7/27/2019 Summarize Central Ideas
1/13
COMMON CORE: LiteracyLessons
for
Social
Studies
Educators
ReadingStandard2. SUMMARIZECENTRALIDEAS
ReadingStandards:Gr.68 ReadingStandard:Gr.910 ReadingStandard:Gr.1112
2. SUMMARIZE CENTRAL IDEASDetermine the central ideas orinformation from a primary or secondarysource; provide an accurate summary ofthe source, distinct from prior knowledgeor opinions.
Determine the central ideas orinformation from a primary or secondarysource; provide an accurate summaryof how key events or ideas developed
over the course of the text.
Determine the central ideas orinformation from a primary or secondarysource; provide an accurate summarythat makes clear the relationships
among the key details and ideas.
Overview: Understandingthetopicofatextualpassage,thegist,orthecentralidea(s)ofatextbook
chapter,anarticle,orprimarysourceisasophisticatedreadingtask.Beingabletodrawconclusions,
evaluate,andcriticallyinterprettextisimportantforoverallcomprehensioninreading.Textbook
chapters,articles,andevenindividualparagraphsallhavemain(central)ideas.Thetopicofatextisthe
broad,generaltheme.Itiswhatsomecallthesubject.Themain(central)ideaisthe"keyconcept"
beingexpressedorthemessage.Details,whethermajorandminor,supportthecentralideabytelling
how,what,when,where,why,andhow.Locatingthemainideaandsupportingdetailshelpsastudent
understandthepoint(s)thewriterisattemptingtoexpress.
LessonIdeas:
1. Aparagraphisagroupofsentencesrelatedtoaparticulartopic. Everyparagraphhasakeyconcept
ormainidea.Themainideaisthemostimportantpieceofinformationtheauthorwantsyoutoknow
abouttheconceptofthatparagraph. Awriterwillstatehis/hermainideaexplicitlysomewhereinthe
paragraph.Thatmainideamaybestatedatthebeginningoftheparagraph,inthemiddle,orattheend.
Thesentence
in
which
the
main
idea
is
stated
is
the
topic
sentence
of
that
paragraph.
Read
one
paragraphfromthestudenttextbookorprimarysource. UsingtheThink,Pair,Sharestrategy,ask
students,workingindividually,theninpairs,tounderlinewithahighlighterthestatementorphrase
whichstudentsbelievetobethetopicsentenceexpressingthecentralideaoftheentireparagraph.Ask
studentpairstosharewiththeclasstheirfindings.Doeseverypairagree?Whyorwhynot?Dostudents
see patterns used by one author? (For example is the topic sentence always found at the beginning of
7/27/2019 Summarize Central Ideas
2/13
studentstosummarizethemainideasofeachindividualparagraphofatext,intheirownwordsin20
wordsorless.Allowstudentstoworkinpairs,ifdesired,discussinghowbesttosummarizethe
informationinashort20wordorlessstatement.UsetheGISTtemplatetochartouttheentire
textbook
section
or
multi
paragraph
primary
source.
3. Teachingstudentsstructuredapproachestonotetakingofvitalinformationfromprimaryor
secondarysourcesisanexcellenttoolforbothlearningthecontent,aswellassummarizingcentralideas
necessaryforcomplexreadingcomprehension. TheCornell(twocolumn)notetakingstrategyisthe
mostwellresearchedandcommonlyusedstrategyinsecondaryandcollegeclassrooms.Itcanbe
adaptedandusedeffectivelyforstudentsofallages.
4.To
support
an
active
level
in
reading
and
summarizing
text
involving
the
pairing
of
good
readers
with
strugglingreaders,usethehighlystructuredSixStepPairedReadingandNoteTakingstrategywhich
encouragesstudentstointeractwithtextastheyofferbriefsummarizationsofchunkedtextual
passagesinaverynonthreateningenvironment.
5.Teachstudentshowtocreateformaloutlinesoftheirsummariesfromtextualreading(notes)asa
methodtovisuallyseethestructureoftheauthorsmainideasandsupportingdetails(evidence,facts,
reasoning,
examples,
etc.)
Most
textbooks
and
secondary
sources
are
written
with
the
first
or
last
sentenceofeachparagraphbeingthetopicsentence.Identifyingthesetopicsentencesfirstwillhelp
guidetheconstructionaformaloutline. FollowupbydevelopingaformaloutlineforthearticleEffects
oftheDeclarationofIndependenceinordertomodeltheoutliningprocess.(Tip:Formaloutlineswhich
requirestudentstowritecompletesentencesaremoreeffectiveasareadingcomprehensionstrategy
becauseitrequiresadeeperthoughtprocessasstudentsrestatethecentralideasintheirownwords
andcompletethoughts.)
