Summary Frames Teaching Strategy

Summary Frames Teaching Strategy
Reference
Honnert, A.M. & Bozan, S.E. (2005). Language Acquisition for Special Education and ELL
Students. Science Activities, 42, 19-29.
Summary & Procedure
A student's ability to summarize information that is given in the form of written notes, reading
assignments, and class discussions is essential to their retention of content information. Students who are
unable to summarize the information presented become bogged down in writing every detail, thus failing to
record all class instructional materials. Summarization is particularly difficult for Special Education and
English Language Learners who are still developing their writing skills and possess a low vocabulary.
The summary frame strategy is used to increase the students' abilities to acquire and use information
and better comprehend science concepts. The summary frame also enhances the students' ability to apply
information to discussions, laboratory reports and projects. Summary frames are a series of questions the
teachers provide to the students. There are several models that may be utilized: Narrative Frame, Topic-
Restriction-Illustration Frame, Definition Frame, Argumentation Frame, Problem/Solution Frame and the
Conversation Frame.
We will explore the procedure of the definition frame. Students are presented the vocabulary and are
given index cards to record the word and its definition at the onset of a lesson. Students then create nonlinguistic
representations of the vocabulary by skimming their textbooks for pictures, diagrams or models.
The teacher orally presents a vocabulary word and the students hold up the correct card. For each chapter
section, the class reads the material, highlights the main ideas and supporting details, clarifies the concept
and presents concrete examples to connect personal experiences and knowledge.
Students are given summary frames for specific topics (ie. What are the main cell parts). Students work
in small groups to answer the questions in complete sentences. The students are able to utilize their
highlighted text to answer the questions. After completing the questions, students summarize the
information at the bottom of the worksheet. Students share their paragraphs and make corrections as
necessary. They also check that the paragraph flows, it covers all the main ideas and it is in their own
words when possible. Once the summary frames are completed, the students may utilize this information in
further application assignments.
Population Using this Strategy
Seventh grade middle school science students. Class of twenty-five students, three students with
disabilities, twenty-two students without disabilities. The three students with disabilities are diagnosed as
follows, behavioral emotional disorder (BED), learning disability reading comprehension, written language,
math-problem solving (LD), English language learner (ELL).
Potential Difficulties with the Strategy

The article addresses some possible issues that can occur from implementing this strategy. The first
issue is that students may rush through the creation of their sentences not giving enough support and
meaning so the sentences can be used properly in the summary portion. There is also the potential of
greater frustration by students with limited vocabulary and writing skills when doing the summary frames.
This leads to more time needed to instruct students on how to answer the questions being asked.
Going along with the issue of time is one of the issues I have with this strategy. This lesson really takes a
great deal of time to accomplish in a manner that is fitting to for a general classroom. I am not sure if the
amount of information covered each quarter would allow for so much time to be spent on one area of the
subject matter. Another issue that may occur is the fact that inquiry based learning is the big thing at this
time in schools. This particular strategy lays all the information out for the students not allowing them to
explore the concept first and then develop the information around what was initially discovered. The final
issue that arises when I think of this strategy is that it is very slow moving. I understand why it is designed
that way but I feel a lot of students in the class might find most of the steps in this strategy to be rather
elementary and this could lend itself to them not being tested or pushed intellectually during the use of this
strategy.
Detailed Description of How to Use the Strategy
At the onset of the lesson, the teacher will present the terminology or vocabulary that the students will
create index cards for each word. The front side of the card will contain the word and the definition will be
written on the back. The second step is for the students to preview the text looking for non-linguistic
representations (pictures, diagrams, models, etc.) that will create a picture of the word which the students
will draw on the index cards. The students will review the vocabulary daily at the beginning of class and
throughout the remainder of the unit. Teachers can construct different types of reviews, such as placing all
the cards with the word and picture facing up. then reading a definition and asking students to silently hold
up the card containing the correct term. Once each student has found an answer, have one of the students
read the card out loud.
Next, the students will read read the text as a class, highlighting main ideas one paragraph at a time.
This strategy aids the students in learning the main ideas of the paragraphs, as well as the supporting
details. The class will then clarify the main concept and present examples that connect to their experiences
and knowledge. The students will then repeat the previous two steps for each section of the unit. The
teacher will then distribute teacher-made summary frames and the students are given instructions on how
they are going to be used in class. The students are separated into small groups and begin working to
complete the handout questions by using the high-lighted text. They are to answer each question in
complete sentences and combine these into a summary paragraph. The students will require teacher
guidance and sufficient time to complete this task. Once completed, the students will share their
paragraphs and make revisions as necessary. The paragraphs should make sense, cover all main points,
and if at all possible be written in their own words.
In this particular lesson, the students are to complete an organelle responsibilities worksheet in pairs or
as groups. They can use the summary frame paragraphs as a reference tool. Students will identify four of
the major organelles, the three main parts of an animal cell and define each part and its responsibility within
the cell. As a teacher you can take this opportunity to illustrate to the students how as they function as
individual organelles in the classroom cell, changing roles and responsibilities each week. Students will
realize that as organelles need to function properly for a cell to remain healthy, they, too, must do their part

for the classroom to work smoothly. In addition, as a culminating activity to the unit, the students were given
the opportunity to create and present an unique cell model.
Demonstration of Strategy Use
(Each page has a number of bulleted points)
Title Page:
Language Acquisition for Special Education and ELL Students.
Science Activities
Purpose:
• To improve students' ability to take notes.
• To improve students' ability to summarize material.
• To help students' better understand vocabulary.
• To help students' understand the connection between vocabulary and actual function.
Steps for implementation:
• Introduce vocabulary and have students create index cards for each word.
• Have student create illustrations on index cards.
• Use cards to test student vocabulary knowledge.
• Read text as a class, having students identify main ideas.
• Clarify main ideas and give concrete examples that connect with students' lives.
• Use summary frames in small groups.
◦ Students answer specific question, using complete sentences.
◦ These sentences are combined to create a summary of the information covered.
• Use a graphic organizer so students can better explain each part of the given topic.
◦ This can be performed in groups.
• Students complete this portion using the summary frames.
◦ Students understand how everything works together.
• Students can make a model to better explain the information learned.
• Give students class time to create models.
• Models can be presented to the class.