Determining importance and summarizing is a complicated task for many readers. This professional development, presented by Catlin Goodrow, provides participants with instructional scaffolds that will help students comprehend informational text. Included is an overview of the Cognitive Strategy Routine and demonstration lessons that can be used with students in grades 3-5. Participants are also provided text samples to plan lessons they can use at their campus.
Overview of Determining Importance and Summarization Professional Development
Introduction/Why Should We Teach Determining Importance and Summarizing?
Reflect on the following questions:
Why is determining importance and summarizing important for students to learn? What challenges have you seen with this strategy?
Note: Remember, although we may highlight or focus on one strategy to make the strategy explicit, we need to ensure that our students know that strategies don’t happen in isolation. We use multiple strategies automatically and interchangeably; and usually, we use more than one at a time. We do not want to teach isolated strategies for very long at all. Michael Pressley (2000) tells us that, “Strategies are taught just a few at a time and students learn to coordinate multiple strategies as they read. Strategies instruction is long-term and woven through the content areas so students learn to apply appropriate strategies to comprehend a wide range of genres” (Isreal & Duffy, p. 512).
How Should We Teach Determining Importance and Summarizing? Cognitive Strategy Routine: Anchor Lesson (Step 1)
Look at Additional Handout 2 and decide how you might introduce/or anchor determining importance and summarizing for your students.
*Note: Step 1, the anchor lesson, is a stand-alone lesson and meant to be done once with students. As you revisit or review determining importance and summarizing you can remind students of the anchor lesson experience.
How Should We Teach Determining Importance and Summarizing? Cognitive Strategy Routine (Steps 2-4)
In this clip Catlin defines steps 2-4 of the Cognitive Strategy Routine and models each step. Teachers will repeat steps 2-4 every time they are beginning instruction or reviewing a cognitive strategy with their students.
How would presenting a cognitive strategy with this routine help students?
Considerations for Teaching Students to Identify Topic
Considerations for Teaching Students to Determine Importance and Identify Main Idea
*CPQ note: A Comprehension Purpose Question (CPQ) is provided to students prior to reading as a scaffold to support and enhance COMPREHENSION. It is meant to be a single thoughtful, guiding question.
Thoughtful “questions appear to be effective for improving learning from reading, because they:
- Give students a purpose for reading
- Focus students' attention on what they are to learn
- Help students to think actively as they read
- Encourage students to monitor their comprehension
- Help students to review content and relate what they have learned to what they already know."