Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
An Introduction
The following summary frames come from the book Classroom Instruction that Works: Research-Based Strategies
for Increasing Student Achievement, by Robert Marzano. These frames were constructed to help students retain and
comprehend material through learning to effectively summarize text by 1) Deleting trivial material that is unnecessary to
understanding. 2) Deleting redundant material. 3) Substitute superordinate terms for lists (e.g., “flowers” for
“daisies, tulips, and roses”). 4) Select a topic sentence, or invent one if it is missing.
Summary Frames
By Robert Marzano
The Argumentation Frame
Argumentation frames contain information designed to support a claim. They contain the following elements:
1. Evidence: information that leads to a claim.
2. Claim: the assertion that something is true-the claim that is the focal point of the argument.
3. Support: examples of or explanations for the claim.
4. Qualifier: a restriction on the claim or evidence for the claim.
1. What information is presented that leads to a claim?
2. What is the basic statement or claim that is the focus of the information?
3. What examples or explanations are presented to support this claim?
4. What concessions are made about the claim?
The Problem/Solution
Frame
Problem/Solution Frames introduce a problem and then identify
one or more solutions to the problem.
Problem: A statement of something that has happened or might
happen that is problematic.
Solution: A description of one possible solution.
Solution: A statement of another possible solution.
Solution: A statement of another possible solution.
Solution: Identification of the solution with the greatest chance of
success.
1. What is the problem?
2. What is a possible solution?
3. What is another possible solution?
4. Which solution has the best chance of succeeding?
Narrative Frame
The narrative frame or story frame is commonly found in fiction
and contains the following elements:
1. Characters: the characteristics of the main characters in
the story.
2. Setting: the time, place, and context in which the
information took place.
3. Initiating Event: the event that starts the action rolling in
the story.
4. Internal Response: how the main characters react
emotionally to the initiating event.
5. Goal: what the main characters decide to do as a reaction
to the initiating event.
6. Consequence: how the main characters try to accomplish
the goal.
7. Resolution: how the goal turns out.
The Narrative Frame-Asks yourself these questions when reading a narrative piece.
1. Who are the main characters and what distinguishes them from others?
2. When and where did the story take place? What were the circumstances?
3. What prompted the action in the story?
4. How did the characters express their feelings?
5. What did the main characters decide to do? Did they set a goal, and, if so, what was it?
6. How did the main characters try to accomplish their goal(s)?
7. What were the consequences?
Reciprocal Teaching
Summarizing After students have silently or orally read a passage, a single student acting as a teacher summarizes what
has been read. Other students with guidance from the teacher, may add to the summary. If students have difficulty
summarizing, the teacher might point out clues (important items or obvious topic sentences) that aid in the construction of
good summaries.
Questioning – The student leader asks some questions to which the class responds. The questions are designed to help
students identify important information in the passage. For example, the leader might look back over the selection and ask
questions about specific pieces of information. The other students then try to answer questions based on their recollection
of the information.
Classifying – Next, the student leader tries to clarify confusing points in the passage. He might point these out or ask other
students to point them out. The leader might say, “The part about why the dog ran was confusing to me. Can you explain
this?” The leader may ask other students to ask clarifying questions. The group attempts to clear up confusing parts. This
may involve rereading parts of the passage.
Predicting – The leader asks for predictions about what will happen next in the segment of the text. The leader writes the
predictions and the students copy them. -contributed by Jessica Foster, LTCY 524