# data[].attributes.headline
Movie Clips to Use for Teaching in the classroom

# data[].attributes.subject
Movie Clips to Use for Teaching in the classroom

# data[].attributes.attachment_link.description
Pinterest is a visual discovery tool that you can use to find ideas for all your projects and interests.

# data[].attributes.body
From Shep

# data[].attributes.headline
Retelling With Yarn, Beginning Middle and End

# data[].attributes.subject
Retelling With Yarn, Beginning Middle and End

# data[].attributes.body
Limericks

# data[].attributes.body
From Ellerson

# data[].attributes.body
From Ellerson

# data[].attributes.body
From Ellerson

# data[].attributes.body
From Ellerson

# data[].attributes.body
From Ellerson

# data[].attributes.body
From Shep

# data[].attributes.body
From Ellerson

# data[].attributes.headline
Summarizing Hokey Pokey & Graphic Organizers

# data[].attributes.subject
Summarizing Hokey Pokey & Graphic Organizers

# data[].attributes.body
From Shep

# data[].attributes.body
From Shep

# data[].attributes.body
From Shep

# data[].attributes.body
From Shep

# data[].attributes.attachment_link.readable_text
Our principal has really been encouraging us to add more writing into our daily lesson plans. "They should be writing all day long" he tells us. The research is there to back him up.

I bumped into this I
Roll and Retell page from Fun In First on printed and laminated four copies of the Roll and Retell page to hand out to each of my four table groups. Pinterest awhile back and finally figured out how to add it to our learning day.

After a round of Daily 5 I handed them out. I also gave each table one die. Each student at the table took turns rolling the die and then answering the question based on the number they rolled. They each used the individual book they were reading to answer the questions. I felt like it would be a great advertisement for new books for each child to read when they were done with the one they were working on. I also knew it would be great oral practice BEFORE they started writing.

Once they had a chance to talk about what they were going to write, I set the timer for 5 minutes and let them write. Then we shared our responses.

Here are a few of their responses.

I had so much success with this activity with my students, that I created versions that cover the standards for
2nd, 3rd and 4th grades.

What have you tried in your classroom lately? Link up with
Dr. Susan Hall, literacy leader and founder of 95 Percent Group, mentions this Roll and Retell Activity as a Reading Comprehension Game that Students Will Want to Play Over and Over! Check it out for the other ideas there as well!

Fourth Grade Flipper for Tried It Tuesday and share!

This post contains affiliate links. I earn a small commission each time someone makes a purchase using one of my links, which helps to support the blog. All opinions are my own and I only promote brands and products that I have used myself and truly love.

I would love to hear from you! ❤️

# data[].attributes.attachment_link.title
Roll and Retell - Building Summarizing, Communication, and Writing Skills

# data[].attributes.attachment_link.description
Our principal has really been encouraging us to add more writing into our daily lesson plans. "They should be writing all day long" he tells us. The research is there to back him up.

# data[].attributes.attachment_link.title
Fluffy Prize - Movie Clip from Despicable Me

# data[].attributes.attachment_link.description
When Gru finds out that a circus game is rigged, he uses his own weapon to shoot down the target and win the prize.

# data[].attributes.body
This was made with my class. The goal is for the students to complete this task independently by the end of the year.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
All lessons from the book, "The Reading Strategies Book" by Jennifer Serravallo

# data[].attributes.body
A Strategy for summarizing

# data[].attributes.attachment_link.description
This segment focuses on addressing the issue that many students face when put to the task of summarization: how to summarize in their own words and not simply quote the author. Using the key words found within a non-fiction text, the teacher models for students how to write a text summary in their own words.

# data[].attributes.attachment_link.provider_name
The Teacher Studio: Learning, Thinking, Creating

# data[].attributes.attachment_link.readable_text
If you teach "summarizing" in your classroom, you know that it is a REALLY tricky skill. Students often struggle to know what the most important details are...sometimes write down every single thing that happens...and usually miss that "heart of the story" piece. Because it is one of our assessed skills all year, I knew I wanted to do a better job modeling and scaffolding for my class this year.

To get started, we talked about summarizing, how it differs from retelling (which is oral and detailed), and how it not only has to capture the key elements of the story, but also that "theme" or big idea the author wants you to carry with you. That's pretty complicated stuff!

I took some time and wrote 5 sample summaries for our most recent read aloud, Shredderman. I asked the students to work in pairs to read them, discuss them, and then decide if they were "oh no!", "decent" or "wahoo!". They had some great discussions...

...then we came back and each group placed their summaries where they felt they belonged. We had a LOT of variation! We read each one aloud and talked about the strengths and shortcomings of each (ex. One was well written and many students gave it a "wahoo!" until I pointed out that it was an OPINION piece, not a summary!), and I think it set us up well for tomorrow's lesson where we are going to try to write our own summaries on some simplistic short texts. Stay tuned!

I just had my students type their summaries...but I LOVE using my "Pausing Points" to get students writing about text. I love that I can use them all year--with read alouds, picture books, book clubs, and even independent reading. We use standards-based grading, so I am always looking for ways to collect data to help me understand how deeply students are understanding what we read. Interested in seeing some of these? Just CLICK the image below.

Rather pin this for later? Here you go!

# data[].attributes.attachment_link.description
Reading and writing about diferent types of texts are key parts of most upper elementary literacy classrooms. Learning to summarize and write about deep thinking need to be modeled and taught. These prompts allow you to get students thinking and writing about characters, theme, events, and even nonfiction texts--whether it be from read alouds, picture books, independent reading, or book clubs.

# data[].attributes.attachment_link.readable_text
How should we study and teach Shakespeare's plays? From the earliest days of my career, this question has echoed in my mind. Yet despite my drama certification, I allowed myself to be influenced by prevailing pedagogy and for years eschewed what I knew in my heart, soul, and mind: Plays are meant to be performed. This is how actors study a play, by blocking and close oral reading of lines.

Not until I studied with the Folger Shakespeare library did I return to my roots. Thus, this unit showcases my pedagogical philosophy that performance pedagogy represents best practices for teaching Shakespeare in ELA classrooms.

A note on the text: I use the Folger Shakespeare Library edition of The Taming of the Shrew; consequently, all textual references correspond to that text. It's available online as a digital edition (free) from the Folger Shakespeare Library.
Lesson 14 of The Taming of the Shrew.
In this lesson I introduced students to two Shakespearean scholars via interviews I conducted with them at The Folger Shakespeare Library.

Introduce the scholars and give some background.

Introduce GIST summary and distribute the handout.

Play the interviews and complete GIST sentence composing.

Complete the GIST summary.

Introduce "Doubling Chart" activity.

Begin completing a doubling chart (which will be completed as homework).

A note on the term unmasked: Think about the text as a play to be performed on the stage. Actors wear costumes. In ancient Greece, playwrights such as Euripides wrote plays that were staged with actors who literally wore masks, generally w/ a type of megaphone that allowed their voices to be projected so that the audience could hear them. The idea of masking also appears in poetry, such as the Paul Lawrence Dunbar poem "We Wear the Mask," the theme of which is we all hide our true selves at times. That raises the question: Is the Kate we see at the beginning of the play really the true Kate? or put another way, "Is the Kate we see at the end of the play the true Kate?"

# data[].attributes.attachment_link.description
How should we study and teach Shakespeare's plays? From the earliest days of my career, this question has echoed in my mind. Yet despite my drama certification, I allowed myself to be influenced by prevailing pedagogy and for years eschewed what I knew in my heart, soul, and mind: Plays are meant to be performed.

# data[].attributes.attachment_link.readable_text
Summarizing is one of those skills that may seem very easy to a teacher but can be difficult for students who have not been properly taught how to summarize. For many years I did not even teach my seventh and eighth grade students how to summarize. I would just ask them to summarize texts and then get mad at them when they failed to produce quality summaries. I was wrong in doing this. Now I always teach my students how to write summaries.

Writing a good summary is not as easy as it may appear. It actually requires quite a bit of finesse. First the student must read and comprehend the text. This may involve unpacking lengthy sentences and decoding challenging vocabulary. Then they must identify main ideas and key points, which means that they must have a good enough understanding of the text to distinguish between essential and nonessential information. Finally they must express this information in their own words. This means that summarizing a text requires both comprehension and expression skills.

