When we summarize, we don’t copy information directly from the book. We put it into our own words. This is called paraphrasing the information. Look at the Introduction in this book. There is a lot of information there, but not all of it is necessary to record in a summary. This part of the text explains what genetics is. This is the important information I want to remember, and it is what I would include in the summary. I could write, “Genetics is a science that studies how traits such as hair and eye color are passed on from parents to their children. When these traits are passed on, we say they are inherited.” 

Have students work in pairs, and assign a section to each pair. If possible, have more than one pair summarize a particular section so that the summaries can be compared. Allow time for students to complete their summaries. Then have the pairs share their information. Encourage students to evaluate each other’s summaries and to make suggestions on how each summary could be improved. 

Word Work
Technical Vocabulary
Explain that factual texts often use content vocabulary that is specific to the topic. This special technical vocabulary can be understood by thinking about the context in which it is used. Often texts provide a glossary, and students can use the glossary to help them understand the vocabulary. 

Have students look at the word inherited in the introduction. Explain that this is an important word in genetics. Point out how the sentence defines what the word means. Then look at the word genes in the next paragraph. Make sure students understand that the word genes is defined by the next sentence. 

Have students work in pairs to find and list all the technical vocabulary associated with genetics. Students may find the words selective breeding, propagate, genetic diversity, traits, genetically altered, hybridization, crossbreeding, hybrids, captive breeding, DNA, genetic information, extinct, microscopic, and genetic disorders. Have the pairs share their words and discuss their meanings. Have them show how the context helps provide meaning for the words. 

Descriptive Language
Explain how the function of descriptive language in reports differs from that in a narrative.
Say: Story writers use good adjectives and adverbs to help the reader visualize the characters and the action. Writers of reports use adjectives and adverbs to provide accurate, factual, and precise information that helps the reader better understand the topic. For example, the writer says, “Some of the earliest hunting dogs were spaniels.” The writer uses the word "earliest" because she wants to make sure the reader understands that this breed has been around a long time and was the source of later breeds of dogs. By saying "duck-hunting dog" instead of just “dog” in the next sentence, the reader can better understand why swimming ability is important.  

Give students Worksheet 2. Have them find examples of factual descriptive language and record the words and page numbers on the chart. They should note how the language helps them understand the text. When they finish, discuss how the words helped make the information more precise and clear. 

Visual Literacy
Have students look at the photographs and captions and explain how they add to the reader’s understanding of the text. 

Writing Link
Have students write using precise, factual language in a short descriptive report.

• Help students select a topic for their paragraph. It should be something they are familiar with, such as a sport or game they like, an animal or insect, the uses of a computer or other mechanical device, etc.
• Have them brainstorm the facts they want to present.
• Have them decide on a topic sentence for their paragraph.
• Have them expand on the ideas from their brainstorm to write the body of their paragraph.
• When they finish, they should review their paragraph to make sure they have included adjectives and adverbs that clarify the information and give details about the appearance, function, components, etc., of their topic. Have them circle the adjectives and adverbs they used. 

Assessment

• Review students’ summary charts to assess whether they can extract the most important information and organize it on a chart in their own words.
• Review students’ completed vocabulary worksheets to assess whether they can recognize factual and precise descriptive language in an information report. Note whether they can use descriptive language effectively in their own writing.