Learning To Take Notes

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This presentation is for use with Grades 5-8 to help students prepare to take notes for a research project.

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Learning To Take Notes

  1. 1. Taking Notes Synthesizing Information from a Source Mary Alice Osborne Library Media Specialist
  2. 2. What are some ways to be a good reader of information?
  3. 3. List of Possible Strategies: <ul><li>Skimming and scanning </li></ul><ul><li>Looking for keywords </li></ul><ul><li>Noticing bold, italic, and underlined words </li></ul><ul><li>Being aware of headlines </li></ul><ul><li>Using the table of contents, index, glossary, and title page </li></ul><ul><li>Paying attention to picture captions </li></ul><ul><li>Knowing that, sometimes, reading every word is necessary </li></ul><ul><li>Make a mind map or table or line diagram </li></ul>
  4. 4. ABC - LOU <ul><li>Note-taking Strategies </li></ul><ul><li>A bbreviations </li></ul><ul><li>B ullets </li></ul><ul><li>C aveman language </li></ul><ul><li>L ists </li></ul><ul><li>O ne word for several </li></ul><ul><li>U se your own words </li></ul>Taken from: School Library Media Activities Monthly Vol. 12, No. 1, Sept. 2006
  5. 5. A bbreviations <ul><li>Abbreviations are shortened forms of a word or phrase </li></ul><ul><li>Use them when you take notes </li></ul><ul><li>Examples: </li></ul><ul><ul><li>Dr. = doctor </li></ul></ul><ul><ul><li>Mrs. = missus </li></ul></ul><ul><ul><li>Mr. = mister </li></ul></ul><ul><ul><li>U.S.A. = United States of America </li></ul></ul><ul><ul><li>CN = China </li></ul></ul><ul><ul><li>List of Abbreviations </li></ul></ul>
  6. 6. B ullets <ul><li>Example of a Bulleted List: </li></ul><ul><li>Foods Romans Ate </li></ul><ul><li>Pizza </li></ul><ul><li>Spaghetti </li></ul><ul><li>Olives </li></ul><ul><li>Tomatoes </li></ul><ul><li>Wine </li></ul>
  7. 7. C aveman Language
  8. 8. L ists <ul><li>We all make lists from time to time: </li></ul><ul><li>Grocery lists </li></ul><ul><li>List of things to bring on vacation </li></ul><ul><li>“ To Do” Lists </li></ul><ul><li>When doing research you can also make lists: </li></ul><ul><li>List of countries the Romans conquered </li></ul><ul><li>List of weapons used by the Romans </li></ul>
  9. 9. O ne Word for Several (Paraphrase) <ul><li>How to: </li></ul><ul><li>Reread the original passage until you understand it. </li></ul><ul><li>Set the original aside, and write your paraphrase. </li></ul><ul><li>Check your version with the original to make sure that it accurately expresses all the essential information, but in a new form. </li></ul><ul><li>Record the source (including the page) in your notes so that you can credit it easily </li></ul>Taken from: http://owl.english.purdue.edu/owl/resource/619/01/
  10. 10. U se Your Own Words <ul><li>Similar to Paraphrasing </li></ul><ul><li>Read the information through </li></ul><ul><li>Without looking at the original material, write your version </li></ul><ul><li>Change words that are difficult to words you understand </li></ul><ul><li>Note: You still need to cite the information </li></ul>
  11. 12. Try it Yourself! <ul><li>Fact Fragment Frenzy </li></ul>
  12. 13. Try to Paraphrase this: <ul><li>Roman men and women originally seem to have worn a large piece of wool , wrapped around themselves. After they met people from Greece and Egypt , around 200 BC , they began to wear linen tunics (like T-shirts) under their wool robes, which was more comfortable. </li></ul><ul><li>On their feet, both men and women wore leather sandals, or leather boots in cold weather. </li></ul><ul><li>In their hair, women wore wooden hairsticks or wooden combs, which they could also use to comb their hair. </li></ul>&quot;Roman Clothing - History for Kids!&quot; Kidipede - History and Science for Kids - Homework Help for Middle School . 13 Mar. 2009 <http://www.historyforkids.org/learn/romans/clothing/index.htm>.
  13. 14. More ideas for note-taking
  14. 15. Mind Map
  15. 16. Table
  16. 17. System Map
  17. 18. Line Diagram
  18. 19. <ul><li>Many students find that highlighting helps them to concentrate and helps them to understand the text. </li></ul><ul><li>Just deciding what to highlight or underline encourages you to think critically, make judgments and formulate your own response to the text. </li></ul>Highlighting
  19. 20. Highlighting <ul><li>Read quickly through the text to get an overview of what it’s about. </li></ul><ul><li>Read it more closely, pausing at the end of each paragraph to identify the main points. You may highlight: </li></ul><ul><ul><li>Sentence or word that sums up an important idea </li></ul></ul><ul><ul><li>Quotations </li></ul></ul><ul><ul><li>Statistics </li></ul></ul><ul><ul><li>Specialized terms </li></ul></ul><ul><ul><li>Important or useful data </li></ul></ul><ul><ul><li>Examples or links to other ideas. </li></ul></ul><ul><li>You could use different colored pens to mark different kinds of information, but be careful not to highlight so much that it becomes distracting. </li></ul>

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