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Two Skills in One
Summarizing and Sentence Combining
By Bill Atwood Draft
©Bill Atwood January 2015
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Introduction Research from two Carnegie Studies* showed that teaching students to summarize and to combine sentences had a significant impact in improving reading and writing skills. This packet is designed to help students practice these two critical skills. Because summarizing is so difficult for students, templates have been provided to break the task into manageable parts. At the same time, these templates are meant to show students how to use grammatical structures to combine multiple details into clear, thoughtful, properly punctuated sentences. The templates offer a variety of structures and a simple system for introducing sentences to different grade levels. The first group of sentence templates can be used for summarizing fiction and the second group for summarizing non-fiction. I usually begin by modeling a template with the class. Then, students practice on their own or with a partner. As students get better at the templates it will be easy to transition students to writing sentences without using the templates. When working on these skills, you can decide whether to try for a one sentence summary or to work on just the first sentence or two of a longer summary. From there, you can transition to paragraphs. It’s important for students to find the central ideas and key details and put them into their own words. There is a main idea/detail T-‐Chart at the bottom of some pages for this purpose. On page 24, there are samples sentences, a t-chart, and a paragraph for a non-fiction article. *Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York.Washington, DC:Alliance for Excellent Education. Available at: http://www.all4ed.org/files/WritingNext.pdf *Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education. http://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf
For more information contact Bill Atwood [email protected] 617-686-2330
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Summarizing Fiction Level A: 1-2 Sentence Summary
FCAs Title 20 genre 20 Describe (adj.) character and basic problem (avoid unimportant details) 60 _________________________________________________________________Title _________________________________________________________________ is a genre about _________________________________________________________________ (Adj.) Character(s) who………….describe problem _______________________________________________________________________________________________ problem continued _______________________________________________________________________________________________ _______________________________________________________________________________________________ _________________________________________________________________ _______________________________________________________________________________________________
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Summarizing Fiction Level A: Paragraph
FCAs Title and genre 20 Describe character (setting?) and beginning problem (initiating event) 30 Explain what happens next (how character tries to solve) 30 Describe ending 20 _________________________________________________________________Title _________________________________________________________________ is a genre about _________________________________________________________________ (Adj.?) Character(s) who…. _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________
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Three Samples: Level A. Jack and the Bean Stock is an exciting fairy tale about a poor but determined boy who climbs a giant bean-stock into the sky. Then, he steals from a rich, people-eating giant so he can help his family.
Level A. Jack and the Bean Stock is a fairy tale about a young boy named Jack who plants magical seeds and when a giant bean stock grows, he climbs it into the sky. He gets into trouble when he steals from a hungry giant.
Level A. Chapter One of Charlotte’s Web is about a brave, sensitive farm girl who convinces her father not to kill a runt-piglet.
Paragraph Sample: Jack and the Bean Stock is a fairy tale about a young boy named Jack who must sell the family cow to feed his poor family. Jack trades the cow for magic beans which grow into a huge bean stock that goes into the clouds. Jack climbs the bean stock and hides from a giant who wants to eat him. Because he is poor, Jack takes valuable things from the giant and then climbs down the bean stock. When the giant follows him, Jack cuts the bean stock and the giant falls to his death.
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Summarizing Fiction Level B: 1-2 Sentence Summary
The Appositive Phrase FCAs genre, Title, 20 (adj?) Character(s) (setting?) 20 Describe basic problem (avoid unimportant details) 60 ________________________________________________________________________________ The genre, Title (appositive phrase), ________________________________________________________________________________ is about (adj?) Character(s) _______________________________________________________________________________ who………….describe problem (give setting if important) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Summarizing Fiction Level B: Paragraph
FCAs genre, Title, adj. Characters (setting) and beginning problem (initiating action) 50 Explain how character tries to solve (others involved?) 40 Describe ending 10 ________________________________________________________________________________ The genre, Title (appositive phrase), ________________________________________________________________________________ is about (adj?) Character(s) _______________________________________________________________________________ who………….describe problem (give setting if important) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Samples: Level B. The fairy tale, Hansel and Gretel, is about two abandoned children who must fight for their lives when an evil witch captures and prepares to eat them. Level B. The fairy tale, Hansel and Gretel, tells of two clever children who are abandoned in the forest by their father and wicked step mother. After being lured into a house made of candy, they must escape from an evil witch who wants to fatten the boy up and cook him. Level B. The first chapter of the classic children’s story, Charlotte’s Web, …
Paragraph Sample Level B: The fairy tale, Hansel and Gretel, is about two clever children who must defeat a wicked witch who wants to eat them. The story begins when Hansel and Gretel’s father remarries a woman who feels they are too much trouble and makes the father abandon them in the forest. Hansel leaves a trail of breadcrumbs so he can find his way back but when it gets eaten by birds, they have no choice but to approach a gingerbread house owned by an evil, child-eating witch. The near-sighted witch puts Hansel in a cage to fatten him up, but when she checks to see if he’s ready to eat, he holds out an old bone to show he’s too skinny. In the end, it is Gretel who tricks the witch. When the witch puts her head in the oven to check the temperature, Gretel shoves her in. The children take her money and head home to celebrate with the father who has left the mean step-mother. They live happily ever after.
