then

1. Summarize then Synthesize

2. Summarize Connect to the Text

3. Be a News Reporter Who?What?When?Where?How?Why?

4. The most important ideas in this text are… • This book was about… • First… Next… Then… Finally… • This story takes place… • The main characters are… • The problem occurs when…

5. Steps to identify the topic ~ Look at the title.Look at the first and last paragraph.Ask yourself: “What is discussed through the whole section?”Look at captions, pictures, words in bold, and headings for clues to the topic. What do they all have in common?

6. Identify All Details/Major Events Authors often plant important ideas in:  Details that reflect the title  Details at the beginning of text  Details at the end  Surprises or revelations  Repetitions  Lots of attention given to a detail  Subheads and italicized text  Changes in character, tone, mood, setting, plot  A question near the beginning or end

7. Students Evaluate Summaries 1. If you have not read the text yourself, would you be able to understand what it was about from the summary? Why or why not?2. Is there anything important that should be added? What is it?3. Is there anything unimportant that should be left out of the summary? What is it?

8. Key word (s) Summarizing First text chunk Key word (s) Summarizing Fourth text chunk Title of Text to be Summarized Key word (s) Summarizing Third text chunk Key word (s) Summarizing Second text chunk

9. Somebody/Wanted/But/So Then • Reading Skills Important • to Summarization • Conflict/Resolution • Character Differences, Goals, • and Motivations • Main Ideas and Details • Making Generalizations

10. Excerpt from The Necklace Mrs. Loisel wanted to be rich and wanted to go to the dance. BUT she didn’t have the right clothes and jewelry. SO she shamed her husband into buying her a dress and she borrowed a necklace. THEN Mrs. Loisel wanted to give back the necklace after she wore it.BUT she had lost it. SO she and her husband had to find a new one and THEN borrow money to buy it so she could return the replacement to her friend.

11. 3 – 2 – 1 Strategy 3 Things You Found Out 2 Interesting Facts 1 Question You Still Have

12. What does the curriculum say? - Year 5 • Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others. • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view. • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

13. What does the curriculum say? – year 6 • Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. • Analyse how text structures and language features work together to meet the purpose of a text. • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. • Analyse strategies authors use to influence readers.

14. Synthesize Connect to the Text

15. Synthesizing in Action “When readers synthesize, they use a variety of strategies to build and enhance understanding. They summarize the information, listen to their inner voice, and merge their thinking so that the information makes sense and is meaningful to them. They connect the new to the known, they ask questions, they pick out the most important information – all of these strategies intersect to allow us to synthesize information and actively use it.” Harvey & Goudvis, 2007, p. 180

16. SYNTHESIZE – Beyond Summary together The putting so as to form a whole of parts or elements

17. Text match • Use the card that you have been given to find the other members of your table group. • Once you have formed your table group, discuss the following questions: 1. How did you figure out to which group you belonged to? 2. What reading comprehension strategies were you using in this activity?

18. Use the shapes given to create a graphic representation or mind map illustrating the thinking you did to put together your table group. Take a walkabout to see how other groups represented their thinking The Process of Synthesizing Picture of Teacher Resource 3 High-Yield Strategy: Mapping

19. Kidssay… “Synthesizing is like inferring, only super-sized!” “When you synthesize you say in your head, I used to think this, but now I’m thinking this.” “When I synthesize, my mind is changing, my ideas are changing, my thinking is changing.”

20. Two-Word Strategy • Independently read (a thought-provoking article). • In silence write only two different words that reflect yourthinking about a passage. • After selections, tell others the words, why youchose them, and how they relate to your life.

21. Save the Last Word for Me • Select a quote from the article you’ve read. Write your thought/ idea/question about the quote. 2. In a small group, give your quote and allow all others to respond. 3. At the end, share your comments.

22. AuthorHot Seat • Ask student to sit in a chair in front of the room and assume the character of the author from their book. • Ask student various questions about his/her author’s book. • Move to a higher level and ask his/her opinion on different subjects clearly important to that book and why they were included.

23. Power Notes Giving Notes a Power Rating

24. Power Notes • Power 1 ~ main point or category • Power 2’s, 3’s, and 4’s ~ corresponding details and examples

25. Power Notes An example of Power Notes 1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams

26. Power Notes Power 1 Power 2 Power 2 Power 3 Power 3 Power 3 Power 3

29. Refer to original PPT for further activities. • Slides 28 - 40