Synthesis

(2 min/Whole Group)

Review “abstraction” as a computational thinking vocabulary word. 

Example Script:

1. 1. Let’s review! Remember that computational thinking is a set of skills for problem solving.
   2. Call & Response: Computational thinking is a set of skills for what? 📣“Problem solving!

1. Right now we’re going to focus on “abstraction.” Can you clap it out with me? 📣 “Ab–strac–tion”
2. Abstraction means to identify or find the most important parts or ideas.

(5 min/Whole Group)

Use the anchor chart to guide through the routine. Cover up steps 2 and 3 with paper and slide down the paper as you go through each step. Display large print of sample short passage. Post sheet of chart paper with 3 nested circles as a graphic organizer, similar to the anchor chart.

Example Script:

1. Let’s practice synthesizing a passage. First I’ll show you how, then we’ll try it together, and lastly you’ll do it on your own.
2. Read from Anchor Chart: When you synthesize, you combine what you already know and the most important ideas you read to grow your thinking. 
3. The title tells me this passage is about “[insert topic of passage].”   
4. In the first, smallest circle of my chart, I’m going to note any background knowledge about this topic: What do I already know about this topic based on the title? What other information do we have available?
   a. Are there any text features or visuals associated with the passage?
5. In the next circle for step 2, I’m going to use abstraction to note new ideas I learn from this passage. As I read it, I’m going to scan for the most important ideas, themes, and pieces of information. Once I do that, I will jot down opinions, inferences, and questions that arise. 
6. In step 3, I’m focused on making connections between the first steps, other topics, and myself, others, society, and the world around me.

(8 min/Whole Group)

Work through this process together with a new example passage. Display a large print of a different sample short passage. Post a new sheet of chart paper with 3 nested circles as a graphic organizer, similar to the anchor chart. Annotate student responses in the appropriate circle in the graphic organizer. 

Example Script:

1. Let’s try synthesizing together to grow our thinking. 
2. 📣 First, let’s note background knowledge. The topic of this passage is “[insert topic of passage].” What do we already know about this topic? (Popcorn share out from students)
3. 📣 Now let’s read this passage to complete step 2 (call on student to read aloud). Let’s note all the new ideas we got from the text.a.What are the most important ideas, themes, and pieces of information? (Call on students to share.)b. What opinions and inferences are coming up? (Call on students to share.)c. What questions are coming up? (Call on students to share.) 
4. 📣 For step 3, we’ll make connections.
   a. What connections can you make between steps 1 and 2? (Call on students to share.)
   
   b. What connections can you make to self, others, and society? (Call on students to share.)
   
   c. What connections can you make with other topics? (Call on students to share.) 
5. Now you’ll practice this on your own.

(10 min/Pairs)

Divide class into pairs; provide each pair with a passage to synthesize, a graphic organizer, and pencils. 

Example Script:

1. Each pair has a passage to synthesize. Just like we did together, you can use this anchor chart to guide you through the 3 steps of synthesizing. 
2. 📣 When finished, we’ll have 2 pairs share out their synthesis.
   a. 📣 What background knowledge did you already have?
   b. 📣 What new ideas came up as you read the passage with your partner?
   c. 📣 What connections can you make to other topics?

(5 min/Whole Group)

Facilitate a discussion reflecting on the synthesis process. 

Example Script:

1. 📣 What worked well in this synthesis process? What was challenging and what was straightforward? (Encourage think–pair–share before sharing with the whole group.)