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Summarizing Fiction Level C: 1 -2 Sentence Summary
Starting with a prepositional phrase and using characters as subject of sentence
FCAs genre, Title, 2 adj. Characters (setting) 2 Describe basic problem with vivid verb (avoid unimportant details) 6 ________________________________________________________________________________ In the genre (prepositional phrase), Title, ________________________________________________________________________________ (Adj.) Character(s) with adjectives: wise, young, old, clever, brave, innocent, poor, lonely, desperate… _______________________________________________________________________________ problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must, has to survive, face…) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Summarizing Fiction
Level C: Paragraph FCAs genre, Title, adj. Characters (setting) and beginning problem (initiating action) 3 Briefly but clearly explain how character tries to solve (this happens, but then, and because of that…) 4 Use transitions effectively 2 Describe or hint at ending 1 ________________________________________________________________________________ In the genre (prepositional phrase), Title, ________________________________________________________________________________ (Adj.) Character(s) with adjectives: wise, young, old, clever, brave, innocent, poor, lonely, desperate… _______________________________________________________________________________ problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must, has to survive, face…) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Samples:
Level C. In the fable, The Tortoise and the Hare, a quick but lazy rabbit loses a race to a slow but determined turtle. Level C. In the fantasy, Harry Potter and the Sorcerer’s Stone, a young boy named Harry discovers his magical powers and begins his education at Hogwarts School of Witchcraft. He, together with his friends Hermione and Ron, must battle the evil Lord Voldemort who wants to rule the world. Level C. In the first chapter of the classic children’s tale, Charlotte’s Web, a sensitive, but brave farm-girl named Fern must… Paragraph Sample: In the humorous film, School of Rock, an aging and over-the-top rocker, Dewey Flynn gets kicked out of his bar band and must either give up his dream or find a new band. Because of that he winds up substitute teaching in a private school where he discovers a bunch of musically talented 11 year olds. Then, pursing his dream, he put together a sneaky plan to lead his new underage band-mates past the nose of an uptight principal toward glory in a local Battle of the Bands rock contest! Even better (from internet-- author unknown) In the humorous film, School of Rock, overly enthusiastic guitarist Dewey Finn (Jack Black) gets thrown out of his bar band and finds himself in desperate need of work. Posing as a substitute music teacher at an elite private elementary school, he exposes his students to the hard rock gods he idolizes and emulates -- much to the consternation of the uptight principal (Joan Cusack). As he gets his privileged and precocious charges in touch with their inner rock 'n' roll animals, he imagines redemption at a local Battle of the Bands.
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Summarizing Fiction Level D: 1-2 Sentence Summary for Fiction (without Title or Genre)
Starting with an “ing phrase” (verb phrase/participial phrase) FCAs Ing phrase with some key detail 20 Character(s) with adjective(s) 20 Describe basic problem with vivid verb (avoid unimportant details) 60 ________________________________________________________________________________ Ing phrase (initiating problem and setting if possible) ________________________________________________________________________________ (Adj.) Character(s) with adjectives: wise, young, old, clever, brave, innocent, poor, lonely, desperate… _______________________________________________________________________________ more details about problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must…) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Samples:
Level D. Teaming up with a funny but talkative donkey, Shrek, a cranky ogre, sets out on an adventure to free a princess from a dragon. Level D. Wandering into and disturbing a bear’s home, a young, curious girl gets into trouble when the bears return.
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Summarizing Fiction Level E: 1 Sentence Summary for Fiction
Starting with the Setting (No Title or Genre?) FCAs Setting (set it…) 20 Character(s) with adjective(s) 20 Describe basic problem with good verb(no details) 60 ________________________________________________________________________________ Set in…with specific details if necessary ________________________________________________________________________________ describe main Character(s) with adjectives: wise, young, old, clever, brave, innocent, poor, lonely, desperate… _______________________________________________________________________________ problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must…) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Samples:
Level E. Set at the bottom of the sea, the crazy but funny cartoon, Sponge Bob, describes the wild adventures of a young sponge who solves everyday problems involving his friends, his boss, and the evil Squidward. Level E. Set in a galaxy far away, the film saga Star Trek tells the tale of a young warrior named Luke Skywalker who must battle Darth Vader and the evil Empire.
