Activity Description

Preparation:

1. Gather materials required for student summary maps
   1. Each group will need 1 piece of chart paper and markers
2. Prepare a summary map model
   1. Divide 1 piece of chart paper into 4 equal sections
   2. In each section write the headings “Main Characters,” “Problem,” “Solution” and “Summary”
      • Use a different color for each heading
3. Select a fiction text to read aloud
   1. For example: The Tortoise and the Hare
4. Select a number of short texts
   1. For example: Choose a short story or fable for each group

Implementation:

Session 1:

1. Introduce the activity by asking students to describe a summary
   1. Convey the idea that a summary is a short, overall picture of what happened in the story
   2. A summary touches on the most important aspects of the story
2. Present the summary map model and describe how it will be completed
   1. Refer to each section and read the headings (Main Characters, Problem, Solution)
   2. Explain that they will use the information from the 3 completed sections to write an overall summary
3. Read aloud the selected text
4. In small groups have students discuss each heading from the summary map
5. Record ideas on the chart paper

 Session 2:

1. Review the expectations for the group activity
   1. Refer to each heading and review the information that students will record in each section
   2. Refer to the model summary map while explaining each section of their chart
2. Hand out 1 piece of chart paper, 1 package of makers and a fiction text to each group
3. Have students work in small groups to read aloud the given text and complete their group summary map
4. Have each group present their summary map

Adaptations For

English Language Learners/ESL:

- Use picture cues for each section of the summary map
- Pause often during the instructions and review instructions with each group
- During the group work discuss the text one-on-one with the student to ensure understanding

LD/Reading & Writing Difficulties:

- Repeat instructions when students begin group work
- Provide all groups with a copy of the summary map model to which they can refer

Cultural Appropriateness & Diversity:

- Choose texts that are culturally inclusive

Differentiated Instruction:

- Use flexible and mixed ability groupings
- Use a think-pair-share prior to group activity to verify students understanding of the expectations
- Provide students with the option to work alone

Related References

Evidence:
Dye, G. A. (2000). Graphic organizers to the rescue: Helping students link and remember information. Teaching Exceptional Children, 32, 72-76.