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• Gist summaries are those in which students use sentences to summarize information found in text.

• According to research, Bean and Steenwyk (1984) found this strategy to be effective in increasing reading comprehension with general education sixth graders who read isolated expository paragraphs.

• A similar approach was used as part of a multicomponent, peer-mediated instructional package developed by Simmons, Fuchs, Fuchs, Hodge, and Mathes (1994) in which students with low achievement, average achievement, and learning disabilities in Grades 2 through 5 created gist summaries of main ideas in single paragraphs.

• It requires readers to write a tight, concise, and accurate summary that condense the important information in an efficient manner allowing student to convey what is important and to state it in their own words.

• By stripping away the redundant and extraneous examples, focusing on the heart of the matter, seeking key words and phrases that manage to capture the gist, and saving the main ideas and crucial details that support them student develops strong summarization skills.

• Through this strategy, student can improve comprehension of the reading because this strategy helps student learn how to summarize by identifying the key elements that encompass the GIST list which will be used as reference when constructing the 20 word summary.

Introduction• The ability to write accurately and efficiently

for the purpose of reporting information is a gateway skill for other types of writing, particularly research reports and persuasive essays.

• All students benefit from strategy instruction. • Students should learn one or two strategies to

allow for transfer.• Students need to learn a reading strategy out

of context of the content area in order to effectively assimilate the strategy.

• After modeling my thinking process for the first section of the reading passage, student reads following passage silently.

• Student and I fill out the 5Ws and H of the GIST graphic organizer to collaboratively develop a 20 word summary of the second section.

• I check for understanding by asking the student to think out loud as she builds a concise and condensed summary.• I extend student’s learning by asking student to explain what is the relationship between the different section in

the GIST organizer? And why she is thinking that?• I correct misunderstanding and errors by assessing the degree to which her responses stray from the responses

I’ve developed. • Student practices the GIST graphic organizer independently of teacher as I move the responsibility onto student.• As student practices the strategy by following the same steps I modeled, I ask the student to try tracking and self-

assessing herself by reviewing the elements of a summary.• I remind the student that she should be prepared to discuss and explain how she came to create the GIST list and

the 20 word GIST as well as how she went about analyzing the process in between, that the first is used as a reference for the latter.

• Student evaluates her work by reflecting on her developed GIST organizer.• Student work is used as a form of assessment for both my reflection and hers as she thinks about what her work

means for her own learning.

Methods

Results

Conclusions

• I asked student to underline words or phrases that she thought were important and that she felt would be helpful in our creating a list of 20 key words.

• I realized her underlines were too lengthy and filled with unnecessary words.

• I asked students to pretend that she only had so much ink left in her pen, so rather than underline the whole sentence, just underline the key words and phrases that you want to underline with your scarce amount of ink.

• I modeled how to draw from the shortened and concise underlines for the creation of the 20 word GIST list.

• Although student grasped the broader skill of underlining important facts based on my previous lesson plan of distinguishing important v. interesting, she needed more instruction on concise underlining to help her generate 20 important words (not sentences).

• By evaluating student work, I concluded that she clearly understood the significance of concise underlining of key words and phrases; she had little trouble generating a list of 20 important words by using her marked up text as a reference.

Rosemarie MartensMarist College

Generating Interaction Between Text and Schemata

The Gist Strategy