Summarizing... Getting to the HEART of the Story

SOMEBODY...

Another Reading Comprehension strategy that can be used in all primary classrooms is Summarizing.  Too often students think summarizing is retelling.  In order to get a quick summary you need to get to the heart of the story.

The easiest technique for early readers is SOMEBODY…WANTED… BUT… SO… AND technique.  I would be happy to credit to the one who thought of this technique…because it is genius!  The problem with credit is I’ve seen it in so many places, I’m not sure who came up with this originally.  That being said, it’s a keeper!

WANTED...

I first used this technique with my kindergarten class.  We were addicted to Magic Tree House Books (that’s another post for another day) and we started practicing our summarizing after each chapter.  I made a poster with the 5 words on it as a reminder.  We did not write down the summaries…we only practiced the summaries orally.  This year, I taught my first and second grade students to summarize using this technique.  We made a poster as an anchor chart using their words.  Getting them to define the word will give them ownership and increase understanding.

BUT...

We started with a whole group S...W...B...S...A. After reading a short story, we used the chart to fill in the blanks and write a summary sentence.  This can be broken into more sentences, as the summaries are more complex.

SO...

We practiced this with all the stories we read.  It is perfect for the shorter guided reading books that have a plot line…usually starting with Level D.  It was wonderful to watch students discover there was more than one way to write a summary.  After plenty of supported practice, this is an option in their reading response journals.

AND...

We also talked about how we could use it for our longer books.  After reading “The Magic Bike” from Reading A-Z and we wrote a longer summary.  We started with an introduction sentence.  Then, wrote the beginning of the summary using Somebody…Wanted…But…So…And.  Realizing this didn’t quite tell the story, we had to add another But…So…And to finish the story summary. Sometimes, you will see SOMEBODY... WANTED... BUT... SO...AND...THEN... SO... FINALLY.  These are all good options, depending on the story.

DON'T FORGET...

The SWBSA Paint Chip Summary Bookmarks from an earlier post about paint chips.

For a FREEBIE Summarizing Set, click the link.

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Reading Ritual: Character Hall of Fame

Reading rituals...they are an integral part of our reading classrooms in order to create an environment for readers to be fostered, grown, and encouraged.  They look different in every classroom and some rituals will have more impact than others.

Make Reading Fun!

Can we all agree that students who are motivated and engaged will become better readers?  If we want students to be motivated, we must be too!  If we want students to be engaged in activities linked to reading, we must be too!  I hope that this post renews your love for literacy and puts a little pep in your step!  Happy Fall Ya'll!!!

Why Small Group Instruction Can Not Be Ignored

The Situation

Student one transferred into Lincoln Park Elementary in October from Texas. She is in fifth grade and English is her second language. Her reading level is late third and comprehension is a challenge.

Student two has attended Lincoln Park Elementary since kindergarten. He has always struggled with reading. He struggles with spelling and writing. His reading lacks fluency, and decoding unfamiliar words is challenging.

Student three has also attended Lincoln Park Elementary since kindergarten. She is on grade level, has passed state assessments with a score slightly above the cut score. She struggles with attention at times and is being treated for ADHD. She's very inquisitive, and with some modifications in class, she's kept on task. Comprehension can be impacted when the environment is distracting.

The final student joined Lincoln Park Elementary in second grade. He was identified for the talented and gifted program in third grade. He is an avid reader with a rich vocabulary. He's a quiet child, never complains, and keeps busy with independent reading when other work is complete.

Word Hunts: The Cornerstone of Word Study Instruction

For years, I taught third graders, and we focused on word study instruction quite a bit. After learning our features and how they work, the best part of the week was the word hunt. Students would use what they knew and really focused their learning on the features and not just the words.

Effectively Using a Para in the Literacy Classroom

Some of us are lucky enough to have an aide or paraprofessional ("para") in our classroom for one, or maybe many, periods throughout the day.  This may be to meet the needs of special education students, ESL students, struggling readers, or just because.  Sometimes these paras enter the classroom with specific tasks and other times they do not and it is up to the classroom teacher to provide them.  

Having been an ESL teacher, most of the positions I have held allowed for a para to be in my classroom for about 30-60 minutes per day.  Of course if there were assessments occurring, staff absent, or anything special going on this did not occur.  BUT, having an extra person for even just a small amount of time can be very useful!

Reading Centers: A Couple Ideas

We are in the full swing of literacy centers in my kindergarten classroom.  I'm always looking for new ways to make reading instruction and skill practice exciting for my kiddos.

I downloaded these free CVC/CCVC cards on TpT, but you could use any picture cards to cover skills you are working on. My students use magnetic letters to build the words on a magnetic board.  I purchased the magnetic boards at JoAnn Etc. 3-4 years ago.  I only have 3, so any additional students use a magnetic dry erase board.  They take a photo and upload to the Seesaw app for me to see and to share with their families.  They are excited to use the magnetic letters, and I feel this is something we can use throughout the year to practice many different skills (CVC, CVCe, sight words, etc).