Transcript NonFiction Summarizing

The Big Picture
Strategies for Constructing Meaning
Repeated Words/Synonyms
Predicting
Fiction
Summarizing
Nonfiction
Summarizing
Connecting
Questioning
Inferring
Previews text
Examines
first and last
sentences
Previews
text
Creates
Predictions
Monitors
predictions
Identifies
plot
Identifies
theme
Uses
repeated
words and
synonyms
Categorizes
similar words
and details
Notices
transitions
Combines
summarizing
techniques
Analyzes text
Fluency
Vocabulary
Acquisition
Makes
basic
connections
Makes
multilevel
connections
Creates
viable
connections
Focuses
connections
Asks
questions
Creates
single type
of inference
Asks,
answers,
and
evaluates
questions
Creates
varied types
of
inferences
Adjusts
answers to
questions
Understand
s continuum
of inference
Asks a
variety of
questions
Imaging
Creates
singledimension
multisensory or
conceptual
images
Creates and
organizes
multisensory or
conceptual
images
Evaluates
images
Combines
imaging
techniques
* Uses correct phrasing * Uses appropriate expression. * Reads with accuracy * Reads at appropriate
rate
* Selects unknown words * Creates meaning * Uses vocabulary acquisition devices * Monitors word
selection
We will practice repeated
words/synonyms with the
following paragraph.
Step 1: Underline and try to derive
meaning from the first/last
sentences.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
• Need further clarification?
• Step 2: Try repeated words and
synonyms.
• Move your eye diagonally up and
down the page.
Since we introduced the concept of
world in the first sentence, let’s be
mindful of words and phrases that are
similar or at least related to this word.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Did your eye automatically take in
entire phrases?
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Write a phrase in the margin that
describes what we know so far.
• Okay, so Communist governments
considered US (jeans?) corrupting.
• Now, move diagonally up and down the
page again looking for words that might
relate to corruption and/or morals.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
What phrases did you take in
this time?
Denim companies were busily expanding around the
world in the 1970s, but they weren’t welcome
everywhere. In Communist countries such as the
USSR, government officials saw blue jeans as a
corrupting force. They believed that buying Western
goods such as jeans and rock music records would lure
young people away from Communism and toward
capitalism. They also believed that popular culture
promoted poor morals; tight fitting jeans were one more
symbol of American corruption. Some politicians called
the influx of Western goods and ideas a “plague.” They
refused to allow Levi’s or Lee’s to be imported, and
suggested that the government use propaganda to turn
teens against denim. Posters or newspaper articles, for
example, could inform teens that jeans were part of a
misguided, money driven culture.
Write a phrase in the margin that
describes what we know now.
Can you answer this question?
According to the author, how would the Communist
government of the 1970s respond to the importation
of the IPod from the US into the USSR?
The Soviet government would…
A. encourage the importation of IPods because it
would increase the demand for goods and
services.
B. encourage the importation of IPods because
they could be used for propaganda purposes.
C. discourage the importation of IPods because it
would increase the trade deficit.
D. discourage the importation of IPods because it
would promote American immorality and
capitalism.
According to the author, how would the Communist
government of the 1970s respond to the
importation of the IPod from the US into the USSR?
The Soviet government would…
A. encourage the importation of IPods because it
would increase the demand for goods and
services.
B. encourage the importation of IPods because
they could be used for propaganda purposes.
C. discourage the importation of IPods because it
would increase the trade deficit.
D. discourage the importation of IPods because it
would promote American immorality and
capitalism.
Taking It From the Top
Summarizing Strategy
• Tap into prior knowledge: Vocabulary
development, personal accounts
• Preview Text:
– Read all captions, subheadings, and sidebars
– Quickly number paragraphs
– Make sure that you read the questions at the end of
the chapter
• Summarizing Strategies
– If the paragraph is introductory, skip it.
– Try first/last sentence. (Write key points in the
margin).
– If necessary, try repeated words, synonyms. (Write
key points in the margin.
Timeline
• October 22 - 26
– Teach repeated words/synonyms strategy to students
using the template provided
– Teach students to preview, first/last sentence,
repeated words/synonyms using smart summarizer
template
• Turn survey, reading assignment and repeated
words/synonyms template in to your department
chair by Oct. 30
• Department chairs will review and forward
results to Beth Smith or Connie Schroeder.