6.TheCentralIdeaConceptMapisvisualstrategyeffectiveforgraphicallyorganizingtherelationships
ofkeydetailstocentralideas.Usethisgraphicorganizertodemonstratehowshort,summary
statementscanbedevelopedoverthecourseofatextualreading.Usethegraphicorganizerto
trace/discussthedevelopmentofanauthorsideathroughouttheentiretextualpassage. Forexample,
usingtheCentralIdeaConceptMap,tracetheideaofthegloballegacyofAmericanidealsthrough
selectedportionsofthearticle,EffectsoftheDeclarationofIndependence.
7/27/2019 Summarize Central Ideas
3/13
INCONGRESS,JULY4,1776
Theunanimous
Declaration
of
the
thirteen
united
States
of
America
(Paragraph1.)WhenintheCourseofhumaneventsitbecomesnecessaryforonepeopletodissolvethepoliticalbandswhichhaveconnectedthemwithanotherandtoassumeamongthepowersofthe
earth,theseparateandequalstationtowhichtheLawsofNatureandofNature'sGodentitlethem,a
decentrespecttotheopinionsofmankindrequiresthattheyshoulddeclarethecauseswhichimpel
themtotheseparation.
(Paragraph2.)Weholdthesetruthstobeselfevident,thatallmenarecreatedequal,thattheyareendowedbytheirCreatorwithcertainunalienableRights,thatamongtheseareLife,Libertyandthe
pursuitofHappiness.Thattosecuretheserights,GovernmentsareinstitutedamongMen,deriving
theirjustpowersfromtheconsentofthegoverned,ThatwheneveranyFormofGovernment
becomesdestructiveoftheseends,itistheRightofthePeopletoalterortoabolishit,andtoinstitute
newGovernment,layingitsfoundationonsuchprinciplesandorganizingitspowersinsuchform,asto
themshallseemmostlikelytoeffecttheirSafetyandHappiness.
(Paragraph3.)Prudence,indeed,willdictatethatGovernmentslongestablishedshouldnotbechangedforlightandtransientcauses;andaccordinglyallexperiencehathshewnthatmankindaremore
disposedtosuffer,whileevilsaresufferablethantorightthemselvesbyabolishingtheformstowhich
theyareaccustomed.Butwhenalongtrainofabusesandusurpations,pursuinginvariablythesame
ObjectevincesadesigntoreducethemunderabsoluteDespotism,itistheirright,itistheirduty,to
throwoffsuchGovernment,andtoprovidenewGuardsfortheirfuturesecurity.Suchhasbeenthe
patientsufferance
of
these
Colonies;
and
such
is
now
the
necessity
which
constrains
them
to
alter
their
formerSystemsofGovernment.
(Paragraph4.)ThehistoryofthepresentKingofGreatBritainisahistoryofrepeatedinjuriesandusurpations,allhavingindirectobjecttheestablishmentofanabsoluteTyrannyovertheseStates.To
provethis,letFactsbesubmittedtoacandidworld.
Line4.1HehasrefusedhisAssenttoLaws,themostwholesomeandnecessaryforthepublicgood.Line4.2HehasforbiddenhisGovernorstopassLawsofimmediateandpressingimportanceLine4.3HehasdissolvedRepresentativeHousesrepeatedly,foropposingwithmanlyfirmnesshisinvasionsontherightsofthepeople
7/27/2019 Summarize Central Ideas
4/13
Line4.8ForimposingTaxesonuswithoutourConsentLine
4.9
For
depriving
us
in
many
cases,
of
the
benefit
of
Trial
by
Jury
Line4.10Hehasplunderedourseas,ravagedourcoasts,burntourtowns,anddestroyedthelivesofourpeople
Line4.11Hehasexciteddomesticinsurrectionsamongstus,andhasendeavouredtobringontheinhabitantsofourfrontiers,themercilessIndianSavages
Line4.12
In
every
stage
of
these
Oppressions
We
have
Petitioned
for
Redress
in
the
most
humble
terms:
OurrepeatedPetitionshavebeenansweredonlybyrepeatedinjury
(Paragraph5.)We,therefore,theRepresentativesoftheunitedStatesofAmerica,inGeneralCongress,Assembled,appealingtotheSupremeJudgeoftheworldfortherectitudeofourintentions,do,inthe
Name,andbyAuthorityofthegoodPeopleoftheseColonies,solemnlypublishanddeclare,Thatthese
unitedColoniesare,andofRightoughttobeFreeandIndependentStates,thattheyareAbsolvedfrom
allAllegiancetotheBritishCrown,andthatallpoliticalconnectionbetweenthemandtheStateofGreat
Britain,isandoughttobetotallydissolved;andthatasFreeandIndependentStates,theyhavefull
PowertolevyWar,concludePeace,contractAlliances,establishCommerce,andtodoallotherActsand
ThingswhichIndependentStatesmayofrightdo.AndforthesupportofthisDeclaration,withafirm
relianceontheprotectionofDivineProvidence,wemutuallypledgetoeachotherourLives,our
Fortunes,andoursacredHonor.
