Summarize It!

Oh summary.  How I have such a love-hate relationship with you.  Summarizing stories is something students start at a young age, and yet it is still so hard for students even in late elementary.  I often find that they struggle to determine the important details from the minor details and write summaries filled with and then, and then, and then, and then, and then.....I end up feeling like Ashton Kutcher from "Dude, Where's My Car."

So, why do we teach summarizing?

The ability to summarize builds comprehension.  Summarizing a narrative text helps students comprehend the plot of the story. According to Fountas and Pinnell, good readers are always taking information from the text and condensing it into a summary-type form.  As readers pull out the most important information, they are constantly interpreting what the author is telling them and further developing the summary of the story.

This year, I wanted to begin by seeing what the kids remembered about summary and clear up misconceptions before beginning the summarizing process.

I made a simple chart with "What is a summary?" and "What is a summary NOT?"  I wanted them to think about summaries from both sides.

I gave them each a green sticky note first and asked them to tell me, in their own words, what they thought a summary was.  They each came and added their sticky note to the chart.

Then I gave them each a yellow sticky note and asked them to write down, in their own words, what they know is NOT included in a summary.  Then they added their yellow sticky notes to our chart.

We read a few of them aloud and saw that many of them had several of the same ideas.

Here are a couple examples of what my students said a summary is.

A summary is a few short lines of sentences that tell the most important parts of a story in order.

      

A paragraph said in your own words but not very many details.

And here are a couple examples of what my students said a summary is NOT.

      

Your thoughts about the story.

    

A summary is not very detailed, not long, and not a copy of the story.

I like to use the Somebody-Wanted-But-So-Then (SWBST) strategy with students because it gives them a way to ensure they are looking for each piece of the summary every time they read a narrative piece.

When teaching, I suggest lots of modeling, then move to group work before letting them summarize on their own.

Here is our anchor chart:

I discussed with them that when summarizing a narrative text, they should look for the main character, what the main character wants or his/her goals, the main problem he/she encounters, and the resolution of the problem.

We summarized a short, one page text that we had previously read, about a girl names Callie who needed to complete a difficult homework assignment.  (According to Fountas and Pinnell, you should begin with short texts that do not have many details).

I modeled how to use the summary chart, and we looked for each piece as a whole group.  

I put a sticky note at each table group and tasked them with writing down the information for one component of the chart.  One table wrote down the main character, one table wrote down what the character wanted, and so on.

I have left this chart hanging in our room now so the students will have a visual reminder of how to get a summary!

I also use a SWBST foldable with my kids.  Anytime they read a story, they can fill in one of these.  Doing this each time they read a book, (either a book from the library, a book you are reading aloud in class, during guided reading, a weekly story, etc) will solidify and fine tune their summarizing skills.  It also reminds them that each time they read a story, this is the information they need to be looking for to fully comprehend the text.

        

I also have a SWBST log that students complete each time they read a fiction book.  This helps hold students accountable for reading and finishing a book, helps with comprehension, and simultaneously works on reinforcing summarizing skills.  Many teachers do reading logs anyway where the students write down what they are reading, but this is a way to prove they have read the story, and shows if they understood what they read.  Never miss a teachable moment!!

You can get this foldable and SWBST log as a FREEBIE in my store by clicking here, or by clicking the picture below!  Enjoy!

November Currently

And now, time for my favorite blog post of the month hosted by Farley at Oh Boy! Fourth Grade!

I got to meet her while in Vegas this summer and she was SO kind and funny.  

Me and Farley

Thanks for doing this linky every month, Farley!

I am having a perfect Sunday!  Even got to go to Target by myself this afternoon!  It's the little things, people!  I hope you all have a wonderful November and that you pay it forward somehow this holiday season.  I participate in feeding the hungry by donating money and food to the Mission Arlington through our church.  It feels good knowing I get to help families enjoy a warm meal on turkey day like I get to have with my family every year.

What sort of random acts of kindness (RAKS) do you like to do for Thanksgiving? 

Mixtures and Solutions Experiment

Do you ever have one of those lessons that makes your students say, "This is the best day EVER!!" Well, that was my science lesson today.

