Summarizing and Note Summarizing and Note TakingTaking

Summarizing and Note Summarizing and Note TakingTaking

It doesn’t have to be boring.It doesn’t have to be boring.

Objectives• You’ll develop your understandings around

different genders and different learning styles. They require a variety of approaches

• You’ll understand that note taking isn’t limited to rote copying

• You’ll see that note taking is integrally related to reading for main ideas and writing to learn

• You’ll learn a variety of note taking and summarizing techniques

• You’ll apply your learning• I’ll show that I really can use a power point

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, . . .

Let’s begin

• Take a fortune cookie• Read your fortune to yourself• Don’t share it yet• Think: How does your fortune connect

with teaching note taking in your classroom?

• Share and then eat your cookie.

We need to read to take We need to read to take notes and before we read:notes and before we read:

We must have a purposeWe must have a purposeIf we don’t have a purposeIf we don’t have a purpose

Everything is importantEverything is importantAndAnd

If everything is importantIf everything is importantThen nothing is importantThen nothing is important

The House(Thanks to Cris Tovani)

• Count off in three’s• If you’re a ‘one’ read as a burglar –

what’s important?• If you’re a ‘two’ read as a potential

buyer – what’s important?• If you’re a ‘three’ read as a real estate

agent – what’s important?• So – would your notes look different

each time?

What about learning styles?

• Think of these three basic learning styles:

• Quantitative• Verbal• Non-Verbal • Will they learn the same way?

Strategies we’ll focus on today:

• Power Notes: quantitative and verbal learners

• Found Poetry: verbal learners• Visual Note Taking: non-verbal

learners

Also, if we have time

• Written Conversation• Q Notes• Somebody Wanted But So• Marzano’s 4 Steps

Power Notesa 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

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.

If we use a graphic organizer

P 4Characteristcs of Holding

P 3Holding

P 3Illegal Receiver

P 2Offensive Penalties

P 3Pass Interference

P 3Holding

P 2Defensive Pelalties

P 1Football Penalties

Let’s 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. . .

• Use your notes as pre-writing to write a summary paragraph that shows your understanding.

Let’s 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 . . .

• They sound good• Are interesting or grab you • And are about the content (this is

important)• List them or highlight them

• Now you’re 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

But first, an example:

"CHICAGO”

HOG 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

For us visual learnersRead the article on South Africa(if you want to stretch yourself, try the

math article)Divide your paper in half, lengthwiseLabel the top left side: key words,

phrases, ideasLabel the right side: picturesRead the text stopping every 1/2 page

• On the left side, record important words, phrases, ideas

• On the right side, draw your picture of what you read

• When you’re finished, use your drawings to prompt your summary writing.

That’s it for now• How are you feeling?• What will you commit to try?• Who will you share it with

Oh Yeah, I forgot• Lee Waldman• lwaldman@jeffco.k12.co.us• 2-6257

• I have handouts for you that include other ideas

Resources• Beers, Kylene. When Kids Can’t 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 Don’t Get It. Portland, ME: Stenhouse

Publishers, 2000.• Tsujimoto, Joseph I. Teaching Poetry to Young Adolescents. Urbana,

Ill: NCTE, 1988.