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