Note Taking Summarization Hazelwood School District

Quick Write What is the goal or purpose of engaging students in summarizing activities? To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this? Think-Share-Pair

Classroom Instruction that Works teaching students a variety of note-taking formats (Cornell notes and combination notes) giving students teacher prepared notes reminding students to review their notes teaching students the rule-based summarizing strategy using summary frames

Note Taking and Summarizing Summarizing and note taking are in the same category because both require students to turn information into a concise, synthesized form.

Note Taking and Summarizing Effective learners are able to sift through information, identify what is important and then synthesize and restate the information.

Focus On Note Taking

Cornell (Double Column) Notes Get Ready Divide the paper into two sections Write name, class, and date at the top of each page Write a general title for the lecture, reading, activity, or video clip Course Name Date Title Key Points Note Taking Area Cue Column Summary

Cornell (Double Column) Notes Take Notes Write all main ideas on the right side of the paper Skip lines between ideas Mark ideas that go together with an asterisk * Course Name Date Title Key Points Note Taking Area Cue Column Summary

Cornell (Double Column) Notes Review and Clarify Review the notes soon after the lecture, reading activity, or video clip Make sure the notes are clear and the information makes sense Course Name Date Title Key Points Note Taking Area Cue Column Summary

Cornell (Double Column) Notes Pull Out Main Ideas The notes, containing both the main ideas and details, are written in the right column Rewrite the main ideas in the left idea, matching it with the details. Course Name Date Title Key Points Note Taking Area Cue Column Summary

Cornell (Double Column) Notes Summarize Write a summary at the bottom of the page Course Name Date Title Key Points Note Taking Area Cue Column Summary

Cornell (Double Column) Notes Study Use both columns of the notes to study for tests Course Name Date Title Key Points Note Taking Area Cue Column Summary

Combination Notes Use a graphic representation to organize the information Notes Great for almost all grade levels Write a summary statement for the notes

Combination Notes Getting Ready Draw a line down the middle of the paper. The left-hand side of the paper is for notes and the right-hand side of the paper is for non-linguistic representations. Topic: Date: Non-linguistic (visual) representation Graphic organizer Charts and graphs Pictures and pictographs Concrete representations Mental pictures Notes Cue Column Summary or Conclusion

Combination Notes Graphic Representations Students stop periodically to make a graphic or visual representation of their notes Topic: Date: Non-linguistic (visual) representation Graphic organizer Charts and graphs Pictures and pictographs Concrete representations Mental pictures Notes Cue Column Summary or Conclusion

Combination Notes Summarizing Students record summary statements of what they have learned at the bottom of the page. Topic: Date: Non-linguistic (visual) representation Graphic organizer Charts and graphs Pictures and pictographs Concrete representations Mental pictures Notes Cue Column Summary or Conclusion

Focus On Summarizing

Three Strategies for Teaching Summarizing Rule-Based Strategy Using Frames Reciprocal Teaching This presentation will cover in depth, the first two strategies and will briefly touch upon the third.

Planning for Summarizing What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames Narrative or Story TRI Definition Argumentation Problem/Solution Conversation Reciprocal Teaching What knowledge will students be learning? What specific information will students need to summarize? Video clip Chapter Lecture Story Article Event Other: _______________ Do I need to set aside time to teach them the strategy? When and how? How much guidance will I provide them? How will I monitor how well students are doing?

Procedural Knowledge Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. Teachers must demonstrate note taking and rules-based summarization if students are to learn this procedures. While practicing, students should adapt and shape what they have learned.

Summarizing Scoring Guide 4 The student identifies the main pattern running through the information along with minor patterns. 3 The student identifies the main pattern running through the information. 2 The student addresses some of the features of the main pattern running through the information but excludes some critical aspects. 1 The student does not address the main pattern running through the information. Not enough information to make a judgment.

Steps for Rule-Based Summarizing Take out material that is not important to your understanding. Take out words that repeat information Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). Find a topic sentence. If you cannot find a topic sentence, make one up.. Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). Select a topic sentence or invent one if it is missing.

