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Putting the Pieces Together - Synthesizing

published on: 6/1/2009

Contributing Teacher(s): melissa englert,

Subject Area: Communication Arts/Reading/literature,

Grade Range: Lower Elementary (K-3)

Materials Needed:

The following books can be used for teacher modeling of the concept of synthesis (use what you have available in your library):

• Oliver Button Is a Sissy by Tommie dePaola
• Tea with Milk by Allen Say
• Smokey Night by Eve Bunting
• A Color of His Own by Leo Lionni
• The Alphabet Tree by Leo Lionni
• The Table Where the Rich People Sat by Byrd Baylor
• The Rag Coat by Lauren Mills
• Charlie Anderson by Barbara Abercrombie
• The Three Questions by Jon J. Muth
• A Boy Called Slow by Joseph Bruchac
• A Picture Book of Anne Frank by David Adler
• An Angel for Solomon Singer by Cynthia Rylant
• Guided Reading Books at each groups instructional reading level - use books available for your classroom that allow students to synthesize Independent Reading Books at each child's independent reading level - These should be one level below where you are instructing the students in guided reading groups

Objective: At the end of a six week study of the reading strategy synthesis, 100% of students will write phrases or sentences 80% of the time to show how their thinking changes from the beginning to the end of a book.

Essential Question:

Instructional Strategy: Generating and Testing Hypothesis

Process Standards: Goal 1.5 comprehend and evaluate written, visual and oral presentations and works

Content Standards: CA2,

G.L.E.:
CA - Re - 1 - H - 01
(Reading, Develop and apply skills and strategies to the reading process, Post-reading, Grade 1.)

Time Allowance: 20 minutes a Day Over a 6 Weeks Study

Technological Resources:

1. Smart Board
2. Computer
3. Virtual Puzzles:

   http://www.jigzone.com/

Extensions:
I have attached homework forms that I also use when my students are proficient at synthesizing. There is also a synthesis book review form that students can use. The student is to synthesize the book and tell why they would recommend it to a friend.

Integration:
You can use fiction, poetry, and autobiographies.

Differentiation:
To ensure that you are assessing a child's ability to synthesize, allow each child to work with a book at his or her individual independent reading level. That way, you are not assessing their reading ability.

Assessment:

Description: These components are used as part of a six-week study on the reading strategy, synthesizing. In the beginning, the teacher provides extensive modeling of her thinking while she synthesizes, before, during, and after reading a book. The process then moves into the guided reading format, where students practice their synthesizing skills in a small group setting using books at their instructional level. At the assessment level, students read books at their independent reading levels, and write to show how their synthesis of the book. This ensures that that one is not assessing the student's reading ability, but their synthesis of the material.

Comments:

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Classroom Component:

A unit of study on the comprehension strategy Synthesis should last about six weeks. Synthesis is when we combine new ideas with what we already know to get something new and different.

Please click here for the Homework Synthesizing worksheet

Start with extensive teacher modeling of synthesis. Choose books from the materials list, or select books that you can model comfortably about what synthesizing a book looks like. When I first introduce synthesizing, I have a "thinking balloon" cut-out that I hold near my head and I tell the students what I am thinking about while I read. I want them to know that what I am reading is different from what I am thinking, and that my thinking changes as the author reveals things to me in the book. At the end of the book, I hold up the "thinking balloon" cut-out again, and talk with the students about how my thinking has changed. After a few days of modeling with different books like this, I have the students try it using attachment Synthesis 5. We read the title and I have the students fill out the first "thinking balloon" to show what they are thinking before we read the book. We then put the paper away while I read the rest of the book to them. We practice this concept over several days. I then introduce attachment Synthesis 3. I model for them that when you read, it is like putting a puzzle together. The author gradually gives you puzzle pieces to add to you schema. You can model this by putting together a simple puzzle, either a real puzzle, or a virtual puzzle from the Internet using a Smart Board. It helps students to grasp how the details help you see the overall picture. Then have the students practice writing down their thinking using attachment Synthesis 3. We read the title, use our schema, and write down our thinking before we start the book. We put our papers away, and read the rest of the book. After reading, we write down our new thinking, under the heading "Now I understand that:... Our next step is to document our thinking during the book. We introduce attachment Synthesis 6. During the modeling and student application of this form, we write down our thinking before, during, and after the book. The last form to be introduced is attachment Synthesis 2. We document how our thinking changes four different times while working with a book.

Guided Reading: The next step is to have the students use these forms to document their thinking during guided reading instruction. I use the same forms, in the same order as I did during whole group instruction. I don't wait until I have introduced all of them in whole group before introducing them in guided reading groups. I am usually introducing the third form in whole group instruction when I begin to introduced the first form in guided reading instruction. It is a spiraling process.

Reader's Workshop: The final step is for students to use the forms independently during reader's workshop. In this model, students read books at their independent level, and use the forms to show their thinking. It is here that I assess for mastery. Do the forms show what a child is thinking before and after a book, and does it show a difference in their thinking?

Please click here for Book Review Synthesis worksheet

Code the student's work as follows: B (beginning) D (developing) S (Secure) Does the student draw conclusions from the text? Does the student apply the author's message to his or her own life?

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The following Rubric Assessment Form online at http://rubistar.4teachers.org/index.php

Your rubric ID # is: 1726303

Anecdotal Notes Recording Form for Synthesizing

Before Reading: Does the student state their thinking before reading? 

During Reading: Did the student change their thinking while reading?

After Reading: Did the student change their thinking after reading?

Code the student's work as follows:: B (beginning) D (developing) S (Secure)   

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