summary writing 6th grade

Free Printable Summarizing Worksheets for 6th Grade

Summarizing Reading & Writing worksheets for Grade 6 students: Discover a collection of free printable resources to enhance your students' comprehension and communication skills, brought to you by Quizizz.

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Summarizing worksheets for Grade 6 are an essential tool for teachers to help students develop their reading and writing skills. These worksheets focus on enhancing reading comprehension strategies, allowing students to better understand and retain the information they read. By using these worksheets, teachers can guide their students through various texts, encouraging them to identify the main ideas, supporting details, and overall themes. This not only improves their reading abilities but also strengthens their writing skills, as they learn to effectively summarize and communicate their thoughts. With a strong foundation in reading comprehension strategies, Grade 6 students will be better prepared for more advanced reading and writing tasks in the future.

Quizizz is an excellent platform for teachers to incorporate into their lesson plans, as it offers a variety of educational resources, including summarizing worksheets for Grade 6. This platform allows teachers to create interactive quizzes and games that engage students while reinforcing their reading and writing skills. By using Quizizz, teachers can easily assess their students' understanding of reading comprehension strategies and identify areas where they may need additional support. In addition to worksheets, Quizizz offers a wide range of other resources, such as flashcards, videos, and articles, which can be used to supplement traditional classroom instruction. This comprehensive approach ensures that Grade 6 students receive a well-rounded education in reading and writing, setting them up for success in their academic journey.

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Summarizing

Learn and apply this key writing technique

Looking for more writing resources? You can find them in our creative writing center .

What Is It?

To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out everything that is not essential. Summarizing is more than retelling; it involves analyzing information, distinguishing important from unimportant elements and translating large chunks of information into a few short cohesive sentences. Fiction and nonfiction texts, media, conversations, meetings, and events can all be summarized.

For example, to summarize the movie Memento , you might state: The movie Memento is a backward chronology of a man who tries to find his wife's killer, but has short-term memory loss. He keeps track of facts by taking pictures of events and tattooing facts onto himself.

Why Is It Important?

Summarizing allows both students and teachers to monitor comprehension of material.

Summarizing helps students understand the organizational structure of lessons or texts.

Summarizing is a skill at which most adults must be proficient to be successful.

Summarizing and reviewing integrate and reinforce the learning of major points...these structuring elements not only facilitate memory for the information but allow for its apprehension as an integrative whole with recognition of the relationships between parts (J. E. Brophy and T. L. Good, 1986).

In a synthesis of the research on summarizing, Rosenshine and his colleagues found that strategies that emphasize the analytic aspect of summarizing have a powerful effect on how well students summarize (1996).

How Can You Make It Happen?

Introduce summarizing to students by pointing out that they verbally summarize every day. Model a verbal summary by summarizing something you watched on television or a conversation that you had with a friend or another teacher. Point out that summaries don't include opinions.

For example:

"Last night, the San Francisco Giants beat the Atlanta Braves 3-1, to win the National League Division Series. Barry Bonds hit his third home run of the series in the fourth inning against pitcher Kevin Millwood. The Braves had a chance to win in the ninth inning, but Sheffield struck out with two men on base, and Jones grounded into a double play."

Explain how you decided what to recall to the class in your summary. The score, big hits, and the ending of the game were included in the summary. Each hit, who played each position, and the score at each inning's end were not included in the summary. The main idea was stated in the first sentence, or topic sentence. Point out that the summary doesn't include any opinions about the game.

Have students practice verbalizing summaries of familiar or interesting topics, such as "What I did last weekend" or "What do we do during a typical school day" before summarizing written texts.

To introduce the different strategies in summarizing fiction and nonfiction, review the essential ways in which fiction and nonfiction differ.

To help students summarize fiction, introduce a story map or other graphic organizer , and ask them to fill in the information for a recent fictional text they read, or have them summarize a chapter of their favorite novel or story. They can also summarize the lyrics from a favorite song or poem. With younger students, read a story as a class, and then fill out a story map together. The lesson Story Elements: Danny and the Dinasaur can assist you in this process.

