Summarizing and Note
It doesn’t have to be boring.
• 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
• 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
• 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
• Law Degree from D.U.
• M.A. in Curriculum & Instruction
• Licensed and endorsed K-12 in English, Soc. Stu.,
• Co-Director of the Denver Writing Project
• Cyclist, Dad, . . .
• 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
• Share and then eat your cookie.
We need to read to take notes
and before we read:
We must have a purpose
If we don’t have a purpose
Everything is important
If everything is important
Then nothing is important
(Thanks to Cris Tovani)
• Count off in three’s
• If you’re a ‘one’ read as a burglar – what’s
• If you’re a ‘two’ read as a potential buyer –
• If you’re a ‘three’ read as a real estate
agent – what’s important?
• So – would your notes look different each
What about learning
• Think of these three basic learning
• Will they learn the same way?
Strategies we’ll focus on
• Power Notes: quantitative and verbal
• Found Poetry: verbal learners
• Visual Note Taking: non-verbal
Also, if we have time
• Written Conversation
• Q Notes
• Somebody Wanted But So
• Marzano’s 4 Steps
a reading / writing strategy
• Main ideas are P1 ideas
• Elaborations or examples are P2
• Further elaborations or examples are
• Characteristics are P4 ideas
• We might read an article about
• P1 – Football Penalties
• P2 – Offensive Penalties
• P3 – Holding, Face Mask, etc.
• P4 – Characteristics of holding, etc.
If we use a graphic organizer
Fa n s
o l ei
fn P e
i lt D i Pe
e ve s
f s ll
3 P3 P3
dn I gee
l ac r
l l e
v Pn r c
I ee H
C ti c H
h es o
a r o lig
r s f d
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
• List them or highlight them
• Now you’re a poet:
• Look at your list and think of it as the words of a
• 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
• Have fun
But first, an example:
HOG Butcher for the World,
Stacker of Wheat,
Player with Railroads and the Nation's Freight Handler;
City of the Big Shoulders
For us visual learners
Read the article on South Africa
(if you want to stretch yourself, try the
Divide your paper in half, lengthwise
Label the top left side: key words, phrases,
Label the right side: pictures
Read 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
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
• I have handouts for you that include
• 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
• Tsujimoto, Joseph I. Teaching Poetry to Young Adolescents. Urbana, Ill: