, and Word StudyCollins, Cathy, Mangieri, John N. Collins, Cathy, Mangieri, John N. The Vocabulary-Enriched ClassroomThe Vocabulary-Enriched Classroom

Jarnicki, Harold. Jarnicki, Harold. Vocabulary - No Boring Practice, Please!Vocabulary - No Boring Practice, Please! Morris, Alana. Morris, Alana. Vocabulary UnpluggedVocabulary Unplugged: 30 Lessons That Will : 30 Lessons That Will

Revolutionize How You Teach VocabularyRevolutionize How You Teach Vocabulary

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Great Websites for Vocabulary InstructionGreat Websites for Vocabulary Instruction

www.vocabulary.comwww.vocabulary.com

www.dpsk12.org/departments/secondary/tip.htmwww.dpsk12.org/departments/secondary/tip.htm

http://depts.gallaudet.edu/englishworks/http://depts.gallaudet.edu/englishworks/

http://www.webenglishteacher.com/vocab.htmlhttp://www.webenglishteacher.com/vocab.html

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Highly Recommended for Summarization IdeasHighly Recommended for Summarization Ideas

Allen, Janet. Allen, Janet. Yellow Brick Roads: Shared and Guided Paths to Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12Independent Reading 4-12, Stenhouse Publishers, 2000, Stenhouse Publishers, 2000

Allen, Janet. Allen, Janet. Words, Words, Words: Teaching Vocabulary in Words, Words, Words: Teaching Vocabulary in Grades 4-12Grades 4-12, Stenhouse Publishers, 1999, Stenhouse Publishers, 1999

Allen, Janet. Allen, Janet. Tools for Teaching Content Literacy Tools for Teaching Content Literacy (flipbook), (flipbook), Stenhouse, 2004Stenhouse, 2004

Billmeyer, Rachel, Ph.D.; Barton, Mary Lee. Billmeyer, Rachel, Ph.D.; Barton, Mary Lee. Teaching Reading in Teaching Reading in the Content Areas: If Not Me, Then Who? 2nd Editionthe Content Areas: If Not Me, Then Who? 2nd Edition McREL McREL (Mid-continent Research for Education and Learning, 1998(Mid-continent Research for Education and Learning, 1998

Barton, Mary Lee; Heidema, Clare. Barton, Mary Lee; Heidema, Clare. Teaching Reading in Teaching Reading in MathematicsMathematics, ASCD, ASCD, , McREL (Mid-continent Research for Education McREL (Mid-continent Research for Education and Learning, 2000 (Also distributed by ASCD)and Learning, 2000 (Also distributed by ASCD)

Beers, Kylene. Beers, Kylene. When Kids Can’t Read: What Teachers Can DoWhen Kids Can’t Read: What Teachers Can Do, , Heinemann, 2003Heinemann, 2003

Beers, Kylene and Samuels, Barabara G. (1998) Beers, Kylene and Samuels, Barabara G. (1998) Into Focus: Into Focus: Understanding and Creating Middle School ReadersUnderstanding and Creating Middle School Readers. Norwood, . Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.Massachusetts: Christopher-Gordon Publishers, Inc.

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Highly Recommended for Summarization IdeasHighly Recommended for Summarization Ideas Buehl, Doug. Buehl, Doug. Classroom Strategies for Interactive LearningClassroom Strategies for Interactive Learning (second Edition) (second Edition)

(2001) Newark, Delaware, International Reading Association, Inc.(2001) Newark, Delaware, International Reading Association, Inc. Burke, Jim. Burke, Jim. Illuminating Texts: How to Teach Students to Read the WorldIlluminating Texts: How to Teach Students to Read the World, ,

Heinemann, 2001 Heinemann, 2001 Burkhardt, Ross M. Burkhardt, Ross M. Writing for Real: Strategies for Engaging Adolescent Writing for Real: Strategies for Engaging Adolescent

WritersWriters, Stenhouse Publishers, 2003, Stenhouse Publishers, 2003 Frender, Gloria. Frender, Gloria. Learning to Learn: Strengthening Study Skills and Brain Learning to Learn: Strengthening Study Skills and Brain

PowerPower, Incentive Publications, Inc., 1990, Incentive Publications, Inc., 1990 Forsten, Char; Grant, Jim; Hollas, Betty. Forsten, Char; Grant, Jim; Hollas, Betty. Differentiated Instruction: Different Differentiated Instruction: Different

Strategies for Different LearnersStrategies for Different Learners, Crystal Springs Books, 2001 [This is great , Crystal Springs Books, 2001 [This is great for K-8]for K-8]

Forsten, Char: Grant, Jim; Hollas, Betty. Forsten, Char: Grant, Jim; Hollas, Betty. Differentiating Textbooks: Differentiating Textbooks: Strategies to Improve Student Comprehension and MotivationStrategies to Improve Student Comprehension and Motivation, Crystal , Crystal Springs BooksSprings Books

