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1
Teacher's Handbook for "Summarization in Any
Subject" by Rick Wormeli

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Zgliczynski Fall 2007
2
3-2-1
Carousel Brainstorming
Learning Logs and Journals
RAFT
Synectic Summaries
Acronyms
Charades
Lineup
T-chart/T-List
Save the Last Word for Me
Advanced Organizers
Concrete Spellings
Luck of the Draw
Taboo
Share One Get One
Analysis Matrices
Design a Test
Moving Summarizations
Socratic Seminars
Test Notes
Backwards Summaries
Exclusion Brainstorming
Multiple Intelligences
Something-Happened-and Then/Somebody-Wanted-But-So
Think-Pair-Share
Blooms Taxonomy Summary Cubes
The Frayer Model
One-Word Summaries
Sorting Cards
Traditional Rule-Based Summaries
Body Analogies
Human Bingo
P-M-I
Spelling Bee de Strange
Triads
Body Sculpture
Human Continuum
Partners A B
SQ3R
Unique Summarization Assignments
Build a Model
Inner and Outer Circle
Point of View
Verb? Change them!
Summarization Pyramids
Camp Songs
Jigsaws
P-Q-R-S-T
Word Splash
Summary Ball
3
3-2-1

• Write the numbers 3,2,1 down the left side of a
  paper.
• Have students list
• 3 new things they learned.
• 2 things that confuse them
• 1 way to apply what they learned in another
  area
• Note This can be expressed artistically and
  orally as well

4
Acronyms

• Begin by asking students to list the essential
  attributes of something you are teaching them.
• Next ask the reader to look at each listed
  attribute and pick out a keyword
• Take the first letters of each keyword and make
  an acronym!
• Example The task is to write a strong topic
  sentence.
• Students list of attributes2) Highlight
  Keywords3) Take First letter
• Hook the reader (H)
• Give information (I)
• Establish common ground with reader (C)
• Narrow the topic to a thesis (T)
• Reflects the details you use (R)
• Acronym created is CIRTH could stand for Careful
  Introductions Really Thrill

5
Advanced Organizers

• Provide students with a fill in the blank style
  advanced organizer as a scaffolding move to serve
  as summarization device.
• How to create one
• Step 1 Write out a summarization outline for
  students.
• Step 2 Delete key words and phrases and replace
  with blank lines.
• Differentiate Providing blanks that can contain
  many different answers also challenges students!
• Example
• When dividing mixed numbers, we must first turn
  each mixed number into a ______________
• _________________. Once done, we change the
  operation from division to _______________.
• Now we multiply the first fraction by the
  __________________ of the second fraction. If
  our
• Final answer is top-heavy or an ______________
  fraction, then we rewrite it as ______________
• _____________, and we reduce it to
  _______________terms.

6
Analysis Matrices and Graphic Organizers

• As you begin a unit or lesson, provide students
  with a matrix or another graphic way to organize
  the information they are about to encounter.
• This is a pre-learning activity.
• Example

7
Backwards Summaries

• Offer the students summarization experiences in
  which you give them the final version of
  something explained, performed, or presented
  well.
• Example A teacher would give a prompt such as
• Can you make a web that this paragraph might have
  come from?
• Here is a completed math solution. What would
  happen if I never had this piece of information?

8
Blooms Taxonomy Summary Cubes

• Distribute poster boards, rulers, glue, or tape
  and ask the students to make cubes where the
  sides are six inches long (or provide a
  template).
• Label the sides Comprehension, Application,
  Analysis, Synthesis, and Evaluation
• While students make cubes, pass out a prompt
  sheet where you post questions to help clarify
  what is to go on each side.
• Example of Prompt Sheet

9
Body Analogies

• Ask students to form a group and determine how
  the lessons content relates to some part of the
  body.
• The connections makes the material personal to
  the student.
• Example
• Fingers hands represent artwork, dexterity,
  connections, etc.
• This might be used in a discussion on machines
  or the branches of government.
• Rib cage/cranium Symbolizes protection
• This might be used when discussing law
  enforcement , or the bark of a tree

10
Body Sculpture

• After you have provided your students some
  information (read a textbook, listened to a
  lesson, watched a movie, done sample problems)
  have the students get together and sculpt a
  specific idea presented in class.
• Students will work together to come up with the
  key concepts and then use their bodies to depict
  those concepts.
• Example
• One student stands as a fence, one paints the
  fence, and one sits and does nothing to
• Summarize a chapter from Tow Sawyer.
• Teacher follows up by asking questions about the
  sculptures
• Sample questions
• Which sculpture best summarizes what we read
  (did) today?