Rule-Based Summarizing Strategy   1) Delete trivial material that is unnecessary to understanding;  2) Delete redundant material;  3) Substitute subordinate terms for lists 4) Select a topic sentence, or invent one if it is missing.  Brown, Campione, and Day (1981) Find a passage and model the process.

Summary Frames A series of questions that the teacher provides to students that helps them develop an accurate summary of the text.

Summary Frames Using summary frames is a powerful summarizing strategy that enhance students’ understanding.

The Six Summary Frames Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame

The Narrative Frame to summarize stories or other narratives

Narrative or Story Frame Elements Characters: the characteristics of the main characters in the story; Setting: the time, place, and context in which the story took place; Initiating event: the event that starts the action rolling in the story; Internal response: how the main characters feel about and react to the initiating event; Goal: what the main characters decide to do as a reaction to the initiating event — the goal they set; Consequence: how the main characters try to accomplish the goal; Resolution: how the story turns out. (Components 3-7 are sometimes repeated to create what is called an “episode.”)

Narrative or Story Frame Questions Who are the main characters? What makes them different from others? When and where did the story take place? What was the situation at the time? What starts the action rolling in the story? How did the characters express their feelings? What did the main characters decide to do? Did they set a goal? What was it? How did the main characters try to accomplish their goal? How does the story turn out? Did the main characters accomplish their goal?

Topic-Restriction-Illustration (T-R-l) Frame to summarize informational or explanatory text

T-R-I Frame for Expository Material Topic (T): a general statement about the information to be discussed; Restriction (R): statements that limit the information in some way; Illustration (I): statements that exemplify the topic or illustrations. The T-R-I (topic, restriction, illustration) pattern can have a number of restrictions and accompanying illustrations.

T-R-I Frame T: What is the general topic? Questions T: What is the general topic? R: What information does the author give that narrows or restricts the general topic? I: What examples does the author present to illustrate the topic or restriction?

The Definition Frame to summarize text that defines a concept or term

Definition Frame Elements 1.Term: the subject to be defined (e.g., car); 2. Set: the general category to which the term belongs (e.g., vehicles for transportation); 3. General characteristics: those characteristics that separate the term from other elements in the set (e.g., runs on the ground, has four wheels); 4. Minute differences: those different classes of objects that fall directly beneath the term (e.g., sedans, convertibles).

Definition Frame Questions What is being defined here? To what general category does the item being defined belong? What characteristics of the item differentiate it from other items in a general category? What are some different types or classes of the item being defined?

The Argumentation Frame to summarize text that presents an argument

Argumentation Frame Elements 1. Evidence: information that leads to a claim 2. Claim: the assertion that something is true—the claim is the focal point of the argument 3. Support: examples or an explanation of the claim 4. Qualifier: a restriction on the claim or evidence of the claim

Argumentation Frame Questions What information is presented that leads to a claim? What is the basic statement or claim that is the focus of the information? What examples or explanations are presented to support this claim? What concessions are made about the claim?

The Problem /Solution Frame to summarize text that presents a problem and one or more solutions

Problem/Solution Frame Elements Problem: a statement of something that has happened or might happen that is problematic 2. Solution: a description of one possible solution 3. Solution: a statement of another possible solution 4. Solution: a statement of another possible solution 5. Solution: identification of the solution with the greatest change of success

Problem/Solution Frame Questions What is the problem? What is a possible solution? What is another possible solution? Which solution has the best chance of succeeding?

The Conversation Frame to summarize text that presents a conversation between people or characters in a story

Conversation Frame Elements 1. Greeting: some acknowledgment that two or more parties are talking to each other 2. Inquiry: a question about some general or specific topic 3. Discussion: an analysis or elaboration on the topic 4. Conclusion: the conversation ends in some way

Conversation Frame Questions How did the members of the conversation greet each other? What question or topic was revealed or referred to? How did their discussion progress? Did either person state facts? Did either person make a request of the other? Did either person demand a specific action of the other? Did either person threaten specific consequences if a demand was not met? Did either person indicate he/she valued something that the other had done? How did the conversation conclude?

Note Taking Summarization Hazelwood School District