Summarizing and Note Taking

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Summarizing and Note Taking

• North Penn High School
• Staff In-service Day
• September 27, 2006

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Summarizing and Note Taking

• Students who can effectively summarize learn to
  synthesize information, a higher-order thinking
  skill which includes analyzing information,
  identifying key concepts, and defining extraneous
  information.
• Northwest Regional Education Laboratory

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Classroom Instruction That Works
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Summarizing Strategies
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SummarizingSteps for Rule-Based Summarizing

• Delete trivial material that is unnecessary to
  understanding.
  
• Delete redundant material.
• Substitute super-ordinate terms for more specific
  terms.(ie. fish for trout, salmon, flounder)
  
• Select a topic sentence or invent one if it is
  missing.(Brown, Campione, and Day, 1981)

http//dese.mo.gov/divimprove/curriculum/ModelCurr
iculum/current_events/lesson_six.htm

http//genesismission.jpl.nasa.gov/educate/scimodu
le/data/briefing/SARule_Based.pdfsearch22rule2
0based20summarizing22

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Summary Frames

• Summary Frames are a series of questions that a
  teacher provides to students. The questions are
  based on the type of passage being studied.

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Summary Frames

• Narrative Frame
• Definition Frame
• Argumentation Frame
• Problem-Solution Frame
• Conversation Frame
• Topic-Restriction-Illustration Frame

http//www.d214.org/staff/depts/staffsupport/Schoo
lImprovement/GraphicOrganizer/
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Reciprocal TeachingGroup-Enhanced Summary

• Summarizing
• Questioning
• Clarifying
• Predicting

http//literacy.kent.edu/eureka/strategies/summari
zing.pdfsearch22rule20based20summarizing22

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How to Summarize an Article

• Why the article was written and who is the
  intended audience?
  
• What is the authors background? Point of view?
• Compare opening and closing statements.
• Read the article more than once.
• Underline key words and phrases.
• Distinguish main ideas from supporting ideas.
• From University of Texas at Austin Learning
  Center

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Note Taking Strategies
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Note Taking

• Verbatim note taking is the least effective way
  to take notes
  
• Notes should be considered a work in progress
• Notes should be used as a study guide for tests
• The more notes that are taken, the better

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Dialectical Journal Writing

• Is a double-entry journal.
• Is completed during the reading process.
• Forces students to slow down the reading process,
  think about the content of the assignment,
  process their thoughts about the reading, and
  keep a record of their thoughts.

http//www.phschool.com/eteach/social_studies/2001
_02/essay.html
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Dialectical Journal 1

• Copy of the Text
• Student writes down significant quotes from the
  text.
  
• Student must include page number.
• If appropriate, student could also include
  authors name, chapter number, etc.

• Students Reactions and Analysis to the Text
• Student writes reaction and analysis to the
  significant quote he or she has chosen.
  
• Analysis should be longer than the quote.

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Dialectical Journal 2

• Paraphrase of Text
• Student writes a paraphrase or a summary of the
  text.
  
• Student records page number.
• If appropriate, student records authors names,
  title, chapter, etc.

• Significance and Analysis of Text
• Student records analysis and evaluation of the
  content information provided in the text.
  
• Student makes connections between the information
  presented.
  

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Dialectical Journal 3

• The Authors Opinion

• The Students Opinion

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Dialectical Journal 4
Write a statement, summary, or quote at the top
of the page.

• Student 1 responds to the quote and analyzes the
  quote.

• Student 2 responds to Student 1s statement.

NOTE Keep passing paper around.
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Dialectical Journal 5

• Left Page
• Copy of the text students are reading

• Right Page Split into two columns

Students reaction and analysis after class
discussion.
Students initial reaction and analysis to the
text.
Source Lucy Calkins Double-Entry Ledger
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University of WashingtonDialectical Journal

• Record Column
• Date
• Name of the author
• Pages Read
• Main subject
• Summary of Main Points

• React Column
• Write your position statement on the subject
• Compare your position statement with the one in
  your source
  
• Explain the focus on this reading, lecture,
  program, etc.
  
• Relate the material to the course

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Possible Evaluations of Dialectical Journals

• Assess on an all or nothing basis.
• Required number of quotes or lines.
• Assess randomly during the marking period.
• Replace quiz grade with journal grade.
• Assess using Blooms Taxonomy.
• Provide Blooms Taxonomy and have students
  self-assess their journals.
  

http//edtech.clas.pdx.edu/presentations/frr99/blo
oms.htm
http//www.dickinsonstate.com/pdf/WRTC/Bloom's
verbs.pdf - search"blooms verbs"
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Note TakingVocabulary Quadrant Cards
Paraphrase of definition
definition
word or term
picture/ symbol or sentence using word or term
synonyms and antonyms
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Informal Outline Notes

• Common note taking practice
• Uses indentations to indicate major ideas and
  their related details
  

http//www.lib.jjay.cuny.edu/research/outlining.ht
ml

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Webbing

• Uses the relative size of connected circles to
  indicate the relationship between ideas.
  
• Lines are drawn from one circle to another to
  show the relationship between the concepts.

http//www.sdcoe.k12.ca.us/SCORE/actbank/torganiz.
htm
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Combination Notes

• Flexible note taking strategy
• Combines the informal outline with pictures or
  graphic representations
  
• Often used in a two-column or double-entry style
  format

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Note Making Tools

• Bookmarks
• Continuum
• Conversational Roundtable
• Cornell Notes
• Episodic Notes
• Hierarchical Notes
• Inference Notes

• Lit Circle Notes
• Judges Notes
• Q Notes
• Sensory Notes
• Spreadsheet Notes
• T-chart Notes
• Think in Threes Notes
• From The English Companion

http//web000.greece.k12.ny.us/instruction/ela/6-1
2/Tools/Index.htm
http//www.englishcompanion.com/Tools/notemaking.h
tml
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Summarizing and Note TakingTechnology Application

• MS Word Track Changes
• Power Point Slides and Outlines
• Inspiration Mind Maps, Clusters, Outlining
• Excel Grades, Effort Log
• From Instructional Services, 2006