Once students complete the story map, have them use it to help verbally summarize the fictional text to a partner. Then, have them use the story map to write a paragraph that summarizes the text. Be sure that their summaries tell about the main characters, conflict, and conflict resolution.

In summarizing nonfiction texts, introduce these steps:

Skim the text to get a general idea of the topic

Delete unnecessary or redundant material

Find the main ideas in the text

Find or create a topic sentence

Substitute general or "umbrella" terms when appropriate (for example, trees instead of oak , maple , and pine )

Demonstrate how to use the steps above to summarize an informative article or nonfiction text. (Examples can be found in the lesson plans below.)

Have students use the steps to summarize something they read in their local newspaper or in a magazine, a part of the school handbook, or a passage from a textbook. If you are working with younger students, work together to summarize a biography or any factual material that you have displayed in your classroom.

Start by skimming the text to get an idea of what the text is about.

Cross out sentences that are not necessary or that are redundant to help them pull out what is crucial to the message of the piece.

Mark key words and phrases and jot down notes about the main idea. Instruct students to look for signal words such as therefore, in conclusion, or in summary.

Have them verbally summarize the nonfiction piece to a peer.

Then, have them reread the text and write a summary paragraph. In the summary, students should state the text's main idea in the first sentence and include the most important information. Be sure that students have not included any opinions of their own or sentences word-for-word from the original text.

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Summarizing informational text.

Summarizing informational text has several uses for students. It teaches them to determine the most important ideas in a text, ignore unimportant information, and connect the main idea and key details of a text in a logical way. Summarizing also helps improve memory and comprehension of a text because students are required to focus on only the most important points.

What is a summary?

A text summary is a brief account or shortened version of the important parts of a text. In an informational text, the summary should only include the text’s main idea and key details in a student’s own words. Therefore, a summary will not include a student’s personal opinions or unimportant information.

The strategy below will help you simply and easily teach summarizing informational text.

How to Write Your Summary Paragraph:

T – Text Type:  In this text, (article, newspaper, passage, etc.)

A – Author:  the author (or use the author’s name)

A – Action:  explains (or describes, argues, tells, teaches, etc.)

M – Main Idea : write the main idea of the text

I – Important or Key Details:  add the important or key details that support the main idea

O – Organization:  follow the organization of the text when writing your summary (include relevant transition words)

I included this free poster and a free graphic organizer for students to organize each part of the  TAAMIO strategy that will make up their final summary.

Click  HERE to grab this freebie!

In order to get students to successfully write each part of TAAMIO , there are a few things you should work on with students. I call this the  planning stage of writing a summary. Use the graphic organizer included in  this freebie to guide your students.

For the purpose of this blog post, I used a passage from my Summarizing Differentiated Passages and Questions found  HERE .  This passage is titled,  Cashing in on Comic Books. 

You can hand out a copy of the text to each student to work together with them whole group. Remember, these passages are differentiated, so you can even do this work in small groups ahead of time, then come back together to write the summary together as a class. Or, you can blow this text up to work together with your students using the shared reading strategy.

T, A, and A:

To begin with, the  T, A, and A should be fairly simple and straightforward for students. They simply identify the text type, the author, and an action word to begin the first sentence of their summary. As students continue practicing this, they will begin to do it automatically.

In this  text , the author explains …

Next, students will work to write the “meat” of the summary (the M , I , and the O ).

Read on to see how I break down each step for students.

M: Main Idea

The next step is to determine the main idea. The main idea is what the text is mostly about. To write an effective summary, your students must be able to determine a main idea as a starting point (which is why I teach this skill before summarizing). You can check out my Main Idea and Key Details Differentiated Passages and Questions  HERE .

If your students need additional help to determine the main idea, you can use the questions below to start a discussion with your students.

While reading the text, work together with your students to answer the questions below.

Look at this first paragraph of the text.

• What topic is the author introducing or explaining?
• What is the author saying about the topic?
• Does the author explicitly state the main idea in the first sentence?
• Does the author explicitly state the main idea in the last sentence?