We have been studying matter for the past six weeks, and the final standard to master was about mixtures and solutions.

Luckily, I have some amazing parents who love to donate to the cause!  I sent home a note a week ahead of time (and allowed a weekend in that time frame because, let's face it, who can get to the store during the week?) and asked if they would mind donating some food items for our upcoming science project.

If you would like a copy of the note, you can get it FREE in my TPT store by clicking on the picture below.

Here are the ingredients you will need for this experiment.  Of course, items can be substituted or added.  :)

First, we discussed our ingredients and what state of matter each substance was.  (All solids except for the water in the pitcher).

Then, in a large, clear glass bowl, I poured each ingredient (substance) one at a time, careful to make it layered.  We then discussed how even though all of the substances were in the same bowl now, they could still clearly see each one.

Then, I mixed it all together so it was more of a trail mix.

We discussed that none of the substances had changed forms of matter even though they were all mixed up.

Each student had a paper towel on his or her desk, and I scooped a cup for each student.

I asked them if they thought we could separate the combination of substances and if each one would continue to keep it's original property.

Next, we made our solution with three substances - water, sugar and Kool-Aid mix.

I poured Kool-Aid into a clear pitcher and a cup of sugar.

 I let it settle down a little bit and pointed out that we could still see each of the substances.

Sugar settled at the bottom

Kool-Aid mix not yet stirred or dissolved

  They made predictions about what would happen if I stirred it up and we decided it would dissolve.

We discussed that now that the sugar and mix were mixed evenly in the water and dissolved, we could no longer separate it back out like we could with a mixture.

Have I mentioned yet that it was also picture day?!??  THAT was bad timing, but amazingly, no one spilled, and there were no Kool-Aid mustaches....I think.... :)

And of course, we journaled about our discoveries in our Science Journals as pictured below.  If you'd like the cute cover we put on our Science Journals, you can download them for FREE at my TPT store by clicking the picture below!

Lots of fun and "best day EVER!!"

Were they wired afterwards?  You bet!  But, having such a fun, hands on experience will solidify that objective and they will remember it always!

Monday Made It - Back to School!

Hey y'all!  I go back to school in a couple of weeks, and like most teachers, I look at everything I see, everywhere I go and wonder, could I use that in my classroom somewhere?
I have decided to link up with Tara over at 4th Grade Frolics for "Made It Monday."

Well, luck was on my side because some neighbors were moving out of their house and left this gem on the curb!  WHAT?! Who throws something like that out?  NOT a teacher - I'll tell ya that much! (This is not me, but you get the idea!!)

I ran across the street to get it like I just won a prize on The Price Is Right and hauled it (awkwardly) back to my house.

My whole classroom is done in CTP's Dots on Turquoise theme, (which you can check out HERE) and so I KNEW this shelf had to be turquoise!

First, I spray-painted the shelf using this paint.  I like this one because it sprays from any angle and is also easy to press for a long period of time. You can check it out HERE.

That black is NOT happy!  Time to give this tired shelf a makeover! (You can get your own at Target.  Click HERE.)

Does anyone else's husband get upset when you spray-paint his lawn?  He wasn't too happy with me, but I figure, he's gonna mow it anyway, right?!

Here it is all painted!

Then, I took off the old, flimsy, cardboard backing.

I got a piece of peg board from Lowe's and this awesome, bright fabric from Jo-Ann.  I had a 30% off coupon so I got it for a steal!

My plan was to spray the whole peg board and attach the fabric with this spray adhesive.

So, to the backyard I went.  However, it turns out peg board is very porous and basically just drank the adhesive.

Plan B!  Never underestimate the power of your glue gun!

I hot glued all around the perimeter of the board and attached the fabric.  I started from the center and worked my way out so it stayed even all the way around.

Then, I laid the shelf down on it's front and my husband nailed the pegboard to the back of the shelf. He had some help nailing it on to the shelf from my son.  :)

I got these baskets from Target to go inside in red, cream, orange, light blue and lime. (Click HERE).

And ta-da!  A bright, new, fun shelf for my classroom!