Summarizing with Struggling Readers
My objectives would include: Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, and consult other sources, for teaching summarizing.
R e a d a v a r i e t y o f t e x t s , s u c h a s : fiction (tall tales, myths). nonfiction (books of true experience, newspaper and magazine articles, schedules). poetry (narrative, lyric, and cinquains). drama (plays and skits). • • • •
When determining weaknesses in comprehension, Comprehensive Assessment of Reading Strategies (CARS) is an excellent resource. Each selection includes a comprehension question divided into skills. I assign students three lessons to read and then grade their papers. Using this information, I focus my instruction to meet their needs.
DAY 1 For students who require additional assistance with summarizing, I begin by reading a fictional paragraph or short selection as a class. We review the definition of summarizing: Summarize- to tell a shortened version in your own words giving only the most important information
should answer who, what, where, when, why, and how; should be shorter than
the original Then, we make a chart listing the 5 W’s and H based on what was read. The questions to answer are:
WHO is the main character?
WHAT is the problem?
WHEN does the story take place?
WHERE is the character?
WHY does the character feel the way he/she does?
HOW is the problem solved?
This information can be completed in chart form or by answering the questions orally, and the questions can be altered depending on the selection.