Look at the last paragraph

• Does the author explicitly state the main idea anywhere in this paragraph?
• What is the author saying to summarize or conclude the text?

Find a common topic and write it down

• What is a common topic discussed in each paragraph?
• What is the author saying about that topic?
• What is one sentence that describes what the author wants you to learn while reading about the topic?

These questions above will help guide your students to determine the main idea of the entire text.

In the passage, Cashing in on Comic Books,  the main idea is that a comic book’s rarity, popularity, and condition are the main factors that determine its value.

Once students have determined the main idea, they now have the  T, A, A, and M of TAAMIO. When they put these together, they have a great topic sentence of their summary paragraph as follows:

In the text , the author explains a comic book’s rarity, popularity, and condition are the main factors that determine its value .

I: Important or Key Details

The next step when teaching your students to write an informational text summary is teaching them about important or key details. This step is the  I  in  TAAMIO. 

What are key details?

Key details are any facts, examples, reasons, or information that support or explain a main idea.

It’s important that students understand that within a text, there will also be unimportant details. Many students tend to include unimportant details in a summary, so it is important that you teach the difference between key details and unimportant details. Once your students have a firm understanding of what key details are, teach them about unimportant details.

What are unimportant details?

Unimportant details are any details or ideas from the text that  aren’t necessary to help a reader understand the main idea. 

If students are struggling to determine key details vs. unimportant details, then have them answer this question:

“Does this detail help a reader understand the main idea?”

Let’s look at a paragraph from our original text to practice. Again, since this may be a tough concept for students to understand, you may want to do a shared reading. You can either blow the text up as a large poster or project it on your board.

Work together with students to identify the key details vs. unimportant details from the text. Highlight the key details in one color and the unimportant details in another color. For this text, key details are highlighted in green, and unimportant details are highlighted in blue.

MAIN IDEA: A comic book’s rarity, popularity, and condition are the main factors that determine its value.

As you are going through each sentence in this paragraph, keep repeating this question:  Does this detail help a reader understand the main idea?  While some students may understand this right away, others may need additional help and reinforcement. Remember, you must do this for the entire text. Start by doing one or two paragraphs with your students, then gradually release responsibility to them to finish the text.

As you go through the entire text, you should work with students to narrow down the important details that support the main idea. Before going to your graphic organizer to write the important details, you first must talk to your students about the points outlined below.

Don’t include your own opinions

Since summaries should only include the key details in a text, students should omit their own personal opinions or views about the text. Students can get practice with this in my Summarizing Informational Text Differentiated Passages and Questions  HERE . In this resource, I provide students with the opportunity to read completed summaries and identify those that contain personal opinions. It’s important that you provide students with the opportunity to practice this skill so that they understand when they do it.

Use your own words

When students are summarizing, they should not copy the text. Instead, they need to paraphrase. In addition, they should try, when possible, to condense several key details into a single, concise sentence. Explain to students that they need to put each key detail in their own words and combine any key details that are related.

It is important that you practice paraphrasing with your students so that they feel confident doing this when writing a summary. Use the same passage, Cashing in on Comic Books,  from my Summarizing Informational Text Differentiated Passage and Questions to practice paraphrasing key details.

I created this simple graphic organizer to help students with paraphrasing.

I recommend printing this paraphrasing organizer on the back of the TAAMIO graphic organizer. That way, students can flip back and forth to each page as they are putting together the pieces of their summary.

Below is an example from  Cashing in on Comic Books.

Important details from the text: Even if a comic book is old and popular, it won’t be worth much if it isn’t in good condition. In order to keep it’s value, a comic book must not have any creases or tears. The pages should be free from scribbles, and the color should be vivid, not faded or yellowed. 

Paraphrased:  In order to be valuable, a comic book also has to be in good condition meaning it should be free from creases, scribbles, or tears and have vivid color.

*This paraphrased sentence is now ready to be used as an important or key detail in our final summary.

Continue to do this for the entire passage. You can break it down paragraph by paragraph for students so that they understand the concept.

