1. Strategies for Supporting Note Taking Julie Shea, Department Chair for Science/Tech/Business Margaret Adams, Director of Curriculum

2. Today’s Objectives Describe the scope and sequence for developing main ideas. Identify multiple strategies to scaffold note taking for students. Develop their own two-column note taking formats for content specific texts.

3. Activator Briefly describe the strategy. How could you use the strategy in your content area?

4. Identifying Main Idea

5. What is the main idea? A main idea can be the category for a list of words topic of a paragraph theme of an essay or lecture topic of a textbook chapter There is often a hierarchy of main ideas (ex. topic for the chapter, major topics for each section, sub-topics for headings, and paragraph main ideas.)

6. Importance of Main Idea A key factor in successful reading comprehension is the ability to identify paragraph main ideas, and then combine and compare those ideas to determine the general theme and concepts from the reading.

7. Scope & Sequence for Main Idea Categorize and find the main idea for a list of words. Identify main ideas from paragraphs with topic sentences. Infer and formulate main ideas from paragraphs without a topic sentence. Identify the topic main idea and supporting main ideas from a multi-paragraph selection. Identify chapter, section, and paragraph main ideas from textbooks. Practice main idea skills with both narrative and expository text from a variety of subject areas.

8. Cognitive Process for Identifying Main Idea Identify the details. Compare the details to determine what they have in common. Use your own words to paraphrase what they have in common.

9. Cognitive Process for Identifying Main Idea Categorize a list of words Words-category Paragraph Sentences-topic sentence Section of textbook Paragraphs-section main idea

10. Teaching Categorizing Content specific vocabulary is a good source for words to practice categorizing while at the same time developing vocabulary knowledge. Teacher can provide categories or the students can be asked to create their own categories.

11. Let’s Practice Categorizing Paragraphs-Main Ideas

12. Scaffolding to Find the Main Idea Teacher reads the selection beforehand and places in the margin the following clues next to each paragraph: B if the main idea is located at the beginning of the paragraph M if the main idea is located in the middle of the paragraph E if the main idea is located at the end of the paragraph NONE if the main idea is implied

13. Further Scaffolding Underline the topic sentence. Students must identify the main idea. Use arrows, brackets, and numbers to show relationship among details and main ideas.

14. Further Scaffolding: Goldilocks Students should ask themselves these questions as they formulate main ideas: Is my main idea too specific? Is my main idea too general? How can I change it so it is just right?

15. Further Scaffolding: Goldilocks Bacteria help humans in many ways. Bacteria are involved in the production of food, fuel, medicines and other useful products. Some are used in industry processes. Others help break down pollutants, which are substances such as waste materials or harmful chemicals that dirty the environment. Too specific:____________________ Too general:____________________ Just right:_______________________

16. Further Scaffolding: Labeling the Bucket Think of the main idea as a label on a bucket that describes what is inside. Words, sentences, or paragraphs are then the details that go inside the bucket.

17. Further Scaffolding: Self-Cuing Student responds to the follow cues: The topic is ___________. This is what the paragraph is saying about the topic__________________.

18. Further Scaffolding: Self-Cuing Teach students to ask a series of questions to help identify and state the main idea. Are there any words or phrases that are repeated throughout the paragraph or selection? If so, this may suggest the topic. What do all the sentences have in common? Is there a topic sentence that states the main idea? If so, copy or paraphrase it. Do all the key details support the main idea you have stated? Check the main idea by asking if it is too general or too specific.

19. Turn and Talk Which of the scaffolds for finding the main idea would be most beneficial in your content area and grade level?

20. Main Idea in Multi-Paragraph Readings Identify the main ideas of each paragraph. Combine and compare these main ideas and determine what they have in common. Develop one or two sentences that state the section main idea.

21. Topic versus Main Idea A topic is a general subject of a paragraph, multi-paragraph selection, or chapter. It is usually stated in one to three words. A main idea statement is more specific and tells what is being said about the topic.

22. Creating a Topic Web Use as a before, during, and after reading activity. Use textbook headings and subheadings. Use to outline the elements of a story for narrative readings. Use for a series of concepts being taught. Create a sub-web to describe in more detail one of the main ideas.

23. Teacher and Student-Generated Topic Webs Initially, teachers generate and provide examples of topic webs. Scaffold creation of webs by having students complete portions of a web.

24. Example: Topic Web Shapes Measuring Shapes Tools Geometry circle square triangle areaperimeter volume ruler compass protractor

25. Let’s Practice Use the reading provided to develop a topic web. Use the headings and sub-headings if applicable.

26. Geometry Shapes Measuring shapes Tools

27. Note-Taking

28. Note Taking To take notes, students must identify main ideas and key details, paraphrase them using as few words as possible, and record them in a structured format.

29. Format for Two-Column Notes Main Ideas Details Heading or Topic of Notes Summary:

30. Two-Column Notes Big Picture Notes Topic or section main ideas on the left and paragraph main ideas on the right Detailed Notes Paragraph Main Ideas on the left and details from supporting sentences on the right

31. Note Taking Sub Skills Abbreviating Generate abbreviations from the first syllables in words or meaningful parts of words Paraphrasing using concise writing

32. Note Making Note making involves applying active strategies for learning and remembering that information, including editing, reviewing, reciting, and studying notes. Most effective if done as soon as possible after taking the notes.

33. Let’s Practice Using your content area materials, develop a set of two-column notes. (You may want to develop a topic web first.)

34. Note making: Editing of Notes Check to be sure all the main ideas are included and clearly stated in the left column. Check to be sure all key details are in the right column. Cross out irrelevant information. Reduce wording into concise phrases. Expand abbreviations and wording if anything is unclear. Add visual markers. Make sure all note pages are dated and in order.

35. Note Making: Editing of Notes Using visual cues to edit notes Drawing horizontal lines across the page Use colored markers to highlight important information Number the order of details Use of extra space after each main idea to add missing information late Add arrows, stars, or brackets to show connections

36. Other Uses for Two-Column Notes Studying vocabulary Narrative text (story elements, individual elements i.e. characters or theme) Answering questions (problem on the left hand side with solutions or examples on the right) Notes for research Notes from lectures

37. Summarizer Post It-Write one take away from today and post.