Summarizing And Note Taking

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This is a powerpoint that I created for a staff development at my school, Falcon Bluffs Middle School.


  • 1. Summarizing and Note Taking It doesnt have to be boring.

2. Objectives Youll develop your understandings around different genders and different learning styles. They require a variety of approaches Youll understand that note taking isnt limited to rote copying Youll see that note taking is integrally related to reading for main ideas and writing to learn Youll learn a variety of note taking and summarizing techniques Youll apply your learning Ill show that I really can use a power point 3. Who is this guy? 11 years of classroom teaching and instructional coaching Law Degree from D.U. M.A. in Curriculum & Instruction Licensed and endorsed K-12 in English, Soc. Stu., & Reading Co-Director of the Denver Writing Project Cyclist, Dad, . . . 4. Lets begin Take a fortune cookie Read your fortune to yourself Dont share it yet Think: How does your fortune connect with teaching note taking in your classroom? Share and then eat your cookie. 5. We need to read to take notes and before we read:We must have a purpose If we dont have a purposeEverything is importantAnd If everything is important Then nothing is important 6. The House (Thanks to Cris Tovani) Count off in threes If youre a one read as a burglar whats important? If youre a two read as a potential buyer whats important? If youre a three read as a real estate agent whats important? So would your notes look different each time? 7. What about learning styles? Think of these three basic learning styles: Quantitative Verbal Non-Verbal Will they learn the same way? 8. Strategies well focus ontoday: Power Notes: quantitative and verbal learners Found Poetry: verbal learners Visual Note Taking: non-verbal learners 9. Also, if we have time Written Conversation Q Notes Somebody Wanted But So Marzanos 4 Steps 10. Power Notes a reading / writing strategy Main ideas are P1 ideas Elaborations or examples are P2 ideas Further elaborations or examples are P3 ideas Characteristics are P4 ideas 11. For Example We might read an article about Football Penalties: P1 Football Penalties P2 Offensive Penalties P3 Holding, Face Mask, etc. P4 Characteristics of holding, etc. 12. If we use a graphic organizerP1 Fa n s o l ei ol at Peb lt P2P2 Oveis fn P e fs nee a ilt D i Pe e ve s f s lleean ti P3 P 3P3 P3HoligdnI geel ac rl l e eR iv Pn r ca tfesen sr I eeH o lig dnP4 C ti c H h es o a r o ligr s f da t c n 13. Lets try it now Read the science article Try taking Power Notes on your own Look for the P1 ideas, P2 ideas, etc. Label them that way in your notes Then. . . 14. Use your notes as pre-writing to write a summary paragraph that shows your understanding. 15. Lets be poets: Read a Social Studies article As you read, think about your purpose for reading and: Highlight words and phrases that speak to you because they fulfill your purpose and also . . . 16. They sound good Are interesting or grab you And are about the content (this is important) List them or highlight them 17. Now youre a poet: Look at your list and think of it as the words of a poem. How can you structure them to look, sound and read like free verse poetry? You can add words if you need to. Only do that if it helps your poem make sense The point is to show your content knowledge in a found poem. Have fun 18. But first, an example:"CHICAGOHOG Butcher for the World, Tool Maker, Stacker of Wheat, Player with Railroads and the Nation's Freight Handler; Stormy, husky,brawling, City of the Big Shoulders 19. For us visual learners Read the article on South Africa (if you want to stretch yourself, try themath article) Divide your paper in half, lengthwise Label the top left side: key words, phrases,ideas Label the right side: pictures Read the text stopping every 1/2 page 20. On the left side, record important words, phrases, ideas On the right side, draw your picture of what you read When youre finished, use your drawings to prompt your summary writing. 21. Thats it for now How are you feeling? What will you commit to try? Who will you share it with 22. Oh Yeah, I forgot Lee Waldman 2-6257 I have handouts for you that include other ideas 23. Resources Beers, Kylene. When Kids Cant Read. Portsmouth, NH: Heinemann, 2003. Burke, Jim. Tools For Thought. Portsmouth, NH: Heinemann, 2002. Marzano, Robert J,; Pickering, Debra J.; and Pollock, Jane E. Classroom Instruction that Works. Alexandria, VA: ASCD, 2001. Tovani, Cris. I Read it But I Dont Get It. Portland, ME: Stenhouse Publishers, 2000. Tsujimoto, Joseph I. Teaching Poetry to Young Adolescents. Urbana, Ill: NCTE, 1988.


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