11
Build a Model

• Think of how what you are teaching (the key
  concepts) can be represented in some sort of
  physical model. The models can be 3-D or drawn
  too.
• Guide students by giving them materials and time
  to plan what their model will be.
• Differentiation
• Concepts can be modeled as well (these will be
  more abstract and harder)
• Vocabulary or physical concepts can be modeled
  (these are easier)
• Teachers can follow up with questions and
  presentations that compare the group models.

12
Camp Songs

• Have students select a camp song from a variety
  and spend some time learning it.
• Have the students replace the lyrics (but keep
  the tune) with ideas and concepts from what you
  are teaching.
• The first time you may have to spend some time
  writing a couple verses with the class.
• Poetry can work well in this manner too!
• Examples of Songs to Use
• Puff the Magic Dragon
• Home on the Range
• Head, Shoulders, Knees, and Toes
• Boom-Chicka-Boom

13
Carousel Brainstorming

• Post newsprint or poster boards around the room
  that show quotes, questions, or concepts relating
  to the weeks learning.
• Break students up into groups and give each group
  a different colored marker.
• Each group starts at a different
  poster/newsprint.
• The groups will add ideas to the topic posted and
  then rotate to a new poster after some time.
• The groups must review the information at their
  poster each time before they add something new.

14
Charades

• Divide the class into two teams.
• The teams break into groups of 3 or 4 (or pairs
  in acceptable).
• Students will start by discussing key topics
  (presented by the teacher or not).
• Students will then take turns making pantomimes
  that represent the key topics discussed.
• Students will switch off taking turns pantomiming
  and guessing what the pantomime is.
• Bring the teams back together and have them
  present their pantomimes to each other.

15
Concrete Spellings

• After representing classroom content and skills
  to students, identify essential vocabulary terms.
• Ask the students to spell the words in a way that
  shows their meaning.
• Students can be invited to review and generate
  better definitions.
• Examples of Concrete Spelling

S
T
A
L
L
P
E
T
S
16
Design a Test

• Explain how teachers come up with test questions
  and review the various types of test questions.
• Have students generate multiple-choice, true and
  false, fill-in-the-blank, matching, diagrams,
  short essay, analogies, and even inventing
  something new!
• Once students have mastered writing general
  questions, have them make two questions (with
  answers) on content being taught.
• After mastering two questions, have students make
  a quiz or test on the content and review it with
  a peer.
• The teacher may choose to use well-constructed
  questions on the real test.

17
Exclusive Brainstorming

• Write a topic sentence on an overhead or
  chalkboard, followed by a series of words.
• All the words (except for one) should connect to
  the topic).
• Students will work in groups to circle the words
  that connect, and cross out the one that doesnt.
• The students will come together and explain why
  their circles what they did and cross out the one
  they did.
• Example of Exclusive Brainstorming
• Different Kinds of Liquids
• Mixtures plural separable dissolves
  no formula
• Compounds chemicals combined new properties
  has formula no composition
• Solutions even mixture dissolved particles
  saturated/unsaturated heat increase
• Suspensions clear no dissolving
  settles upon standing larger than molecules

18
The Frayer Model

• In the center if the Frayer Model, have students
  record a topic to be summarized.
• In the upper left corner they should record
  information pertinent to the topic, and on the
  right side information that is NOT important.
• The bottom left should be DRAWN examples and the
  bottom right bottom non-examples.

Essential Characteristics
Nonessential Characteristics
Topic
Examples
Nonexamples
19
Human Bingo

• Start with a teacher-made bingo board (5 x 5
  grid) with questions pre-written in the square.
  Students can have B-i-N-G-O markers (edible if
  you like).
• Read the answers to the questions and if students
  have the questions they can cover them up.
• Another version of this game can be played by
  having certain talents written on the bingo card
  and then have students walk around the room
  gathering signatures from any students who can do
  the described talent.
• Then student names are called and players will
  cover the talent if that student signed that
  square.