After students have identified and paraphrased the important or key details that support the main idea, they now have the  I  completed in  TAAMIO.

O: Follow the text structure

Students should understand that the text structure of a text will help them organize their summary. A summary should be organized using the same structure as the original piece. For example, if the text has a sequence text structure, the summary should state the main idea and present the key details in chronological order. Also, students should use transition words in their summaries that help readers understand how the events are connected or related.

Our original passage,  Cashing in on Comic Books, uses a description text structure. Description passages often use examples or descriptive words to explain a topic, concept, or idea. Description passages often use transition words like: for example, another reason, also, etc. Students should use similar transition words as the original text to help connect the important details of their summary. You can see in the picture below that there is space on the graphic organizer for students to identify the text structure and to write any necessary transition words.

If your students need additional help practicing text structure, you can check out my Text Structure Differentiated Passages and Questions ( coming soon… ).

Put it all together

Now that students have completed each part of TAAMIO , they can write their summary.

Make sure you visually break down each step for students so they understand:

In this text ( T ), the author  ( A )  explains ( A ) that a comic book’s rarity, population, and condition are the main factors that determine its value ( M ). For example ( O ), a rare Superman comic sold for $3.2 million because there are only 50-100 copes that exist ( I ). A comic might be popular if it introduces a new character, has a connection to a movie, or has drawings by a well-loved artist ( I ). I n order to be  valuable, a comic book also ( O ) has to be in good condition meaning it should be free from creases, scribbles, or tears and have vivid color  ( I ).

While helping students put together all the steps to write their summary, make sure you emphasize what makes a good summary. You can refer to the anchor chart below to help teach this concept.

Once students feel comfortable and are ready to practice on their own, you can pass out the checklists for students to use to check their own summaries. These checklists are found in my freebie found  here .

Now that students understand each step of writing an informational text summary, you have to let students practice this skill. The more students practice, the better they will get at writing informational text summaries.

These free resources are now digital! Use them to help teach this lesson digitally or through distance learning.

Click  HERE or the button below to check out my Summarizing Informational Text Differentiated Passages and Questions.

This resource is now bundled.

This first bundle includes 10 Informational Text Differentiated Passages and Questions. Click HERE or the button below.

This bundle includes 20 total resources- 10 Informational Text and 10 Fiction Text Differentiated Passages and Questions. Click HERE or the button below.

Thank you for all this! You have provided so much information. When I return to work after my baby bonding time is finished, I will be returning to a different grade level. Before I only taught math, but now I’ll have to teach writing too! Thanks for your help and I’ll be purchasing some of your TPT stuff soon! :)

Thank you so much, Steffanie! I appreciate your kind words! Enjoy those sweet baby snuggles! They’re the BEST!

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August 27, 2020

How to Teach Summarizing So Students REALLY Get It

Are you one of the many teachers who is struggling to teach summarizing? Summarizing can be a difficult skill for students to master. It requires strong reading comprehension since students need to be able to find the main idea and supporting details.

Why teach summarizing?

Writing summaries is such an important skill. Students need to be able grasp summarizing to write longer essays and make arguments in high school and college. Summarizing is a level 2 skill according to the depth of knowledge, and being able to do it well will set students up for higher levels of knowledge and success.

To begin teaching summarizing, I like to review what a summary IS and what a summary IS NOT. Then, we will read a short passage and two examples. One is a good example of a summary and one is a non-example.

Next, I use two techniques to teach summarizing: Paragraph Shrinking , and Question, Quote, Summary . (Both of these techniques are included in my Graphic Organizers for Reading Comprehension packet , which contains 30 graphic organizers that will help students in ALL content areas.)

Question, Quote, Summary

The first strategy, “Question, Quote, Summary” has three steps. First, students write a question they have after reading. This is helpful for reflection and extension of what they have read. Next, students will write an important quote from the text. This will help them clarify the main idea. Finally, they will write a short summary.

When applicable, I like to add in “Sketch” to this strategy. This is a great way to visual learners to express themselves and make meaning from a text.