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Summarizing Fiction Level F: 1-2 Sentence Summary for Fiction
Starting with a Dependent Clause (wawababsui: while, as, when, after, before, although, because, since, unless, if…)
FCAs Dependent clause with a key detail, 20 Character(s) with adjective(s) 20 Describe basic problem with vivid verb (avoid unimportant details) 60 ________________________________________________________________________________ Dependent clause (while, as, when, after, before, although, because, since, unless, if…), ________________________________________________________________________________ (Adj.) Character(s) with adjectives: wise, young, old, clever, brave, innocent, poor, lonely, desperate… _______________________________________________________________________________ problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must…) ___________________________________________________________________________________________________________________ problem continued ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________
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Samples: F. Because they want a drink of water, the young children in the nursery rhyme, “Jack and Jill,” go up a hill but then stumble and fall all the way down. F. Since they are clumsy and in a hurry, the two children in the nursery rhyme, “Jack and Jill,” tumble down a hill after getting a drink of water.
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Summarizing Fiction Level G: 1-2 Sentence Summary for Fiction
Using the Author’s Name FCAs Ing phrase with some key detail 20 Character(s) with adjective(s) 20 Describe basic problem with good verb(no details) 60 ________________________________________________________________________________ In the genre, Title, ________________________________________________________________________________ Author Verb (tells the tale of, describes, writes, warns the reader by describing, teaches, explains, offers us, entertains/scares/teaches/warns the reader with, creates/imagines/weaves/builds a) _______________________________________________________________________________ describe main Character(s) with adjectives: wise, old, clever, brave, innocent, poor, lonely, desperate… or describe setting (a village, country, town, community…) or describe theme (revenge, triumph, struggle…) ___________________________________________________________________________________________________________________ problem and/or main idea (verbs: learns, discovers, journeys, fights, overcomes, searches, battles, encounters, meets, struggles, tries to, sets out on a, must…)
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Samples
Level G. In the picture book, Sylvester and the Magic Pebble, William Steig tells the story of a sweet but impulsive donkey who finds a magic pebble but accidentally changes himself into a rock. Level G. In the magical picture book, Where the Wild Things Are, Maurice Sendak creates a magical world filled with friendly but scary-looking monsters. Level G. In the novella, Of Mice and Men, John Steinbeck tells a compelling but tragic tale about the impossibility of friendship in a harsh world.
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Practicing Fiction Summaries
Sort These into three groups: Too General, Too Specific, Just Right
1. With help from a kind fairy godmother, the young and beautiful Cinderella struggles to get to the Royal Ball where she hopes to find true love and thus escape her cruel and abusive step-‐family. 2. In the fairy tale, Cinderella, true love conquers all. 3. In the fairy tale, Cinderella, a young girl must turn a pumpkin into a coach, ride to the ball, get home by midnight and she forgets her glass slipper and then she fits her foot into the shoe. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 1. The Three Little Pigs is about three pigs, their houses, and a wolf. 2. The Three Little Pigs is a fable about a hard working and clever pig who must save his brothers from a big bad wolf who comes to town. 3. The Three Little pigs is about one pig who builds his house out of sticks and one who uses straw and one who uses bricks, the wolf says “huff and puff,” and comes down the chimney. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 1. In the fairy tale, Little Red Riding Hood, a little girl named Red has to walk through the dangerous forest to deliver snacks to her granny. 2. In the fairy tale, Little Red Riding Hood, a little girl learns that things are not always what the seem when she meets a hungry wolf with a cunning plan to eat her. 3. In Little Red Riding Hood a wolf dresses up as a grandmother.