Glynn, Carol. Glynn, Carol. Learning on their Feet: A Sourcebook for Kinesthetic Learning on their Feet: A Sourcebook for Kinesthetic Learning Across the CurriculumLearning Across the Curriculum, Discover Writing Press, 2001, Discover Writing Press, 2001

Harvey, Stephanie (1998) Harvey, Stephanie (1998) Nonfiction Matters: Reading, Writing, and Nonfiction Matters: Reading, Writing, and Research in Grades 3 – 8Research in Grades 3 – 8. Portsmouth,Maine: Stenhouse Publishers. Portsmouth,Maine: Stenhouse Publishers

Harvey, Stephanie; Goudvis, Anne. Harvey, Stephanie; Goudvis, Anne. Strategies that Work: Teaching Strategies that Work: Teaching Comprehension to Enhance UnderstandingComprehension to Enhance Understanding, Stenhouse Publishers, 2000, Stenhouse Publishers, 2000

Hyerle, David. Hyerle, David. A Field Guide to Visual ToolsA Field Guide to Visual Tools, ASCD, 2000, ASCD, 2000

Page 185: Super Summarization Ideas to Boost  Vocabulary & Learning

Highly Recommended for Summarization IdeasHighly Recommended for Summarization Ideas Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E. Marzano, Robert J.; Pickering, Debra J.; Pollock, Jane E. Classroom Instruction that Classroom Instruction that

Works: Research-based Strategies for Increasing Student AchievementWorks: Research-based Strategies for Increasing Student Achievement , ASCD, 2001, ASCD, 2001 Robb, Laura. Robb, Laura. Teaching Reading in Middle SchoolTeaching Reading in Middle School. Scholastic, 2000. Scholastic, 2000 Robb, Laura (editor). Robb, Laura (editor). Reader’s HandbookReader’s Handbook, Great Source Education Group, , Great Source Education Group,

Houghtoun-Mifflin (Same group that does Write Source 2000 and Writer’s, Inc.)Houghtoun-Mifflin (Same group that does Write Source 2000 and Writer’s, Inc.) Sousa, Dr. David A. Sousa, Dr. David A. How the Brain Learns. How the Brain Learns. Corwin Press, 2002 Corwin Press, 2002 Spandel, Vicki; Stiggins, Richard J. Spandel, Vicki; Stiggins, Richard J. Creating Writers: Linking Writing Assessment Creating Writers: Linking Writing Assessment

and Instructionand Instruction, Longman Publishers, 1997, Longman Publishers, 1997 Stephens, Elaine C. and Brown, Jean E. (2000) Stephens, Elaine C. and Brown, Jean E. (2000) A Handbook of Content Literacy A Handbook of Content Literacy

Strategies: 75 Practical Reading and Writing IdeasStrategies: 75 Practical Reading and Writing Ideas. Norwood, Massachusetts: . Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.Christopher-Gordon Publishers, Inc.

Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M. Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M. Reading for Academic Success: Powerful Strategies for Struggling, Average, and Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12Advanced Readers, Grades 7-12, Corwin Press, 2002, Corwin Press, 2002

Tovani, Cris. Tovani, Cris. I Read It, But I Don’t Get It.I Read It, But I Don’t Get It. Stenhouse Publishers, 2001 Stenhouse Publishers, 2001 Tovani, Cris. Tovani, Cris. Do I Really Have to Teach Reading? Content Comprehension Grades Do I Really Have to Teach Reading? Content Comprehension Grades

6-126-12, Stenhouse, 2004, Stenhouse, 2004 Vacca, R. and Vacca J. (1999) Vacca, R. and Vacca J. (1999) Content Area Reading: Literacy and Learning Across Content Area Reading: Literacy and Learning Across

the Curriculumthe Curriculum. 6th ed. New York: Longman. 6th ed. New York: Longman Wood, Karen D.; Harmon, Janis M. Wood, Karen D.; Harmon, Janis M. Strategies for Integrating Reading and Writing in Strategies for Integrating Reading and Writing in

Middle and High School ClassroomsMiddle and High School Classrooms, National Middle School Association, 2001, National Middle School Association, 2001 Wormeli, Rick. Wormeli, Rick. Summarization in any SubjectSummarization in any Subject, ASCD, 2005, ASCD, 2005 Zinsser, William. Zinsser, William. Writing to LearnWriting to Learn (1988)New York: Harper and Row Publishers (1988)New York: Harper and Row Publishers

Page 186: Super Summarization Ideas to Boost  Vocabulary & Learning

““I was put on earth by God I was put on earth by God in order to accomplish in order to accomplish

a certain number of things… a certain number of things… right now I am so far behind… right now I am so far behind…

I will never die!”I will never die!”

-Calvin and Hobbes-Calvin and HobbesWith all of these ideas,

you are now immortal!