Paragraph Shrinking

The second strategy, “Paragraph Shrinking” also has three steps. First, students answer the question “Who or what is the text about?” This gets them focused on the subject of the passage. Next, they will answer the question, “what is the most important thing the who or the what is doing?” This helps them determine the key actions taking place. Finally, they will use this information to write a brief summary.

Tips for students:

Summaries should be in your own words, not direct quotations from the text. They should contain the main ideas and crucial supporting ideas only. They should not include your own opinion or any information not written in the text. Summaries should be shorter than the text.

When students are struggling and don’t know where to start, suggest they look for key words and words that are repeated. I like to use the free web app Word Clouds. With this program, students can copy and paste a text, then instantly see a visualization of the most occurring words.

Looking for more ways to help struggling writers? Check out this blog post.

Need Summarizing Resources?

Click the covers below to get FREE Summarizing Student Guide and Examples for Distance Learning and find Practice Passages and Graphic Organizers for grades 3-5 and grades 6-8 !

What have you used to teach summarizing? Let me know what I’m missing in the comments below!

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Summarizing lesson.

Here is an animated PowerPoint slideshow teaching students how to summarize. It includes definitions, example paragraphs, and a simple review activity using nursery rhymes. This activity is a great way to start your unit on summary.

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English Language Arts and Reading.6.6.D

paraphrase and summarize texts in ways that maintain meaning and logical order ;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

Glossary Support for ELA.6.6.D

1. Kletzien, S. B. (2009). Paraphrasing: an effective comprehension strategy. The Reading Teacher , 63(1), 73+. Retrieved from https://link.galegroup.com/apps/doc/A210594945/PROF?u=tea&sid=PROF&xid=69db1b90

Summary: Focusing on individual student's challenges, the authors look at the way students initially approach paraphrasing, and then model for students how to paraphrase by connecting reading with prior knowledge.

2. Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. The Reading Teacher , 57(2), 182+. Retrieved from  https://link.galegroup.com/apps/doc/A109218181/PROF?u=tea&sid=PROF&xid=5259f22e

Summary: The study acknowledged that most students think paraphrasing is copying from the source and changing a word or two. Noting that this short-circuits students' ability to fully synthesize and understand a text, the authors provide a four-step paraphrasing for comprehension strategy.

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Teaching Summarizing So Students Actually Understand

Teaching summarizing seems like it should be easy. When 3rd, 4th, and 5th grade students summarize, they don’t have to come up with any of their own ideas – all they have to do is briefly tell the most important parts of a book or reading passage that they read.

Sounds pretty easy...but it’s not.

Teachers have all sorts of cute and colorful ideas to teach summarizing strategies. If you search “summarizing” on Pinterest, you’ll see a huge variety of activities and ideas for summarizing fiction and nonfiction text.

There are anchor charts, graphic organizers, the “Somebody Wanted But So Then” method, the SAAC method, the 5 fingered retell, summarizing sentence starters, and more.

With all of these strategies, you would think our upper elementary students would be better at writing summaries.  However, many of these strategies and techniques do not address the root of why students struggle with summarizing.

Why Students Struggle With Summarizing Fiction and Nonfiction Texts

Text to text/self/world connections are not included in a good summary.

Usually, we want students to incorporate what they already know about a topic. We even take time in class to activate prior knowledge, knowing that students will better understand what they have read if they can relate to it.  We want them to make meaningful connections to the text.

But when summarizing, students aren’t supposed to incorporate any additional information – only the information that the author chose to include.

Including and Justifying Your Own Opinion is NOT Included in a Good Summary

Usually, we encourage students to think for themselves. We want students to share their opinions, and to justify that opinion.   We want students to learn how to disagree with an author and learn that authors aren't always right.  We want students to ask meaningful questions.

But when summarizing, students aren’t supposed to have their own opinion – they are simply supposed to explain what the author says and thinks.

