A synopsis has the same purpose as an abstract. It helps readers determine if they wish to read the longer version. The difference between an abstract and a synopsis is the type of writing it summarizes.
An abstract is a summary of a book. You will find these when you look at the back of books or visit online bookstores. A synopsis not only conveys the content of the book but makes it sound intriguing so readers will want to select the book to read. Summarizing Strategies blog post contains definitions and activities on six different strategies for summarizing including:.
Using Animated Shorts to Teach Summarizing — Free printables help students evaluate the animated short. Inverted Pyramid Story — This post includes four nonfiction text printables for students to find the main points Who? Caboose Designs. Teaching in the Tongass. Sarah Pecorino Illustration. Made with by Graphene Themes. Toggle navigation Book Units Teacher. Retell In kindergarten and first grades, students ask and answer questions about stories they listen to.
Recount Beginning in second grade the terminology Common Core uses changes. Summarizing After students learn to retell and recount, they learn to summarize. A good summary would include: identifying the original text combining details to make conclusions presenting the information Note that summarizing is not paraphrasing.
Summarizing includes three steps: determining important or main ideas rejecting minor details substituting details by one or two sentences Types of summaries depend on the content and audience. Types of Summaries This anchor chart provides bullet points on six different types of summaries upper elementary students may come across.
Thank you so much for sharing! Comments have been disabled. Search Search for:. It seemed so simple to me yet it was so difficult for them. When I scaffolded my instruction, students were able to develop these prerequisite foundational skills.
Your students will be recounting, retelling, and summarizing with ease in no time! Retelling is orally telling all of the events in the beginning, middle, and end of a story. Retelling is the lowest order skill since it is oral while summarizing is the highest order skill because it requires students to determine the most important details in a story. I recommend ensuring students can orally recount before you progress to written recounting and summarizing.
Lessons for Scott Foresman Stories. Videos of Close Reading. Notice and Note: Strategies for Close Reading. Fountas and Pinnell Assessment. Homeroom Premium Support. Useful Links. Reading List. Recounting is always chronological and contextualized by the events being recounted. As students mature, recounting becomes more developed with explanations.
I am left to draw my own conclusions and please, advise me if there are resources I have overlooked. Retell implies an oral recapitulation of the narrative elements, probably best put in order but not necessarily; as we speak, we may correct our thoughts and provide for that correction in our speaking.
On the other hand, recount may be written or oral and requires a clearly sequenced ordering of narrative events. The recount has closure, perhaps evaluative or summative in nature, or as in following the admonishment of the standards, may address the message, lesson, or moral of the text. To what degree is research reflected in the grade level progressions? From my research into the difference between retelling and recounting, I would postulate that the progression is accurate; however, most teachers are not going to look as hard or as long as I did to discover the differences between the two.
Moreover, accepting that the progression is appropriate, why was paraphrase overlooked as an important prerequisite skill for either retellling or recounting. In reading the standards, we must remember that they are that—standards. They do not enumerate the learning objectives students must master in order to progress from kindergarten to graduation. As professionals, we must be vigilant in our own close reading, particularly noting shifts in diction iterated through grade level standards, and come to an understanding of what the changing diction implies about instruction.
We need become askers and answerers of our own wondering questions.
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