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The ABCS of Reading
Transcript of The ABCS of Reading
The ABCS will help you remember what to include.
ccessing prior knowledge
Help students draw upon what they already know about the topic to be studied
Teachers preview the text and select important vocabulary words and present them to students prior to reading
Students understand the literal meaning of the text and can also infer meaning from what is not written
ummarizing and Starting new ideas
(see next page)
ABCS of Reading
A strategy to help you plan for the S in the ABCS of Reading
(adapted from Billmeyer 2006)
Here are some ideas for using the Group Summarizing strategy in your IE Time
Summarizing and Starting New Ideas
Students are asked to find main ideas in a text. When learning to do this, the teacher will need to help students determine what is important in the text.
Starting New Ideas
When appropriate, students are also given a task to react to the text personally. They can think about what they have read and what that new knowledge means to them. For example, students could relate the text to an experience they had or they could share an opinion of an idea found in the text.
The ABCS of Reading
for teaching reading.
1) Read the text yourself
2) Choose 2-4 important categories that you want students to learn about as they read
3) List the ideas on a class chart
4) Students read the text alone or with a partner
5) Along with class discussion, students write ideas on the chart in the appropriate category
6) As a class write a summary of at least one of the categories in order to model how to write a summary
7) Students write their own summaries of the remaining categories and share them with the class
Use this strategy on the same day each week. Students will become proficient with the strategy when used consistently but too much use may lead to lack of engagement.
Find texts that can be connected over several weeks. Summarize the information each week and also show how they connect as a whole. See examples below:
Find texts on major events in American History. Use Group Summarizing each week and also build a timeline in your classroom so students can place the events on a timeline and see how each event relates to the others.
Find texts on different parts in the body. Use Group Summarizing each week and also display a drawing of a human body and add the organ you read about each week to the drawing.
How about you? Can you share a way you could incorporate this strategy into your IE Time?
A scripted lesson plan for teaching summarizing
(includes ideas for scaffolding and adaptations)
More lessons and student sheets for summarizing
This website is full of reading resources
Not a good summary
Bees pollinate. They guard the hive. They dance. They collect nectar."
Honeybees pollinate flowers when they are collecting nectar. They use the nectar to make honey. They also build honeycomb. Different honeybees have different jobs.
guard the hive
queen lays eggs
put up the hives
put hives by orchards
take out frames
put frames in machine
wear clothes that protect
Beekeepers put up a hive. They pump smoke and wear clothes that protect them when they are taking out the frames from the hives. The frames go into machines that separate the honey from the beeswax. Beekeepers then sell the honey and wax.
Further Resources for Summarizing and Reading
Why Teach Summarizing?
We know high schools and colleges are seeing students plagiarize.
If we teach elementary students how to summarize, we will hopefully combat cheating in higher education.
As early as first or second grade, students need to know that the word for stealing another’s words and ideas is plagiarism, and it’s wrong (Mitchell 2007).
Common Core Standards for Reading include the following for 2nd grade:
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text (Wisconsin Department of Public Instruction 2011).
Have You Been Listening?
What should the teacher do to prepare for the Group Summarizing strategy?
What errors should teachers look for when students are summarizing?
Billmeyer, R. (2006).
Strategies to engage the mind of the learner: Building
(2nd ed.). Omaha, NE: Rachel & Associates, Inc.
Florida Center for Reading Research. (2007).
Student center activities:
. Retrieved from http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_4.pdf
Mitchell, S. (2007).
Penguins and plagiarism: Stemming the tide of
plagiarism in elementary school
Library Media Connection
, 25(7), 47.
Wisconsin Department of Public Instruction. (2011).
Common core state
standards for English language arts
. Retrieved from http://standards.dpi.wi.gov/files/commoncore/pdf/ela-stds-app-a- revision.pdf