You will learn
- Identify what to keep.
- Omit minor details.
- Paraphrase.
- Write an objective summary.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Read closely.
- Mark key points.
- Paraphrase them.
- Write a short objective summary.
Words to know
a short account of the main points
based on facts, not opinion
to restate in your own words
short and to the point
1. Discover: Summarising a long paragraph
Original text. Solar panels turn sunlight into electricity. In recent years they have become cheaper, and more homes in villages without a power grid now use them. They run small fridges, charge phones and power lights for study. Some panels need cleaning because dust reduces efficiency. One designer even chose a bright red frame for her panels.
An objective summary: Solar panels turn sunlight into electricity and are increasingly used in off-grid villages for fridges, phones and lighting. It paraphrases, is concise and leaves out the red frame.
Think: What did the summary keep and omit?
2. Understand: Short, fair and accurate
Idea 1: Summary
A summary gives the main points in your own words.
Idea 2: Objective
Keep it objective: no opinions such as “this is amazing”.
Idea 3: Concise
Be concise: omit minor details and examples.
3. Worked examples
Example 1 (I show you): Keep
What was kept?
- Main points.
Answer: solar panels turn sunlight into electricity and are used in off-grid villages
Example 2 (We do it together): Omit
What was omitted?
- Red frame.
Answer: the red frame detail
Example 3 (You try): Objective
Why objective?
Show the steps and answer
- No opinion.
Answer: it states facts without personal opinion
Did you know?
A good summary is often about one-quarter the length of the original.
Why this matters
Summarising is essential for studying and research.
4. Explore: Shrink it
Write a summary.
- Read a paragraph.
- Mark key points.
- Paraphrase.
- Check no opinion.
Think about it: what did you notice?
You can summarise complex texts.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The text is about ___.
- The main points are ___.
- In summary, ___.
- I left out ___ because ___.
Guided practice
Question 1. A short account of main points is a ___.
summary
Question 2. Based on facts is ___.
objective
Question 3. To restate in your own words is to ___.
paraphrase
Independent practice
Level 1: Start
- A short account of main points is a ___.
- Based on facts is ___.
- To restate in your own words is to ___.
- Short and to the point is ___.
- Solar panels turn sunlight into ___.
Level 2: Grow
- What can solar panels charge?
- What reduces panel efficiency?
- What detail was omitted?
Level 3: Stretch
- Should a summary include opinions?
- Should it be in your own words?
- Should it include every detail?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Summarise a paragraph in two sentences.
Show a sample answer
a summary
Another one. Summarise a news story to a family member in two sentences.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can identify what to keep.
- I can omit minor details.
- I can paraphrase.
- I can write an objective summary.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Read closely.
- Mark key points.
- Paraphrase them.
- Write a short objective summary.
11. Next lesson
Next lesson: Text structure. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an objective summary? [1 mark]
- Name two things a summary should omit. [2 marks]
- What does paraphrase mean? [1 mark]
- Write a one-sentence summary of the solar text. [2 marks]
- Explain how to write a summary. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a short account of main points based on facts, not opinion [1]
- opinions [1]; minor details [1]
- restate in your own words [1]
- solar panels turn sunlight into electricity [1]; used in off-grid villages [1]
- read closely and mark key points [1]; paraphrase them [1]; keep it short and objective [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A short account of main points is a ___.
- Based on facts is ___.
- To restate in your own words is to ___.
- Short and to the point is ___.
- Solar panels turn sunlight into ___.
- What can solar panels charge?
- What reduces panel efficiency?
- What detail was omitted?
- Should a summary include opinions?
- Should it be in your own words?
Homework
Summarise a news story to a family member in two sentences.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A short account of main points is a ___. | summary | 1 |
| 2. Based on facts is ___. | objective | 1 |
| 3. To restate in your own words is to ___. | paraphrase | 1 |
| 4. Short and to the point is ___. | concise | 1 |
| 5. Solar panels turn sunlight into ___. | electricity | 1 |
| 6. What can solar panels charge? | phones | 1 |
| 7. What reduces panel efficiency? | dust | 1 |
| 8. What detail was omitted? | the red frame | 1 |
| 9. Should a summary include opinions? | no | 1 |
| 10. Should it be in your own words? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 summary; 2 objective; 3 paraphrase; 4 concise; 5 electricity. Level 2: 1 phones; 2 dust; 3 the red frame. Level 3: 1 no; 2 yes; 3 no.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Identify what to keep | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Omit minor details | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Paraphrase | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write an objective summary | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: identify what to keep; omit minor details; paraphrase; write an objective summary.
Prerequisite knowledge. Central ideas.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Reading: Literature; Grade 6 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RI.6.2 (provide a summary of the text distinct from personal opinions or judgments); Cambridge Primary English Stage 6 (summarising). These sources informed the lesson.