NewHampshire:JosiahBartlett,WilliamWhipple,MatthewThornton
Massachusetts:JohnHancock,SamuelAdams,JohnAdams,RobertTreatPaine,ElbridgeGerry
RhodeIsland:StephenHopkins,WilliamEllery
Connecticut:RogerSherman,SamuelHuntington,WilliamWilliams,OliverWolcott
NewYork:WilliamFloyd,PhilipLivingston,FrancisLewis,LewisMorris
NewJersey:RichardStockton,JohnWitherspoon,FrancisHopkinson,JohnHart,AbrahamClark
Pennsylvania:Robert
Morris,
Benjamin
Rush,
Benjamin
Franklin,
John
Morton,
George
Clymer,
James
Smith,GeorgeTaylor,JamesWilson,GeorgeRoss
Delaware:CaesarRodney,GeorgeRead,ThomasMcKean
Maryland:SamuelChase,WilliamPaca,ThomasStone,CharlesCarrollofCarrollton
Virginia:GeorgeWythe,RichardHenryLee,ThomasJefferson,BenjaminHarrison,ThomasNelson,Jr.,
Francis Lightfoot Lee Carter Braxton
7/27/2019 Summarize Central Ideas
5/13
Think, pair, share
Overview:
This strategy allows students to individually evaluate information prior to sharing theirdiscoveries with fellow members of the class. The process becomes one which moves
from quiet contemplation to class debates over the varying perspectives of class members
toward the same set of data. Students will have time to think before having to share their
ideas and eventually all students will have the opportunity to rehearse in pairs beforetalking to the whole group.
Materials:
Data to examine, charts, photos, short readings, etc.
Paper and pencil or chart paper and markers
Procedure:
1. Students are given a topic or a question and are given time to individually reflect
on the topic or question and write down their responses.
2. Students are then asked to share their responses with one partner. This couldinvolve putting their response together to form a shared response.
3. Students could then share their responses to the whole class.
7/27/2019 Summarize Central Ideas
6/13
GIST
The ability to distill a lengthy paragraph, passage, or article into itsessential ideas is the mark of a proficient reader in any content area.
Moreover, writing a summary enhances students' reading comprehension. Yet,writing a coherent summary is more difficult than one might assume. It is far
more complex than simply copying a text passage verbatim into a notebook.Rather a coherent summary requires a student to select key information by
deciding what to leave out, what to include, and how best to organize this
information in a memorable fashion. Learning to write summaries in a content classroom can best beaccomplished through a carefully guided sequence of instruction like the one that follows. A number
of strategies for teaching students to summarize text effectively have been developed and explored. Astrategy called GIST (which denotes "generating interactions between schemata and text,") can
effectively improve students' reading comprehension and summary writing.
Procedure:
1. (Modeling) Select a short passage in a chapter that has an important main idea. A passage of three to
five paragraphs is ideal. These paragraphs should be typed on an overhead transparency.
Place the transparency on the overhead and display only the first paragraph (cover the otherparagraphs). Put 20 blanks on the chalkboard. Have students read the paragraph and instruct them to
write a 20 word (or less' summary in their own words.
2. As a class, have students generate a composite summary on the board in 20 or fewer words. Theirindividual summaries will function as guides for this process.
3. Reveal the next paragraph of the text and have students generate a summary statement of 20 or
fewer words that encompasses both of the first two paragraphs.
4. Continue this procedure paragraph by paragraph until students have produced a gist statement forthe entire passage under consideration. In time, they will be able to generate gist statements across
paragraphs without the intermediate steps. By restricting the length of students' GIST summaries, the
teacher compels the students to use the three major strategies necessary for comprehension andretention of key ideas in any text. They must delete trivial information, select key ideas, and generalize
in their own words. Thus, GIST produces dual benefits by advancing students reading comprehension
and writing fluency.
5. After modeling, the teacher can assign students to work either individually or in groups to create
GIST statements, summarizing a few paragraphs or an entire reading. IF student groups compose GIST
statements, the teacher might wish to display their results and conduct a class discussion evaluatingtheir strengths and weaknesses in including major, pertinent elements of the reading.
7/27/2019 Summarize Central Ideas
7/13
7/27/2019 Summarize Central Ideas
8/13
7/27/2019 Summarize Central Ideas
9/13
7/27/2019 Summarize Central Ideas
10/13
Formal Outlines
Summarizing information takes a more rigid in a formal outline. The formaloutline actually VISUALLY displays the relationships among ideas in an orderlyfashion. A formal outline can be a topic outline (incomplete thoughts andpassages or key words) or a sentence outline. (Using a sentence outline format is
a stronger instructional strategy to reinforce reading comprehension in the content areas!)
Formal Outline PatternTopic : ___________________________________________________I. First main (central) idea
A. First subdivision of the main (central) idea
1. First fact, example, or reason used to support the main (central idea)a. One additional supporting detailb. Second additional supporting detail
2. Second fact, example, or reason used to support the main (central idea)a. One additional supporting detailb. Second additional supporting detail
B. Second subdivision of the main (central) idea
1. First fact, example, or reason used to support the main (central idea)a. One additional supporting detailb. Second additional supporting detail
2. Second fact, example, or reason used to support the main (central idea)a. One additional supporting detail
b. Second additional supporting detail
II. Second main (central) idea
A. First subdivision of the main (central) idea
1. First fact, example, or reason used to support the main (central idea)a. One additional supporting detailb. Second additional supporting detail
2. Second fact, example, or reason used to support the main (central idea)a. One additional supporting detailb. Second additional supporting detail
B. Second subdivision of the main (central) idea
7/27/2019 Summarize Central Ideas
11/13
SIXSTEPPAIREDNOTETAKING
STEPS: TIPS: Student
Responsibility:
Textbook:
1.READ Studentssilentlyreadsmallchunkoftext.(Teachercallstimeafter1minute.)
Independent OPEN
2.SUMMARIZE
Partner#1verballysummarizesallhe/sheremembersofimportancefromthechunkoftext. (Teachercallstimeafter 1minute.)
Partner#1
CLOSED
3.ADD Partner#2mayaccesstexttoverballyadd importantinformation
omitted
by
Partner#1.(Teachercallstimeafter 30seconds.)
Partner#2 OPEN
4.NOTE Individualstudentsjotdownallimportantinformationhe/sherecallsfromthechunkoftext.(Teachercallstimeafter
1
minute.)
Independent CLOSED
5.SHARE Partnerssharenotes,discussingcommonalities.(Teachercallstimeafter 1minute.)
Partners CLOSED
6.CHECK Partnersmayaccesstexttoidentifyanyremainingimportantinformationtheywishtoincludeintheirnotes.(Teacherallowsfortime,asneededbeforerepeatingtheprocessfornextchunkoftext.)
Partners OPEN
7/27/2019 Summarize Central Ideas
12/13
EffectsoftheDeclarationofIndependence
Where better to begin analyzing the impact of the United States than at the beginning,
with the Declaration of Independence? No document is as familiar to students or so
deeply entwined with what it means to be an American. The "self-evident truths" it
proclaimed to "life, liberty, and the pursuit of happiness" have guaranteed it a significant
place in our culture; a testament to the special qualities of our people. Little wonder,
then, that it stands as a cornerstone of Americans' sense of uniqueness.
In the latter half of the 18th
century, the Age of Reason, as it was called, was spreading
rapidly across Europe. Scientists and writers like John Locke were challenging the old
order. Newton's laws of gravity and motion described the world in terms of natural laws.
In the wake of political turmoil in England, Locke asserted the right of a people to
change a government that did not protect natural rights of life, liberty and property. In
America, intellectuals were reading these ideas as well.
However, it is the Declaration of Independence which remains the one document that
frequently served as the inspiration for most all other anti-imperial and anti-colonial
independence movements for over two centuries. The Declaration was quickly
translated into major languages and immediately sparked serious discussion in Europe
and Latin America about the legitimacy of empires. By 1826, fifty years after the
drafting, twenty nations already had declarations of independence modeled on it.
The great majority of the declarations of independence issued after 1776 made direct
reference to the American Declaration. For example, a great admirer of the American
Revolution, Francisco de Miranda, proclaimed on July 5, 1811, that the United
Provinces of Venezuela now stood "among the sovereign nations of the earth the rank
which the Supreme Being has assigned us" as "Free, Sovereign and Independent
States". Likewise, the Texas Declaration of Independence of 1836 affirmed the
necessity of "severing our political connection with the Mexican people, and assuming
an independent attitude among the peoples of the earth. Similarly, The Declaration of
Sentiments, 1948, mirroring both the language and ideals as claimed in the American
Declaration, was the first summary of the complaints and agenda of what has become
known as the womans rights movement
7/27/2019 Summarize Central Ideas
13/13
CentralIdeaSummary:
ParagraphTopicSentence: ParagraphTopicSentence:ParagraphTopicSentence:ParagraphTopicSentence:
Summarizedetailssupportingtopicsentence:
Summarizedetailssupportingtopicsentence:
Summarizedetailssupportingtopicsentence:
Summarizedetailssupportingtopicsentence: