Synthesising Reading Passages and Activities

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Teach the skills of synthesising with this reading resource. With a range of passages, this resource includes exemplar, guided and independent reading activities allowing students to develop their synthesising skills. Additional activities, posters, and teacher notes are also included. Print and digital options are included
See our preview for a full breakdown of everything included in this resource.
This resource is provided in a print version, as PowerPoint slides, as well as a digital version for Google Classroom or Microsoft One Drive. This resource is suitable for both US and British spelling.
This Synthesising resource includes:
  • Full print and digital activities
  • Teacher information guide
  • One ‘I Do’ passage and activity for the teacher to model how to self-monitor
  • Two ‘We Do’ passages and activities for the teacher and students to work through together
  • Four ‘You Do’ passages and activities for students to complete independently
  • Four synthesising metaphor posters
This resource is set out using the gradual release of responsibility model (I do, we do, you do).
  • The Exemplar section (I do) of this resource is designed to be taught by the teacher, working through the exemplar pages and following the process as laid out.
  • The Guided Practice section (We do) provides opportunities for the teacher and students to work through the process together.
  • The Independent Practice sections (You do) provide activities for students to practice the skill of synthesising independently.
Why teach students how to synthesise?
Synthesising is a higher-order comprehension skill that involves students combining their prior knowledge about a topic with information from one or multiple texts in order to create a new, changed or deeper understanding. A synthesis is not a summary, as it involves students inquiring into their own thinking as a result of the information from the text. When students synthesise, they are made aware of how their thinking changes as they read a text. This is deeper thinking than a summary or retelling of a text.

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