Additionally, as per the Common Core State Standards, summaries should not contain opinions, background knowledge, or personal information; rather, a summary should be entirely text based. After years of learning to make connections between the text and themselves, students must be retrained to keep themselves out of their writing in regards to summaries. Teaching this skill surely warrants some of your class time.

Here are some resources that I used in my classroom to teach my students how to summarize. I hope that you find this page useful:

Summarizing Lesson - Here is an animated PowerPoint slideshow teaching students how to summarize. It includes definitions, example paragraphs, and a simple review activity using nursery rhymes.
Summarizing Lesson PowerPoint

Summary and Main Idea Worksheet 1 - Students will read four nonfiction paragraphs about trains. They will highlight or underline important information in each passage, write a title for the passage related to its main idea, and create a summary.
Summary and Main Idea Worksheet 1 RTF
Summary and Main Idea Worksheet 1 PDF
Summary and Main Idea Worksheets 1 Preview
View Answers

Summary and Main Idea Worksheet 2 - My students loved reading these four nonfiction passages about ninjas and I hope yours do too. This worksheet will give students practice identifying main ideas and writing summaries.
Summary and Main Idea Worksheet 2 RTF
Summary and Main Idea Worksheet 2 PDF
Summary and Main Idea Worksheet 2 Preview
View Answers

Summary Worksheet 3 - Students read a long passage about the lost colony of Roanoke, highlight or underline important information, and summarize each paragraph.
Summary Worksheet 3 RTF
Summary Worksheet 3 PDF
Summary Worksheet 3 Preview
View Answers

Summarizing Practice - Here is a PowerPoint slideshow with four practice passages. We read each passage twice as a class, and then I give students time to create summaries. We then share and discuss our answers. This is a great way to practice as a group.
Summarizing Practice PPT

Summarizing Review 1 - In this PowerPoint slideshow I review student responses to the summarizing practice activity. We discuss the responses as a class before I reveal my estimations of each response. I suggest you substitute my students' responses for yours, but you can use mine too if you want.
Summarizing Review 1 PPT

Summarizing Review 2 - Here's another PowerPoint slideshow that I use to help my students better understand how to create summaries. This summary is connected to summary and main idea worksheet 2. We look at good examples of summaries and some examples that need improvements. Again, it might prove more helpful to switch my students responses with yours, but this can still serve a purpose as is.
Summarizing Review 2 PPT

Summarizing Test - Evaluate your students ability to summarize with this test. Students read a long passage about Johannes Gutenberg, highlight important information in the text, summarize each paragraph, answer multiple choice questions, and create extended responses.
Summarizing Test RTF
Summarizing Test PDF
Summarizing Test Preview

Common Core State Standards Related to Summarizing

CCSS.ELA-Literacy.CCRA.R.2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Expand to View All Common Core State Standards Related to Summarizing

CCSS.ELA-Literacy.RL.K.2 - With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS.ELA-Literacy.RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-Literacy.RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.5.2 - Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-Literacy.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-Literacy.RL.7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.K.2 - With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.1.2 - Identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.2.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

CCSS.ELA-Literacy.RI.3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-Literacy.RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.6.2 - Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-Literacy.RI.7.2 - Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.9-10.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.11-12.2 - Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Looking for Something Else?
Main Idea Worksheets
Reading Comprehension Worksheets
Text Structure Worksheets
Story Structure Worksheets
All Reading Worksheets

# data[].attributes.attachment_link.title
Summarizing Worksheets - Learn to Summarize | Ereading Worksheets

# data[].attributes.attachment_link.description
Summarizing is one of those skills that may seem very easy to a teacher but can be difficult for students who have not been properly taught how to summarize. For many years I did not even teach my seventh and eighth grade students how to summarize.

# data[].attributes.attachment_link.title
Summarizing: Advice & Tips for Teachers (Grades 1-6)

# data[].attributes.attachment_link.description
Summarizing is more than retelling; it involves analyzing information, distinguishing important from unimportant elements and translating large chunks of information into a few short cohesive sentences. This article outlines how the act of summarizing can be used in your classroom. New teachers will find this resource particularly valuable.

# data[].attributes.attachment_link.readable_text
Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.

# data[].attributes.attachment_link.description
Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost every content area.

# data[].attributes.body
from a 2nd Grade Classroom

# data[].attributes.attachment_link.description
Check out 'Into the Book,' an elementary reading comprehension resource with student and teacher resources.