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Summarizing Non-Fiction
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Critical Focus Areas* for Non Fiction Summaries
When assigning the summary, select simpler articles to start, between 900 and 2000 words. Use the templates attached to build student confidence and get students off to a good start. To practice the reading skills required see my other hand-‐out, The Preview Game, (www.collinsed.com/billatwood.htm free resouces ELA). The secret to an effective summary is practice. Students need to read lots of articles, practice finding the central ideas, and then explain them in their own words. If you practice with short samples of argument writing (editorials etc.), the double benefit is that students will see many models of this genre. This will help their opinion writing. The critical Focus Areas* for summaries include: 1. S, “T,” A r t: Source (and/or genre), Title, Author(s) right verb, topic or central idea. In some cases it may be easier to start with the title and use the prepositional phrase from to indicate the source. For example: In “The Importance of Argument” from the Common Core Standards, the authors make the case that… 2. Clearly but briefly explain central ideas in your own words 3. Include critical details and use 1-‐3 short quotes from article 4. Use 1-‐2 transitional words/phrases/devices and keep ideas in the order in which they appear in article 5. Use 3-‐5 key vocabulary words (or use and explain) central to the article 6. No more than ____ words (Usually 10-‐20% of article)
*Collins Writing Program describes the criteria for each assignment with 3 or 4 focus correction areas, FCAs. They are listed on the paper so students can practice them and get immediate feedback. Often the FCAs help to break the assignment down and practice a few manageable skills on each assignment. I have included a sample article and several versions of the first sentence for summarizing.
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Non Fiction Summary Level 1: No Author: 1 Sentence
Genre, Title, topic
FCAs Genre, Title, 30 verb 10 Clearly captures big idea/main ideas without details 60 ________________________________________________________________________________ The genre, Title, ________________________________________________________________________________ verb (try to avoid “is about”) describes, explains, analyzes, creates, takes place, involves, introduces, compares, recounts _______________________________________________________________________________ ___________________________________________________________________________________________________________________ big/main idea… ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ Supporting Ideas Key Details
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Non Fiction Summary Level 2: 1 Sentence
Practicing the Source or genre, “Title,” by Author FCAs Source/genre, “Title,” 20 by Author 10 Clearly captures big idea without details 50 Use specific words 20 ________________________________________________________________________________ The Source/genre, “Title,” ________________________________________________________________________________ “Title continued,” by Author _______________________________________________________________________________ is about (or describes, explains, shows, teaches…) ___________________________________________________________________________________________________________________ topic ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ Main Ideas Key Details
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Non Fiction Summary Level 2: Paragraph
FCAs S “T,” A 30 Clearly explain and # main ideas/key details (in own words) use short “…” 60 1-2 transition words, 10 ________________________________________________________________________________ The Source/genre, “Title,” ________________________________________________________________________________ “Title continued,” by Author (if known) _______________________________________________________________________________ is about (or describes, explains, shows, teaches…) ___________________________________________________________________________________________________________________ topic ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ Main Ideas Key Details
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Non Fiction Summary Level 3: 1 Sentence
Practicing STArt: Source, “Title,” Author right verb topic FCAs Source/genre, “Title,” Author 30 right verb 10 Clearly captures big idea without details 60 ________________________________________________________________________________ In Source/genre, “Title,” ________________________________________________________________________________ “Title continued,” Author _______________________________________________________________________________ verb: writes, reports, describes, argues, makes the case, explains, illustrates, informs, recounts, advises, warns, reviews, condemns, criticizes… ___________________________________________________________________________________________________________________ big/main idea… ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ Supporting Ideas Key Details
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Non Fiction Summary Level 3: 1 Paragraph
FCAs S “T,” A rt 30 Clearly explain and # main ideas/key details (in own words) use short “…” 60 1-2 transition words, 10 ________________________________________________________________________________ In Source/genre, “Title,” ________________________________________________________________________________ “Title continued,” Author _______________________________________________________________________________ verb: writes, reports, describes, argues, makes the case, explains, illustrates, informs, recounts, advises, warns, reviews, condemns, criticizes… ___________________________________________________________________________________________________________________ topic ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ Main Ideas Key Details
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Non Fiction Summary Level 4: 1 Sentence
Title, from Source, Author right verb topic FCAs “Title,” Source, Author 30 Appropriate verb 10 Clearly captures big idea without details 60 ________________________________________________________________________________ In “Title,” from Source ________________________________________________________________________________ Source continued, Author _______________________________________________________________________________ verb: writes, reports, describes, argues, makes the case, explains, illustrates, informs, recounts, advises, warns, reviews, condemns, criticizes… ___________________________________________________________________________________________________________________ big/main idea… ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ Supporting Ideas Key Details