A Lot of Interesting Details Are NOT Included in a Good Summary

Usually, we want students to share as many details as possible. How many times have you told a student that they need to add more details, write more, or make it longer? The more details students include, the better – except for in summarizing.

But when summarizing, students are supposed to only include the most important information. Which means students have to have a firm handle on how to find the main idea. No wonder students struggle with summarizing text!

What Makes a Good Summary

There are a lot of different things that make up a good summary - some things that should be included in a summary, and some things that should not be included. I've found that 3rd, 4th, and 5th grade students struggle most with these aspects of summarizing fiction and informational texts:

• Summaries should only include information from the passage
• Summaries should not include your opinion
• Summaries should only include the most important information
• Summaries are not copied from the passage

Also, fiction summaries generally should include the problem and solution of a text.

Practicing each of these aspects of summarizing in isolation as mini lessons can help students become better summarizers.  However, just telling upper elementary students what makes up a good summary is not enough.

How to Teach Summarizing - An Important Activity Idea

Since summarizing goes against what students will naturally want to do, we can’t just tell students what makes a good summary and expect that to be enough. Students don’t just need to see examples of good summaries - they also need to see examples of BAD summaries and be able to understand what makes it “bad.”

Before your summarizing lesson, write several different summaries of a reading passage. Make a couple of these summaries deliberately BAD – include a summary that has all sorts of unimportant information, and another summary that includes opinions that aren’t from the text. Make sure you also have one “good” summary.

After reading the passage with your class (or in a small group setting), show students the different summaries. Have the students discuss in small groups or partners which summary is best, and what is wrong with the other summaries. Repeat this activity several times with different reading passages.

Incorporating “bad summaries” into your summary lessons will keep your students from making those same mistakes when they begin writing summaries. Although writing out extra summaries takes extra prep time, it will keep you from having so many frustrated and confused students later in the school year.

A No Prep Option for Your Summarizing Lesson Plans

If you don’t have the extra time to prepare both “good” and “bad” summaries (and what teacher DOES have extra time?), then you might like a no prep option. I have summarizing resources for both fiction and nonfiction texts, or get both of them for a discount. 

These resources provide reading passages with plenty of “bad” summaries and “good” summaries to help your students develop a better understanding of summary writing. The resources are also hands on, with several cut and paste activities and a scavenger hunt.

Or, you can find both the Summarizing Fiction and Summarizing Nonfiction resources at my TPT store.

Want Some Free, No Prep Main Idea Activities?

Awesome hands-on activity. Helps make this concept more concrete for students!

Thank you! I am a newer teacher and this was very insightful.

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• Class 6 English Grammar Chapter 27 Summary Writing

Class 6 English Grammar Chapter 27 Summary Writing. It is skillful for a student to summarize a extract of story or documentary in own words. Writing the summary of a given passage means writing its main points in about one third of the length of the given passage. We have to include all the main points of the passage and write in compact format.

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Step by Step procedure to write Summary

• Read the given passage two, three times so that you may understand it fully.
• Underline the main points stated in it.
• Then prepare a brief outline of the passage.
• The outline must be in your own words.
• Avoid the use of the words and phrases used in the given passage.
• Now write a summary in a connected style.

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Example of Summary Writing

Read the following passage and write its summary in own words. Once there was an Arab who lived in a town. He was a rich man and had many friends. They used to play chess every day in the afternoon. Unluckily, the Arab did not believe in God. His friends often asked him to give up his disbelief in God.

But he did not agree. One day, as the friends were playing chess, it began to rain very heavily. Streets turned into small streams and the roof of the Arab’s room began to leak. The Arab got afraid and his hands went up in prayer. From that day on, he became a true believer in God.

Summary of the passage

An Arab didn’t believe in God. His friends advised him to believe in God. But he didn’t agree. One day it rained heavily and the Arab’s room began to leak. He got afraid and became a believer. This summary may be written in differently but it should be in brief and all the main points should be covered.

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English Language Arts Standards » Writing » Grade 6

Standards in this strand:, text types and purposes:, production and distribution of writing:, research to build and present knowledge:, range of writing:.

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• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C