Many teachers can attest to the fact that summarising reading selections can be a huge challenge. Students either give too many details that result in a retelling of the selection or they do not give enough information to confirm that they mastered the content of the reading.
Over the years, I have witnessed this complication occur over and over again with the skill of summarising and pondered as to why it happens? I mean, a summary is one of the easiest things to do, but I have encountered students from all levels struggle to do it well.
Therefore instead of focusing on why, I’ve collected a few strategies that have been successful with my students and help them transition into writing summaries which are well written and demonstrate their
comprehension of the reading passage.
The ABC strategy shown below uses transition phrases to lead students in selecting details that depict the beginning, middle and end events in a typical story sequence. This strategy aligns the skill of transition words, plot development, and sequencing to scaffold instruction. Students read, analyse the story to select details, and then use the orga
niser to plan their thoughts and write a final summary paragraph:
The SWTBS strategy shown here leads students to pinpoint the main details of the story or poem. Identifying who, what, why and how through the simple words of “somebody wanted to, but so.” This strategy can include the when and where details from the 5 W’s strategy with teacher prompting students to add the details for setting. Somebody: Who is the main person in the selection? Wanted to: What is it that this person wants to achieve? But: Why doesn’t the person achieve their desired outcome? and So: How does the situation end up?
The STORY strategy takes into account more details from the reading selection therefore it can be utilised to have students dig deeper into the story details. Focusing in on the setting, talking characters, oops a problem, attempts to resolve the problem, and yes – the problem is solved help the students to deconstruct the elements of plot in a less intimidating way. This strategy is good for a short story, poem, or to go chapter by chapter through a novel.
Even though these strategies work well with my students, I have noticed that for them to really experience cognitive connections (retain information, become involved in their learning experience and demonstrate accountability) they have to talk about their thinking and represent it visually.
I introduce the strategy and give an example using a widely known children’s book (like The Three Little Bears). Then, I incorporate a three step process to attend to different learning styles:
I encourage students to talk with a partner or in a small group about the details they feel should be pulled out from the story. (auditory)
I ask them to draw the scene or image from the selection that they are going to describe. There is less focus on beautiful art work, but more emphasis on the details they see in their mind as they read and re-read. It’s amazing how accurate stick figures can become! (visual)
Finally, I move the class away from group discussion and drawing. Now that they have had an opportunity to confirm their thoughts in a safe environment with their peers and a chance to draw out what they visualize in the story, they have plenty of information to use when they fill in their graphic organizer in writing.
Overall, scaffolding instruction to incorporate different learning styles and including the use of simple graphic organisers has helped my students immensely. From time to time, I’ve been able to incorporate kinesthetic learning by having my students role play and reenact parts of the selections we have read. It takes more time so it is less frequent, but equally as powerful in framing up learning that creates cognitive connections.