Summarizing Non-Fiction Content

Grade 6 | Duration: 30 minutes | Class Size: 24 students

School: Sutton, Ontario
Unit 4 of 6 – Exploring Non-Fiction Texts

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Curriculum Expectations (Ontario Language Curriculum – Grade 6)

Reading and Literature Studies

• 1.4: Demonstrate understanding of a variety of non-fiction texts by summarizing important ideas and citing supporting details (MEL3E)
• 1.5: Use a variety of reading comprehension strategies, including summarizing and paraphrasing, to understand and interpret texts

Writing

• 2.2: Generate, gather, and organize ideas and information to write for an intended purpose and audience (CSS2)
• 2.4: Use a variety of sentence structures and precise words to convey meaning clearly and concisely when writing summaries and paragraphs (CSE2.4)

Thinking and Communication Skills

• Organize ideas clearly and demonstrate understanding through written expression

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Overall Learning Goal (I can statement)

I can summarize important information from a non-fiction text by writing a short, clear summary that shows I understand the main ideas.

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Success Criteria

• I identify the main ideas and key details from a non-fiction article or chapter.
• I write a summary that is clear, concise, and in my own words.
• I use linking words to connect ideas smoothly.
• I check my summary to make sure it includes only important information without unnecessary details.

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Materials Needed

• Selected short non-fiction articles (dyslexia-friendly versions available – e.g., high-contrast print, larger font, line spacing; or audio versions)
• Graphic organiser – "Main Idea & Key Details Chart"
• Whiteboard or Interactive Board
• Chart paper with summary checklist
• Student writing notebooks or laptops/tablets
• Visual timer

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Lesson Breakdown

1. Warm-Up & Review (5 minutes)

Objective: Refresh students’ knowledge about main ideas and details in non-fiction texts.

• Begin with an oral quick review: Ask students to share what they remember about identifying main ideas and supporting details.
• Use the whiteboard to record their responses and clarify the difference between main ideas and supporting details.
• Introduce the "I can" statement and success criteria for today’s lesson.

Differentiation:

• Provide visuals representing “main ideas” vs “details” for those who need more support.
• Allow some students to share responses in pairs or small groups before whole class discussion (for students with anxiety or behaviour needs).

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2. Modelling & Guided Practice (10 minutes)

Objective: Model the process of summarizing using a shared short non-fiction text (e.g., a paragraph about an animal, scientific discovery, or historical event).

• Project the text and read together aloud (audio option for struggling readers).
• Using the graphic organiser, model how to highlight main ideas and pick key details.
• Write a summary together on the board, demonstrating how to paraphrase and condense information.
• Use think-aloud strategies to make your thought process explicit, especially when deciding what to include or omit.

Differentiation:

• For students working below grade level, provide a partially completed graphic organiser.
• For students with ADHD, break down the process into clear, step-by-step instructions and use the visual timer to keep focus.
• Give students who benefit from movement a short “summary stretch” after this segment (e.g., 30 seconds of movement to reset attention).

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3. Independent Practice (10 minutes)

Objective: Students independently summarise a short, age-appropriate non-fiction article from a choice of two texts.

• Distribute two different articles with dyslexia-friendly formatting options.
• Students read their chosen article silently or listen to an audio version.
• Use a graphic organiser to identify the main idea and 2-3 key details.
• Write a concise summary of 3-5 sentences in their notebooks/tablets.
• Encourage use of linking words like “first,” “in addition,” and “therefore.”

Differentiation:

• Students with IEPs receive simpler texts or summaries with sentence starters to scaffold writing.
• Allow verbal summaries or use assistive tech for students with severe writing challenges.
• Provide extra time if needed and check in frequently with students requiring support.
• Students with ADHD use focus aids like noise-cancelling headphones if appropriate.

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4. Sharing and Assessment (5 minutes)

Objective: Provide formative assessment and peer learning opportunities.

• Invite 3-4 volunteers to share their summaries with a partner or small group.
• Use a summary checklist on chart paper to quickly self-assess with the class:
  • Is the summary clear?
  • Does it include only key points?
  • Are linking words used?
• Collect notebooks/tablets to review summaries for individual assessment.

Extension for Advanced Learners:

• Challenge these students to rewrite their summary using more advanced vocabulary or by combining information from both articles to create a comparative summary.

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Differentiation Summary

• Multisensory supports (audio, visuals, movement breaks) for diagnosed students.
• Scaffolding graphic organisers and sentence starters for students with IEPs.
• Choice of materials (two article options and dyslexia-friendly formats).
• Peer-pairing for social learners or those who need support in verbal expression.
• Extension activities for motivated learners to deepen skill development.

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Supporting Students with ADHD, Autism, and Behaviour Needs

• Provide clear, explicit instructions and brief, close teacher check-ins.
• Use predictable routines and visuals for behaviour expectations.
• Offer flexible seating or quiet workspaces when needed.
• Include positive reinforcement and frequent, short breaks.

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Assessment and Next Steps

• Informal formative assessment through observation, graphic organisers, and final summaries.
• Use assessment info to tailor Lesson 5: Writing Paragraphs Based on Summaries (introducing paragraph structure and elaboration).

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Reflection for Teacher

• Which summaries showed clear comprehension of main ideas?
• Did students engage with the graphic organiser?
• Were dyslexia-friendly texts effective for inclusive learning?
• How did the differentiated strategies impact student confidence?

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End of Lesson