Summarizing

Introduction I n Challs’(1983), Stages of Reading Development, children transition from learning to read to reading to learn after stage two. At this point, emergent readers are beginning to have the capacity to understand meaning of what is being read and the reader is not solely focused on reading the words. The understanding is a transaction that takes place between the reader and the text. (Rosenblatt, 1978). In guiding young readers in understanding what is read, teachers must teach students many different comprehension strategies focused around various types of text. Summarization, the “gist” of what is read, is one type of comprehension strategy that is taught beginning with early readers. Through teacher modeling and scaffold support of various summarization strategies, the teacher gradually releases control of the responsibility to the student (Pardo, 2004). Through demonstration, shared demonstration, guided practice and independent practice, the student is slowing being held accountable for the strategy which is being taught through the Gradual Release of Responsibility Model (Pearson and Gallagher, 1983). Therefore, it is necessary to provide many opportunities for teacher modeling, think-alouds, and guided instruction to effectively instruct the student in any type of comprehension strategy. In teaching through explicit, guided instruction, there are a variety of strategies that may be used in order to summarize the gist of the text.
 * Comprehension Strategy: Summarizing **
 * Initiated by Jennifer Seabrook **

Summarizing Strategy When summarizing a story or text, the reader should be able to retell the “big ideas” of what has been read. In order to do this, the reader must be able to discern the important information, as well as have an understanding of the story elements or text structure and be able to disregard irrelevant information. This is a complex process for young, beginning readers, let alone children that may be struggling readers or an English Language Learner (ELL), hence the need for explicit, modeled instruction of summarization strategies. In order to effectively meet the needs of all types of readers in the early literacy environment, many summarization methods need to be through a written context in order to allow for the child and the teacher to connect his/her understanding. This also allows the teacher to assess the child’s understanding of what has been read. Various instructional methods, which include mapping, drawing, or writing help clarify the “gist” of what has been read in a text. The following are several instructional activities that may be used with young readers of all levels for the summarization strategy. These strategies are especially effective for the ELLs and struggling readers due to teacher think-alouds, teacher modeling, integrating visual, auditory, and tactile modalities, and gradual release of responsibility. The Reading Teacher provides some great instructional methods through the Toolbox Section, Remarkable Retellings, Super Summaries(Teacher, 2010).

Classroom Implementation Mapping a story is an excellent way to provide differentiated instruction throughout the class. This process allows the reader to identify the big ideas/events of the text and put them in sequential order. At this point differentiation may take place in order to meet the different levels of readers in the classroom. For lower level readers such as ELLs or struggling readers, he/she may draw pictures to sequence the events of the story. For higher level readers, he/she may write sentences identifying or describing the events of the story. Another option is for the teacher to provide picture cards that match the events of the story. In order to provide the authentic conversation for students, the teacher may put the students in pairs or small groups in order to map the story. After the events are put in sequential order, whether using picture cards, drawing the events, or writing about the events, the students may use the story map as a tool to help retell what he/she has read. It is imperative for all children to be held accountable for this task, especially the ELLs and struggling readers, therefore it is necessary for each child to have a turn in verbalizing the retelling of what he/she has read. Somebody Wanted But So is another great instructional method to use with emergent readers in creating a summary of the text. This method involves having the children identify the story elements such as characters (Somebody), goal of story (Wanted), problem (But) and solution (So). Using this framework allows the students to organize the information read in a narrative text. Once the information is organized the student may use the framework to retell the story either verbally, through drawings/pictures, or through written response.

ELLs and Struggling Readers As with any reader of any level, the connection and interaction within the text will be much greater if the reader has prior background knowledge and interest in the text to be read, therefore the comprehension of what has been read will be greater (Herrera, Perez, & Escamilla, 2010). Text selection is obviously important in enabling these students to be successful, but choosing a text that builds on prior knowledge may not always be a given. So, it is imperative that the teacher provides significant scaffold support in allowing the children to understand what is going on “in the head.” In doing so, the teacher is modeling the metacognitive strategy (Herrera, Perez, & Escamillia, 2010). The authors provide a wonderful example of how to integrate this method with these students within the text, Teaching Reading to English Lanugage Learners: Differentiated Literacies. Once the teacher has effectively modeled for the students think-aloud strategies, provided guided instruction with the students, it is time for the student to try it on his/her own, hence the gradual release of responsibility. For an “In My Head” activity, the students are given a handout with a conversation bubble. The students have a variety of ways to respond to what he/she is thinking about the text either through pictures, writing in native language, or having a teacher record the thoughts of the student. In the primary level, it is key to provide many different levels of opportunities for students to respond and summarize text in order for the teacher to assess comprehension.

Conclusion In order to provide effective summarization strategies for students of any level, especially ELLs and struggling readers, it is imperative for the teacher to be the guide. The teacher must provide the “in the head” thoughts through think-alouds, which will enable the students to understand what is expected on his/her part in comprehending a text. Through explicit instruction of teacher modeling, scaffold support, and release of responsibility to the student, the teacher is better able to grasp the needs of the learner. The teacher must also provide many different opporunities for ELLs and struggling readers to respond to the text when summarizing. For primary learners, drawing pictures, using labels, writing in native language, and using authentic conversation are all effective ways in assessing the students’s understanding and interaction with the text. In addition, pictures also provide a framework for students in summarizing the text in a sequential order. Through careful text selection and offering multiple instructional methods for summarization, any student can be successful in comprehending a text.

References = = Chall, J. (1983). Stages of Reading Development. New York, NY: McGraw Hill.

Herrera, S., Perez, D., & Escamilla, K. (2010). Strategies-Based Comprehension Instruction. In Herrara, S., Perez, D., & Escamilla, K., Teaching Reading to English Language Learners (pp. 133-163). Boston: Allyn & Bacon.

Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58 (3), 272-280.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Champaign, Ill.: The Center.

Pilonieta, P. & Medina, A. (2009). Reciprocal teaching for the primary grades: "We can do it too!". The Reading Teacher, 63 (2), 120-129.

Rosenblatt, L.R. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.

Toolbox: Remarkable retellings, super summaries. The Reading Teacher Retrieved June 18, 2012, from The Reading Teacher: http://www.jstor.org/stable/27867524 = =