Teaching this two-week unit in Language Arts was an extremely valuable experience for me as I learn about myself as an educator. As I reflect on my teaching, I feel that from this unit alone I learned a lot about teaching strategies, curriculum planning, and the best practices to aide in student learning. There were many challenges throughout the unit, but overall, I am satisfied with the way I carried the unit out the three plans I turned in, and with the students’ learning. I chose to reflect on the unit as a whole, as well as the three lessons that I turned in. Those three lessons included a review of the five strategies taught for summary writing and independent practice with the strategies while reading, collaborating as a whole class to write a summary, and more practice writing a summary in a small group.
The unit I taught to my 4th grade class was titled “Writing in Response to Reading: Summaries”, which was taught during the Reader’s Workshop period. Students learned a great deal from this unit, as is evident from the improvement seen from their pre-assessment surveys compared to their summative assessment written summaries. The goals of this unit were for students to learn about various strategies that can be used to write summaries of fiction texts, understand the story elements that must be present in an effective summary, and for the students to be able to write their own, complete summary at the end of the unit. I feel that all students learned about the story elements that are important to a summary such as characters, setting, problem and solution, and main events. Students also learned how to use several summary writing strategies, and were able to select a strategy that they felt most comfortable with in order to write a summary independently.
The aspect of summary writing that I saw the most improvement on across the board was the ability to select only the important, or main, events of a text to include in the summary. I observed that with each day’s activity, students were including less and less detail in their summaries, and were able to leave out irrelevant information to create a more effective summary. Students also improved on writing the summary in their own words, rather than giving a word-for-word retell of the events. On the pre-assessment surveys and in the early summary writing activities, I noticed that students would write the summary exactly as it was written in the text, use dialogue for characters, and the summary would be written like narrative, rather than a factual account of the events. However, there was significant improvement in this area with the students’ final summaries. Only one student did a word-for-word retell that as written like a narrative, and none of the students used character dialogue. Finally, I was pleased to see that students mastered a few smaller skills that helped make their summaries be more sophisticated. They included some important information about characters when introducing them in the summary, rather than only listing the main characters’ names. A majority of them were able to write in chronological order in every summary, and they included the problems and solutions every time.
While most students’ summary writing improved, I noticed that some students still struggled to master the objectives of my lessons. The two ESL students were asked to complete varied assignments and were assessed differently. However, I feel that one of my weaknesses of this unit was catering to the needs of these students. I spoke with them each day to assess their understanding and give further explanations and guidance in a one-on-one setting, instead of solely relying on them to ask questions or reading their written work, but I wasn’t able to spend as much time as I would have liked with them. From my conversations with them, and the guided writing I completed with them, I am confident that they gained some knowledge of what a summary is, but they still struggled to verbally summarize texts using each of the elements highlighted in the lessons.
Aside from analyzing students’ work in terms of meeting the objectives I outlined, I was also able to learn about my students’ literacy practices through the conferences, and small group conversations that I had with the students while they worked. It was evident that the most difficult part of writing summaries for the students in my class was selecting appropriate information to include in the summary, specifically choosing the main events without discussion details. While this information informed my instruction for summary writing, it also gave me some insight into the students’ comprehension abilities. I began to understand what students focus on while reading, and types of information they believe to be most important in a text. I found that students weren’t using the reading strategy of noting important parts. Rather, when they retell information from a text, they were focusing on the small details to show they remember several different, albeit less significant, parts of the text. I addressed this concern, and the connection of summary writing with comprehension strategies in several mini-lessons throughout the unit.
The students also demonstrated a strong metacognitive awareness as they were able to choose strategies and summary writing styles that worked best for them. I was impressed with their motivation and the quality of work that was done when the students were given the opportunity to choose their own approach to completing the assignment in week two. It was evident that students really were choosing the summary strategy that made the most sense to them, or one that really helped them do their best work, because I saw students, even those that struggled on previous days, turning in work that was well-thought out and well written. Giving the students choice proved to be beneficial for the students, as they got more practice with a strategy that they liked. Students were even able to talk about why they chose a specific strategy, and why it helped them write a good summary, giving me evidence that they were becoming metacognitively aware of their thinking while writing summaries.
If I were to teach this same unit again, I would do a number of things differently. I would most likely spread this unit out over a longer period of time, and I will definitely be returning to summary writing and the skills we worked on throughout the rest of the year. I would also not plan to cover summary writing of both fiction and non-fiction texts in the same unit, which I actually changed from my original unit plan. Since these two types of summary writing are so different and require different strategies and skills, it made more sense to split up those lessons. I will be teaching non-fiction summary writing later on this year. Another thing that I did change from my original unit plan was assessing the student’s summary writing by giving them an unfamiliar text on the day of the final evaluation. However, I realized as I was teaching the unit that that was an unfair challenge. In my objectives I wanted students to use planning and strategies to formulate a well-written strategy, but in the final assessment I wouldn’t be providing them with enough time to plan and use those strategies if I gave them a text they hadn’t seen before. I decided to give them a text a few days prior to the final assessment, and asked them to read it, take notes, and think about the story elements they would include in a summary of that text. I feel that this is a more accurate assessment of all of the objectives, and is a more realistic task for the application of summary writing as it is used in the real world.
I would explicitly teach talk with the students and teach them about why you write a summary, and why summarizing is an important comprehension skill that will be used for the rest of their lives. This would, hopefully, make the tasks in this unit more meaningful for the students. Finally, one last thing I would change if I were to teach this lesson again would be to teach this unit as a both a reading and a writing unit, so that the students do not confuse their assignments in the Writer’s Workshop with the skills used in summary writing and vice-versa. This was an issue for me because the students were working on narrative writing in Writer’s Workshop, and I saw some confusion and mixing of those two very different skills in the students’ writing.