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Non Fiction Summary Level 4: 1 Paragraph
FCAs “Title,” from Source, Author/ appropriate verb/ topic 30 Appropriate verb 10 Clearly explain and # supporting ideas/key details (in own words) use short “…” 60 1-2 transition words, 10 ________________________________________________________________________________ In “Title,” from Source ________________________________________________________________________________ Source continued, Author _______________________________________________________________________________ verb: writes, reports, describes, argues, makes the case, explains, illustrates, informs, recounts, advises, warns, reviews, condemns, criticizes… ___________________________________________________________________________________________________________________ big/main idea… ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Supporting Ideas Key Details
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Samples Level 1 The article, “Want to Join the Forbes 400?” describes the 400 richest Americans. Level 2 The article, “Want to Join the Forbes 400?” by Evan Horowitz illustrates the vast wealth of the 400 richest Americans. Level 3 In a September 2015 Boston Globe Business article, “Want to Join the Forbes 400?”, Evan Horowitz offers interesting analogies to help the reader conceptualize the billions of dollars controlled by the richest 400 Americans. Level 4 In “Want to Join the Forbes 400?” from a September 30, 2015 Boston Globe Business article, Evan Horowitz playfully examines and cleverly illustrates the vast fortunes held by the richest 400 Americans. T-‐chart Sample Forbes 400 List of richest 400 Americans Together Own 2.3 Trillion, more than countries like Pakistan Visualizing billions Count to 1 billion … 30 years; briefcases = 300 feet high or 25,000 feet for
Gates, swimming pool of gold Why is Bill Gates still rich His money earns money; interest earns 5-‐6 Billion Government budget still much higher
4 trillion government budget Gates’ billions could only fund 1 state for 2 years
Paragraph Level 3
FCAs S “T,” A rt 30 Clearly explain and # main ideas/key details (in own words) use short “…” 60 1-2 transition words, 10 In a September 2015 Boston Globe Business article, “Want to Join the Forbes 400?”, Evan Horowitz offers interesting analogies in order to conceptualize the billions of dollars controlled by the richest 400 Americans. He begins by noting that together the richest Americans control 2.3 billion which is more wealth than countries like Pakistan and New Zealand. To imagine how large a billion is, Horowitz says to start counting: it would take you 30 years. And, Bill Gates can’t give away his money easily because, as Horowitz writes, “his average return nets 5 to 6 billion each year.” The article ends by comparing the billions held by this group of Americans to the size of the Federal Budget (4 trillion )and the Washington state’s budget (40 billion). Even the richest wouldn’t be able to fund these for very long.
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What Did You Do In School Today?
Writing a 1 Sentence Summary of a Class
FCAs Class/ topic , Teacher’s Name 30 appropriate verb 10 clearly captures main overall idea without details 60 _______________________________________________________________________________ In (when) class (on) topic, ______________________________________________________________________________ Teacher’s Name with description? (or “we”) verb (select from below or use own) verb: taught, described, explained, defined, showed, modeled, demonstrated, summarized, reviewed, compared, critiqued, analyzed, argued, persuaded, made the case, advised, warned, proved, built, experimented, helped, encouraged, coached, inspired… ___________________________________________________________________________________________________________________ main idea/purpose (s) of class ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ Supporting Ideas Key Details
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What Did You Learn in School Today? Writing a 1 Sentence Summary of Learning
FCAs class, topic, I 30 appropriate verb 10 clearly captures main idea without details 60 _______________________________________________________________________________ In (when) class (with Teacher’s Name?) (on) topic ______________________________________________________________________________ (topic cont.), I (or we?) verb (select from below or use own) verb: learned, read, listened, discussed, shared, practiced, wrote, solved, built, reviewed, compared, analyzed, critiqued, argued, made the case, discovered, proved, experimented, developed an understanding, began to… ___________________________________________________________________________________________________________________ idea/concept/skill learned or practiced ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ _______________________________________________________________________________ ___________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Main parts of day Key Details
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What Did You Do In School Today? Writing a 1 Sentence Summary of a Class
FCAs class, topic , Teacher’s Name 30 appropriate verb 10 clearly captures main idea without details 60 In today’s workshop, Collins Writing Across the Curriculum, _______________________________________________________________________________ In (when) class (on) topic the energetic presenter, Bill Atwood, described a writing program with Five Types of ______________________________________________________________________________ Teacher’s Name with description? (or “we”) verb (select from below or use own) verb: taught, described, explained, defined, showed, modeled, demonstrated, summarized, reviewed, compared, critiqued, analyzed, argued, persuaded, made the case, advised, warned, proved, built, experimented, helped, encouraged, coached, inspired…
Writing that encourages students to take risks, get engaged, and do more thinking. ___________________________________________________________________________________________________________________ main idea/purpose (s) of class ___________________________________________________________________________________________________________________ Sub-idea/Detail 1: Similarities and differences between the 5 types: brainstorming/quick quizzes/ first draft/second draft/published Sub-idea/Detail 2: Saw student samples of the five types of writing Sub-idea/Detail 3: Practiced using the five types of writing Question or reflection: Does administration expect us to do this ?