Note+taking

// Curriculum Consultant // jhodges@insightbb.com [|www.jhodges.net]
 * ||  ** // Jeanette Hodges // **

|| || Meaningful notetaking involves the interaction between the text, the context, and the reader. However, when students are unable to thoroughly comprehend what they are reading, teachers sometimes resort to “teacher-telling” and “giving” notes. This method is frustrating to the teacher and laborious and rote for the student. These notetaking strategies are designed to scaffold the students’ skills so they can interact with the text, make meaningful connections, and ultimately become independent thinkers and learners. 1. ** __Post-it Notes/Strips and Codes__ ** · to focus while reading · to identify important information · to make connections with the text ** // Materials: // ** · post-it notes · Set a purpose for reading (i.e., explain what the reading passage is about, the author’s purpose, or what you would like students to look for as they read). · Have students attach post-its beside important text that they will want to review. · Have students “code” the text as they read, and decide with them what codes to use. Here are some examples: ! = This is interesting. ? = I don’t understand this. * = I already know this.  = This makes me think of something else. · Have students also add short explanations or review notes. These could be about important people, places, events, and/or important terms. · As students master this method, have them transfer their codes into more formal notes or responses in their notebooks. · Have students attach a strip of paper along the side of the page for recording notes. · Provide photocopies for students to make marginal notes. · Provide overhead transparencies for students to make marginal notes. 2. ** __X Marks the Spot__ ** · to focus specifically on key points, interesting/new facts, and questions · to interact with text // Note: this strategy is very similar to strategy #1 but more teacher-directed. //  · post-it notes ** // or // ** · color-coded index cards (3 colors) · The teacher specifies what students should look for in their reading (e.g., 4 key points, 2 interesting/new facts, 3 questions). · On post-its or index cards, have students “code” the text accordingly: X = I’ve found a key point. ! = I’ve found some interesting, new information. ? = I’m confused. I have a question about what this means. · Use the student responses as a springboard for class discussion. If using index cards, the cards may be sorted into groups for key points, interesting/new information, and questions. 3. ** __Underlining/Highlighting__ ** · to identify main ideas · to determine // significant //details, examples, or concepts · photocopies of text material · highlighters or highlighter tape ** // Procedure // ** · Model the technique of highlighting/underlining by thinking aloud about main ideas and key ideas. // Note: students tend to highlight too much in the beginning. They need to be explicitly taught how to be selective in choosing only main ideas and key concepts. // 4. ** __Scintillating Sentences and Quizzical Quotes__ ** · to read for information · to develop higher level thinking skills (i.e., analysis, evaluation) · to make connections · sentence strips ** // or // ** · chart paper ** // Procedure: // ** · Have students find a sentence from their reading to share with the class: Þ // A “scintillating sentence” is one that the student thinks represents a significant idea, illustrates a particular point of view, or has special meaning for understanding the content. //  Þ //  A “quizzical quote” is a sentence that the student doesn’t understand or thinks that others in the class might find confusing. //  · Once students have selected their sentences, they write them on sentence strips or chart paper to display around the room. (Each sentence is recorded with the author, title, page number, and the student’s initials.) · Students walk around the room and read each other’s sentences. · The sentences become the focal point of class discussion. One by one, students read their sentences and explain why they selected them. (If the sentence is a “quizzical quote,” they ask others in the class to explain what the sentence means.”  5. ** __Key Questions__ **   · to process basic elements (Who? What? When? Where? Why or How?)   · to comprehend on a literal level    · to formulate questions while reading   ** // Materials: // **   · chart     **  How  **  || || || || || ||  · Model how to identify the five key questions in a reading passage.    · Have students record answers to the five questions as they read.    · Share answers full-group or in small groups.   ** // Variations: // **   · Some students may do better, at least initially, by working in pairs.    · The class may be divided into five groups, with each group taking the responsibility for one of the key questions. Then share their answers full-group.   6. ** __KWL So what? Foldable__ **  · to create a manipulative study guide (i.e., kinesthetic learning)   · to set a purpose for reading  · to focus on text features · plain paper · scissors · markers · Direct students to fold a plain sheet of paper lengthwise. Þ With the folded paper horizontal, fold the right side toward the center. Then fold it in half and half again, to make 4 sections. Þ Now open the 4 folds up so that the paper is folded lengthwise as before. Þ Place your hands between the two thicknesses of paper and cut up the foldlines on // one //side only. This will form four tabs. Þ On the outside of the four tabs, write ** K W L (Know, Want to Know, Learned) **and ** So ** ** what? **   · Then guide the students to locate the headings and subheading in the chapter or reading passage. · Have the students write these headings or subheadings underneath the ** K **tab, allowing some space under each one. · Now direct the students to brainstorm what they ** // know // ** about each heading or subheading. · Next, help the students to turn each heading or subheading into a question. (These should be written underneath the ** W **column.) · As students read, they should answer the questions underneath the ** L **column. (The answers in the ** L **column should be directly across from the questions in the ** W **column.) · The last section, ** So what **, is for connections, applications, and extensions of the knowledge gleaned from the chapter. Start by asking the students, “Why do we need to know this information?” Then brainstorm with the class for topics that relate. These may become individual or group inquiry projects. 7. ** __Double-Entry Journal (Cornell Notetaking)__ ** · to take notes independently · to develop critical thinking · two-column paper ** // Procedure // ** · There are various methods for structuring two-column notes: Þ direct quote and page number ___ This reminds me of. . .    Þ direct quote and page number ___ I wonder. . .    Þ direct quote and page number ___ I visualize. . .    Þ direct quote and page number ___ I’m confused because. . .    Þ interesting details ___ summary of learning Þ what’s important or interesting to me ___ author’s message Þ main ideas and supporting details ___ explanations and connections · The columns can also be more structured to include a skeletal outline on the left side and specific questions on the right. 8. ** __GIST (Generating Interaction between Schemata and Text)__ ** · to summarize effectively · short reading passage with an important main idea (3-5 paragraphs work best.) · paper and pen ** // Procedure: // ** · show students only the first paragraph and ask them to individually write a summary in 20 words or less · have students generate a class summary of the paragraph on the board using 20 words or less · reveal the next paragraph and have students revise their summaries to encompass the first two paragraphs, still using no more than 20 words · continue the procedure paragraph by paragraph until students have a GIST statement for the entire passage · ** Reverse GIST –  ** Choose 20 or so key words for a text selection and have students work in groups to develop a summary, using all of the key words. 9. ** __Structured Notetaking__ ** · to take more effective notes · to use a visual framework for taking notes · to make meaningful connections between various pieces of information · appropriate graphic organizer (text frame) · Preview the text to determine the prevalent organizational pattern. · Choose from the following text frames in order to organize the notes in a meaningful way: Þ problem solution Þ compare/contrast Þ cause/effect Þ proposition/support Þ goal/action/outcome Þ concept/definition · Create a graphic organizer using boxes, circles, and other visual structures that would best fit your text frame. · Label the graphic organizer (e.g., causes/effects, similarities/differences, problem/causes, or problem/solutions). · Explain the type of text frame that you are using. (You may need to model how to use it the first time.) · Have the students complete the text frame as they read. 10. ** __Power Notes__ ** · to differentiate between main ideas and details · paper and pen ** // or // ** · Power Notes template ** // Procedure: // ** · Explain to students that this notetaking strategy is similar to outlining but easier to do because they will work with numbers rather than the formal outline form: Þ // Power 1  // – author’s opinion Þ // Power 2 ** - **  // reason Þ // Power 3 –  // example Þ // Power 4 –  // detail or explanation of example · This is what the Power Notes format looks like in template form:
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