Oral Summaries
An oral summary can help students practice how to verbally summarize text or lessons being taught. By teaching students how to summarize, they are able to learn how to comprehend the text or content more. One thing that is difficult when summarizing is analyzing which content is more important than other content. This can be taught through other strategies and using graphic organizers. When modeling this strategy, it is important that students understand they need the main idea first in order to find all the important parts. A main idea/detail graphic organizer would be beneficial with the oral summary strategy. When modeling, it would also be beneficial to use the think-aloud strategy and turn-and-talks to implement discussion and engagement. Miller, M., & Veatch, N. (2011).
Book Talks
A book talk is a variation of the oral summary. It can be done in a few different ways. For example, a teacher may perform a book talk to model an oral summary and to get students interested in a certain book, author, or genre. The main purpose for this type of book talk is to grab students' attention and interests. Another book talk can be implemented by the students, once they are proficient readers. The student would be required to read a book, then perform a book talk, or oral summary, on the book they chose to read independently. It is important to offer choice of the books they read at times because it increases motivation, especially at the middle school level. McGuire. (2010, March 23).
Video- Student Book ReportThe video to the right is of a student performing an oral summary. Her book report is very sequential to the story she read. If I were to guess, I think this student was very prepared for her oral summary and I would not be surprised if she had filled out a graphic organizer while reading.
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Video- Student Book TalkThe video to the left is of a middle school student performing a book talk about one of the independent novels she read. She was able to summarize the beginning of the story and leave the listener hangings to draw suspense and interest in reading the book.
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Writing Implementation
Writing can be implemented a few different ways. There are also written summaries, which is another comprehension strategy. A teacher could ask the students to perform both types of strategy. Another way to implement a writing portion into an oral summary is to have students create a poster or journal about their book and create a book talk based off of that.
Resources
References
Gilbert, H. (2009, October 10). Emily's Oral Book Report. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=8PkDvYpU-rc
McGuire. (2010, March 23). Booktalks Quick and Simple. Retrieved June 12, 2015, from http://nancykeane.com/booktalks/faq.htm
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
ODowd, T. (2014, January 9). Among the Hidden, book talk by Kaley. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=e24gsF6bnjQ
McGuire. (2010, March 23). Booktalks Quick and Simple. Retrieved June 12, 2015, from http://nancykeane.com/booktalks/faq.htm
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
ODowd, T. (2014, January 9). Among the Hidden, book talk by Kaley. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=e24gsF6bnjQ