Summarizing: Setting Goals and Charting Progress for Narrative Text

Summarizing: Setting Goals and Charting Progress for Narrative Text
Teacher ______________________________________________________
Update this form during each quarter using a different-colored pen or pencil each time. Record dates below in color used on update.
__________ __________ __________ __________ __________ __________ __________ __________
Marking Key (See back of form for details.) P: Prompted I: Independent Identification type: O = Oral W = Written
Goal Paragraph(s) Page Section
Whole Text
Create a story map that includes these elements
Students will be able to...
Read and restate (retell)
Read and restate (retell)
Identify most important
story information
Read and restate (retell)
Identify most important
story information
Leave out less important
details
Summarize important
story information (up to
this point)
Main characters
Setting
Problem
Most important event(s)
Solution
Summarize the story
Identify theme
Student Names O O O W O O W O W O W O W O W O W O W O W O W O
© 2006 Success for All Foundation ZZ3863 Page 1

Skills for Summarizing Narrative Text
Definitions of Skills and Criteria for Success:
Read and restate (Retell what has been read):
The student reads the text and restates, in his or her own words, the gist of the text message.
Criteria for Success: The student retells most of the important events. With refined use of the skill,
the student’s retellings come closer to including the important ideas related to the story elements
and fewer of the less important ideas or details.
Identify the main ideas and supporting details (oral and written):
The student reads the text and discusses, identifies, and records the main ideas and supporting details
for the part that was read. Items may be recorded in note or list form, or on a graphic organizer such as
a story map. This sorting of information requires students to make conscious decisions about what is
important and what is less important.
Criteria for Success: The student correctly identifies and organizes most of the story elements
(main characters, setting, story problem, important events, and resolution) from the part that was
read, effectively discarding the majority of the less important information. With refined use of this
skill, the student successfully identifies and records all the important information from the part that
was read and discards all the less important details.
Create a Story Map (oral or written):
The student creates a graphic organizer of the main ideas from a whole story.
Criteria for Success: The student correctly identifies most of the important information for each
story element from the whole story. With refined use of this skill, the student is able to retell many
ideas, using original language that summarizes the information further.
Summarize the text (oral and written):
The student uses the main ideas and supporting details to develop a clear, concise summary of the original text.
Criteria for Success: The student develops an oral or written summary that includes most of the
main ideas and supporting details identified on an organizer while reading; the summary is concise,
coherent, and connected. With refined use of this skill, the student better identifies important
ideas, subsuming related ideas into concepts, deleting more extraneous information. The summary
demonstrates higher-order thinking and more original language to express the important ideas.
Identify the theme:
If appropriate for the text, the student uses recurring, important information to determine the theme
(lessons or morals that give greater meaning to the story).
Criteria for Success: The student can tell the theme or moral of a story (what was learned,
what the story teaches). With refined use of this skill, the student can explain what parts of the
story exemplify theme and how.
To Record Progress:
1. Observe and record successful
use of each skill as follows (focus
observations in the order listed,
observing for “Prompted” first):
P: Prompted—The student uses
this skill when reminded or
with suggestions and coaching.
If the student uses the skill
independently and never
requires prompting, award
the point.
I: Independent—The student
uses this skill independently,
without reminders, suggestions,
or coaching.
2. For quarterly assessments of
progress, count the total number
of letters for each student. Record
this number as a fraction of 48,
the total possible letters a student
may earn. Example: If student has
14 marks, the quarterly progress
record is: 14/48.
© 2006 Success for All Foundation ZZ3863 Page 2