The Strategic Literacy Initiative Home | About SLI What's New Professional Development Publications & Presentations Resources for Teachers Evaluation & Assessment Related Research & Resources Contact Information: Ruth Schoenbach Co-Director (510) 302-4255 rschoen@wested.org Cyndy Greenleaf Co-Director (510) 302-4222 cgreenl@wested.org Jana Bouc Program Coordinator (510) 302-4245 jbouc@wested.org		Creating a Twenty-five Word Abstract Tim Tindol, Science Teacher Abraham Lincoln High School in San Francisco Purpose This activity was developed by Tim Tindol, a science teacher who wanted his students to use summarizing to better access the classroom texts. He also wanted his students to understand the concept of an abstract, a formal structured summary, as used in academic research papers. Although this activity was developed in science, it can apply to any content area. Tim repeats this application many times with different texts. In the beginning the activity takes several days, but as students practice and become more familiar with the process, it goes much more quickly. (The application is described very succinctly below, see the Scaffolding section that follows for ideas on how to break this into simpler chunks for introductory lessons.) Creating a 25-Word Abstract can be used as an introductory lesson for a new unit or as a way to prepare students for discussion of complex texts or current events. Materials An expository piece of text such as an article or passage that is about 500 words, and at a challenging but not difficult reading level (e.g.: a newspaper article on a subject that the class has been studying). Tim uses science articles from the San Francisco Chronicle, which he finds to be high quality and accessible. notebooks, pencils or pens highlighters poster paper and markers.   Process Before the lesson, carefully read the article and highlight those points that are essential to a summary, and those that may be new vocabulary for students. Create rosters for heterogeneous groups of four.   Pass out the passage to read. Ask students to highlight in one color what they think are the main ideas of the article, and to highlight with a second color words or terms which they do not know. Explain that they will use this later in a group activity The highlighted ideas are their entry ticket to participate in the activity. (This step may be assigned for homework the day before.) Assign students to heterogeneous groups. Check to see that student work is completed before allowing groups to begin. Provide a separate space for students who have not completed the assignment to complete the work before they join their assigned group. Vocabulary: Ask students to listen in their groups while members take turns sharing terms that they selected to highlight. They begin by clarifying vocabulary, using each other’s thinking and whatever reference materials are available to them in the room. Groups move onto the next step at their own pace. (Initially this pace may be more controlled, see the scaffolding section below.) Main ideas: Ask small groups to discuss similarities and differences in their choices of main ideas, as well as how they chose what things to highlight. Once all students have had a chance to share, prompt the groups to reach a consensus about which things are the essential key points. They can take notes by underlining things that others selected that are different from their own. Ask students to complete a twenty-five word abstract (summary) of the passage that includes the ideas selected by their group. Each student constructs one abstract. Ask students to listen in their groups while members take turns sharing their abstracts. They can take notes on things that are different from their own. Ask groups to discuss similarities and differences in their abstracts. Ask groups to create a collaborative abstract of no more than 25 words. Explain that groups will be rating the abstracts based on a clear, complete and succinct statement of the main idea. Provide time for groups to complete their abstracts and create a final copy version on poster paper to post in the classroom. Students can write their names on the back of the posters to protect their anonymity for the next phase, which is rating the abstracts. Post the abstracts. Provide time for groups to read the abstracts posted in the room. Ask groups to rate the abstracts as either good, better, or best based on these criteria: clear, complete and succinct statement of the main idea. Have them create a written rationale for their ratings which they will turn in to you. Ask groups to share out their ratings and explain their rationales. Clarify as the discussion unfolds what features of an abstract generate a clear concise summary for a reader.     This information can be found at http://www.wested.org /stratlit/ideas/twentyfiveword.shtml Last modified March 16, 2001 ©2008 WestEd® || (415) 565-3000 || www.WestEd.org All rights reserved. No portion may be reproduced without permission of WestEd.