20
Human Continuum

• Place a line on the floor (using masking or
  carpet tape). Place arrows on both sides.
• Place a A for agree on one side by an arrow and
  a large D on the other end of the line by an
  arrow for . In the middle of the line put a ?
  for I dont know.
• At this point you can ask students any questions
  about what they have been studying and have them
  take a position somewhere on the line. Then ask
  students to explain why they are standing where
  they are. T
• The closer to A the more they agree.
• The closer to D the more they disagree.
• Not sure will be right in the middle.
• A ? D

21
Inner or Outer Circle

• Ask ½ the class to stand in a large circle,
  facing into the circle, with 2-3 feet between
  students.
• Ask the other ½ of the class to form a circle
  inside of the 1st, and to face someone in the
  outer circle.
• Once circle stands still, while the other
  rotates.
• One group will have prepared content questions
  with them, the other will have to answer.
• The paired students ask and answer review
  questions, then one circle rotates so new
  partnerships are formed. This can continue until
  each member of a circle gets to pair with each
  member of the other circle.
• Switch roles so one circle now ask questions and
  the other answers.
• Questions should be written by students in
  advance.

22
Jigsaws

• Present a major topic to a large group first.
• Break major topic into subtopics and assign to
  smaller groups.
• Example
• Main Topic Germany
• Subtopics geography, culture, industry,
  political system
• Students will use materials and resources to
  gather and summarize information on that topic.
  (creating a product keeps them focused)
• Groups them come together and share their work
  with other groups and share their
  information/product.
• Essentially students are working together by
  focusing on one piece of the puzzle and then
  putting it together.

23
Learning Logs and Journals

• There are many ways to set up a journal/learning
  log, but entries should be made several times of
  several days or weeks.
• First, provide a learning experience and ask the
  students to respond in some way in a journal.
• Next, provide students with a list of prompts
  that they can personally respond to. (prompts
  should take factual information and reapply it in
  a new and meaningful way)
• Example of a Learning Log/Journal prompt
• What did Britains loss in the revolutionary war
  do to the rest of the empire? How
• would British subjects feel if they saw other
  colonies get their freedom?

24
Lineup

• Tell students that they are going to summarize a
  lesson by lining up to the criteria you are going
  to set.
• Give each student a large index card with
  information on one side. Have the student read
  it and then hold the card so the audience can
  read it.
• The audience will tell the students where to
  stand in lineup based on the content of their
  card.
• There should be 6-10 students in the lineup.
• When the students are lined up properly, a new
  group can come up to assure maximum
  participation.
• Example of Using a Lineup
• A teacher wants to review fractions. Each
  student is given a fraction on a card and asked
  to lineup from the fraction with the least value
  to the fraction with the highest value.

25
Luck of the Draw

• Each day, students prepare a written
  summarization of whats been covered in class or
  in their reading.
• The teacher picks one name from a hat and has the
  student read their previous day summarization.
  The rest of the class with critique it and the
  student whose name is picked will explain their
  summarization.
• Variations of this activity
• If a student is shy and doesnt want to speak, a
  classmate can read it for them or copies can be
  made and passed out to the class.
• Giving students a free pass to opt out of reading
  their summary may allow students one change to
  not present a summary if they feel their most
  recent entry is weak or lacking detail.

26
Moving Summarizations

• Students will come up with hand/arm gestures to
  summarize events covered in class.
• Students will be presented with a list of content
  covered in class.
• Students will take turns coming up to the front
  and attempting to demonstrate a hand/arm movement
  for a piece of information and have them explain
  what the movement means.
• Repeat often and allow all students to practice
  their moving gestures.
• Example
• If we were studying the American Revolution, and
  the fact we wanted to represent
• was the Stamp Act, a student might pound their
  fist in their hand to make a stamping
• motion on paper.

27
Multiple Intelligences

• Review with students the terminology for multiple
  intelligences. Use the intelligences that seem
  the most appropriate for your content.
• Choose one or two activities per intelligence and
  have students engage in them during a unit of
  study.
• Examples of Multiple Intelligences in
  Summarizing
• Linguistic debates, word games, writing,
  tape-recording, conversations
• Logical-Mathematical time lines, math problems,
  what if questions, brain teasers
• Bodily-Kinesthetic hand gestures, sculpting,
  role playing, dance, pantomime
• Spatial collages, diagramming, videos,
  visualizing
• Musical rhythms, compositions, writing lyrics,
  rap songs
• Interpersonal mentoring, leading, discussion
  groups, cooperative activities
• Intrapersonal connect school to real life,
  personal interest centers, journal writing
• Naturalist nature talks and videos,
  categorizing, caring for plants and animals
• Existentialist ask BIG questions, create
  analogies, study beliefs, discuss philosophies

28
One-Word Summaries

• Ask students to write one word to summarize a
  lessons content and then explain why they chose
  that word.
• As an extension, the class can record all the
  words and then narrow it down to its top three
  (or more or less) and the collectively
  rationalize why they chose these words.

One word I better choose a good one!
29
P-M-I

• Instruct students how to set up a P-M-I chart
  (shown below)
• Give the students a statement to consider about
  something youve instructed them on.
• Example of a statement
• Students should go to school all year round.
• Students will fill in the advantages of the idea
  (), the disadvantages (-), and anything else
  that doesnt fit into either into the interesting
  column.
• Students can share these charts and make any
  revisions as they are needed.

30
Partner A B

• First present the material you are instructing to
  the students.
• After 15 minutes of instruction have students
  choose partners.
• One student is called partner A and the other
  is B.
• One student will begin my talking continuously
  for 1 minute about all the things that were just
  talked about in class. The other students sits
  quietly and notes/handouts may be used if the
  student has difficulty.
• Partners then switch. The next speaker must not
  mention anything covered by the first partner.

31
Point of View

• Ask students to retell or recount something
  theyve learned about from a different point of
  view.
• To assist in this, break down a larger topic into
  key components, events, processes, etc.
• Students will then retell what theyve learned
  through a different point of view.
• Students will share their point of view with
  classmates and explain their thinking.
• Example
• Students can examine the impact of dropping the
  atomic bomb by tell the information
• from the point of view of the president of the
  United States, a resident of Japan,
• an American soldier, etc.

32
P-Q-R-S-T

• Explain what P-Q-R-S-T means
• P Preview to identify main parts.
• Q Develop questions to which you want to find
  the answers.
• R Read the material, twice if possible.
• S State the central idea or theme.
• T Test yourself by answering questions (or teach
  the material to someone else)
• Use the P and Q as an anticipation guide for
  what you are doing.
• Use the S and T to summarize what they have
  learned.

33
RAFT

• This activity uses divergent thinking using the
  acronym R-A-F-T (role, audience, form, time).
• Present students with a RAFT table like the one
  below.
• Students will pick one element from each column
  and create and summary based on the format they
  choose.

34
Save the Last Word for Me

• Students must read a passage before an
  instruction and make notations if possible.
• Students will pick three or more sentences they
  want to discuss further. (This can be for any
  reasonanger, confusion, interest)
• Break students into smaller groups of 4 or 5 and
  allow students to take turns reading their
  sentences that were chosen. The rest of the
  group will comment on the sentence (agree,
  refute, support, clarify, comment, or question).
• The student who chose the sentence will get to
  offer their own commentary in the end, thus
  getting in the last word.
• The next person in the group goes. This
  continues until everyone has had a chance to
  share.

35
Share One Get One

• Present your lesson like you normally would.
• Have students draw a nine-square grid, or present
  them with a pre-made one.
• In any three squares ask students to record three
  skills, facts, or concepts from the lesson.
• Students will get up move around the room getting
  other students to fill in additional
  facts/skills/concepts in the remaining squares.
  Each student is only allowed to fill in one
  square of a classmate, but they may do that to as
  many classmates as possible.
• When a student has all nine squares filled in,
  they can sit down.

36
Socratic Seminars

• Students must first have information and a common
  frame of reference. This can be achieved through
  discussions, field trips, labs, lectures,
  readings, research, simulations, videos, etc.)
• Sit students in a circle.
• Students may have notes and materials on their
  laps for reference.
• Teacher begins by throwing the first questions to
  the group (a provocative question), then the
  teacher remains quiet.
• 1) Teacher only talks to keep discussion going.
• 2) To correct inaccuracies.
• Students will run the discussion, but must back
  up what they say with evidence.
• Finish with a strong closing question.
• Pre-teach
• Students will need to know how to write good
  questions, create good follow-up
• questions, and may need to be given a list of
  questions to ask to keep the
• conversation moving.

37
Something-Happened-and-Then/Somebody-Wanted-But-So

• Provide the following set of prompts (template
  below) to students before learning occurs.
• Something (independent variable)
• Happened (change in that independent variable)
• And (effect on the dependent variable)
• Then (conclusion)
• Students will create a summary sentence using the
  prompt for guidance.
• Students might read about a flood and write
• Heavy rains (S) washed away the soil (h), making
  it nearly impossible for
• plants to grow there (A) (T).
• Students can also use the other prompt if
  summarizing fiction
• Somebody (characters)
• Wanted (plot motivation)
• But (conflict)
• So (Solution)

38
Sorting Cards

• This can be used after youve taught something
  with multiple categories, such as types of
  government, states of matter, science cycles,
  etc.
• Place the categories on the board in separated
  columns.
• Pass out facts on index cards that fit into one
  of the categories.
• Allow students the time to work in groups to come
  up with the groupings for all the facts.
• Finally, have students address one fact at a time
  and have a group discussion about where it goes!

39
Spelling Bee de Strange

• Create two teams like a regular spelling bee.
  Have them alternate spelling words aloud.
• Instead of using vowels, the student will
  substitute strange sounds or animal sounds that
  have been agreed upon by the class.
• After the word is spelled, students will be asked
  to discuss the meaning of the word.
• Example
• Agree that a should be achoo, I should be
  ribbit, ribbit, o should be oo-la-la, and
  e should be thump.
• A student who is asked to spell palindrome
  would spell it
• P achoo L ribbit, ribbit N D R
  oo-la-la M - Thump

40
SQ3R

• Reading summarization strategy that works best
  with a chapter or a research article.
• SQ3R stands for
• S Survey students read headings, titles,
  first sentences, graphics for an overview.
• Q Question Students turn heading and titles
  into questions to form a purpose for reading.
• R Read Students read the text to answer the
  questions they made.
• R Recite Students cover their answers and
  recite the question while checking the accuracy
  of their answers.
• R Review Students write a summary of what
  they have read using their questions and answers,
  as well as the text to fill in any missing pieces.

41
Summarization Pyramids

• Construct a pyramid of lines on a sheet of paper
  (see below). There should be 8 lines total.
• Provide prompts for students to write
  summarization answers on the line. Short answer
  prompts should be used for short lines and long
  answers for long lines.
• Example of a Summarization Pyramid
• Examples of Prompts to Use
• Cause of the topic, one question you have, tools
  used in the topic, people the
• topic effects, a synonym for the topic, personal
  opinion of a topic, etc.

42
Summary Ball

• Present information in a standard lesson or
  format of choice.
• After the critical portion of the information has
  been delivered, have the students stand at their
  desks.
• Toss an inflated ball to a student. When the
  student catches it they have three seconds to
  state any fact, concept, or skill from the
  lesson.
• The student then passes the ball to another
  student and the process repeats itself.
• No information should be repeated. If a student
  cant think of anything new, they pass the ball
  and just sit down.

43
Synectic Summaries

• After students have some experience with a topic,
  ask them to describe a topic focusing on
  descriptive words and critical attributes.
• Example of First Step
• Topic Romeo and Juliet
• Brainstormed Description tragedy, parents,
  Montagues, Capulets, family feud,Verona,
• marriage, masked ball, Friar Lawrence, Nurse,
  Tybalt, Mercutio, poison, etc.
• Next ask students to compare their list to
  another topic that is completely unrelated.
  (Compare Romeo and Juliet to Items found in a
  Kitchen).
• This forces students to create analogies and
  think deeper about the meaning of what they wrote
  in their original list.

44
T-Chart/T-List

• The T-chart is divided into two sides Main Ideas
  Details or Examples
• Students should be introduced to some material to
  build background knowledge before a lesson.
• The teacher can provide students with either the
  main ideas filled in, or the details, depending
  on what you want the students to do.
• This established a structure for learning, and
  when it is done, can be an excellent study guide.
• Example of a T-Chart

45
Taboo

• This is similar to the board game, where students
  must guess a phrase (such as latitude and
  longitude) without pointing, gesturing, or using
  any of that predetermined taboo words.
• To create taboo cards for study, use index cards.
  Write a key word or vocabulary word on top,
  separate them by a thick line, and then write 5-7
  words below that the students would usually
  associate with the word.
• Example of Academic Taboo Cards

• To play you will need a timer and deck of
  homemade taboo cards.
• Divide the class into two teams, and have
  representatives come up and try to get their team
  to say the word.
• If a team member says a taboo word, the
  representative can use that word in their
  description.
• Representatives should have one or two minutes to
  achieve their goal.

Decimals __________ Point Place value Base
10 Whole metric
46
Test Notes

• One or two weeks before a big test, announce to
  students that theyll be able to use notes
  dur.ing their test as long as the notes fit on a
  standard index card.
• Students can write small, include diagrams and
  use anything that will help them.
• (What will end up happening is students will
  review, eliminate, and prioritize their
  information and probably not even need the card
  when the actual test comes.

47
Think-Pair-Share

• Think
• Ask students to reflect on a topic using art,
  writing, or just by sitting quietly.
• Give students specific prompts to keep them
  focused. (Record three things you learned today,
  How is this like _______)
• Pair
• After a few minutes, ask students to pair up (or
  assign pairs).
• One partner will share what they thought about
  while the other will ask clarifying questions or
  follow-up questions.
• Share
• The students will come together and share their
  thoughts with the class.
• Ways to share
• Partners share the responses of their partners.
• Partners agree on one or two things collectively
  to share.
• The partners create some sort of product to
  share.
• Partners may provide information that relates to
  a new teacher prompt.

48
Traditional Rules-Based Summaries

• Traditional or Rule-Based summarizations have
  four steps
• Draw a line through anything that seems
  unimportant.
• Draw a line through anything that is redundant.
• Replace specific terms with general terms
  (flies, honeybees, moths are replaced with
  flying insects)
• Determine a good topic sentence if one doesnt
  exist.
• Way to Remember this Procedure
• Use T-RG-TS or TARGETS
• T- Trivial (remove trivial materials)
• R- Redundancies (Remove redundant or repetitive
  information)
• G- Generalize (Replace list with general terms or
  phrases)
• TS Topic Sentence (Determine a topic sentence)

49
Triads

• Begin by asking one student a question (after a
  unit of study).
• This student will be the first of three (a triad)
  to orally engage with the content.
• Once the first student responds to the teacher
  question, keep your reaction to the response
  silent.
• Redirect the firs students answer to a second
  student and say Do you agree or disagree and
  why? When this student answers pass the same
  question to a third student and allow them to
  respond to the second students answer.
• Finally, return to the 1st student and allow them
  to add anything else.
• This activity encourages active listening and
  keep all students on standby thinking about what
  is said and what they want to say.

50
Unique Summarization Assignments

• Simply put provide alternative ways for students
  to create summarization products.
• Products can be written, artistic, drama, or any
  form of expression.
• Here are just a few ideas

51
Verbs? Change Them!

• Write down what you want students to summarize
  (How the moon effects the Earth).
• You can ask straight forward questions (prompts)
  or you can do something more
• You can create different, more meaningful prompts
  if you use other verbs beside describe and list.
• Choosing different wording can lead to
  differentiating the summarization experience.

52
Word Splash

• Identify the content you want students to know
  and make a list of key vocabulary words and
  concepts associated with the content.
• The words should be written randomly and in all
  directions. Tell students you just wrote these
  words in no particular order (called a Splash).
• Present your lesson.
• Have students go back to the word splash and
  place the words in some logical order.
• Next, after the students have put the words in
  order, have them place the words into sentences
  and create a paragraph about what they learned
  today.
• This can be done in groups and each group can
  present and critique their paragraphs for
  accuracy, completeness, and information. Choose
  the best one.