Summarizing and Note Taking Secondary Language Arts PowerPoint

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Summarizing Note Taking
Research-Based Strategies for Increasing Student
AchievementFromClassroom Instruction that
WorksbyR. Marzano, D. Pickering, J.
PollockCreated by The School District of Lee
County, CSDC in conjunction with Cindy
Harrison, Adams 12 Five Star Schools
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Participant Outcomes

• Participants will
• Understand the purpose and importance of
  summarizing and note taking
• Identify ways to implement summarizing and note
  taking in the classroom
• Review examples of summarizing and note taking
  activities

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(No Transcript)
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Summarizing

• Discussion question
• How do you currently teach students in your
  classroom to summarize information to enhance
  student learning?

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Research and Theory aboutSummarizing

• Generalizations based on research
• Students must delete, substitute, and keep some
  information when summarizing.
• Deep analysis is needed in order to do 1.
• Must be aware of explicit structure of
  information.

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Research and Theory aboutSummarizing

• Generalization 1
• Students must delete, substitute, and keep some
  information when summarizing.
• Condensing information
• Looking for patterns
• Distilling (extracting) and synthesizing
  information
• Modeling by teachers
• Generalization 2
• To effectively delete, substitute, and keep
  information, students must analyze the
  information at a fairly deep level.
• Seems simple but requires analyzing content
• Students need practice to be good at analyzing
  information
• Generalization 3
• Must be aware of explicit structure of
  information.
• Most writers present information with an explicit
  structure or pattern. The more students
  understand these structures, the better they are
  able to summarize information.

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Recommendations for Classroom Practice on
Summarizing

• 1 Generalization
• Teach the Rule-Based Strategy
• Follows a set of rules that produce a summary

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Recommendations for Classroom Practice on
Summarizing using Rule - Based Strategy
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Rule-Based Strategy Example

• -Read the following excerpt from A Terrible
  Worm In An Iron Cocoon. -Edit the excerpt using
  the Rule-Based Summarizing Strategy.
• The threat of death in battle was bad enough,
  but the armor itself could also be fatal
  causing death from suffocation, heart failure,
  even drowning. Battle during hot weather was
  particularly difficult. Since small slits in the
  helmet allowed only a limited line of vision and
  little ventilation, heat stroke often deadly
  for the knight was common. One anonymous poem
  describes the armored knight as a terrible worm
  in an iron cocoon.
• Lets look at the next slide to see a possible
  summarization of the excerpt.

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• Remember summaries will vary.
• Note Pink words have been deleted
• The threat of death in battle was bad enough,
  but the armor itself could also be fatal
  causing death from suffocation, heart failure,
  even drowning. Battle during hot weather was
  particularly difficult. Since small slits in the
  helmet allowed only a limited line of vision and
  little ventilation, heat stroke often deadly
  for the knight was common. One anonymous poem
  describes the armored knight as a terrible worm
  in an iron cocoon.
• Final Summarization
• Armor itself could be fatal causing
  suffocation, heart failure, heat stroke or
  drowning. Hot weather was difficult, since small
  slits in the helmet allowed only a limited line
  of vision and little ventilation.

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Recommendations for Classroom Practice on
Summarizing

• 2 Generalization - Use Summary Frames
• Choose frame to match information type
• 6 different types of frames
• Narrative
• Topic-restriction-illustration
• Definition
• Argumentation
• Problem/solution
• conversation

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Narrative Frame/Story Frame

• The narrative frame is commonly found in fiction
  and contains specific elements noted in the
  frame.
• Guiding Questions
• Who are the main characters? What distinguishes
  them from other characters?
• When and where did the story take place? What
  were the circumstances?
• What prompted the action 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 accomplish their
  goals?
• What were the consequences?

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Narrative Frame Example

• Imagine you are reading Thank You Mam by
  Langston Hughes.
  Introduce the frame questions. Tell students to
  think about the story as you read the story
  aloud. Reread the story, stopping occasionally
  to allow students to answer the narrative frame
  questions as a class. Have students use their
  answers to the narrative frame questions to write
  a summary.
• Who are the main characters? What distinguishes
  them from other characters?
• Roger and Mrs. Jones
• When and where did the story take place? What
  were the circumstances?
• 1100 pm on the street Mrs. Jones is walking
  home, and Roger attempts to steal her purse.
• What prompted the action in the story?
• Roger wanted to buy shoes.
• How did the characters express their feelings?
• Mrs. Jones takes Roger home with her. Roger
  doesnt run away.
• What did the main characters decide to do? Did
  they set a goal? What was it?
• Mrs. Jones gives Roger money. Roger wishes he
  had said, Thank you, Mam.
• How did the main characters accomplish their
  goals?
• Mrs. Jones fed Roger and gave him money.
• What were the consequences?
• Roger felt guilty.

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Topic-Restriction-Illustration Frame

• This pattern is commonly found in expository
  materials. It includes three elements
• Topic (T) general statement about the topic to
  be discussed
• Restriction (R) information that limits the
  topic in some way
• Illustration (I) examples of the topic or
  restriction
• Guiding Questions
• Topic What is the general statement or topic?
• Restriction What information does the author
  give that narrows or restricts the general
  statement or topic?
• Illustration What examples does the author give
  to illustrate the topic or restriction?

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Topic-Restriction-Illustration Example

• This example could be used with the following
  article from the June 14, 2005, News-Press, B2,
  by Kendra Hume.
• What Are No-See-Ums?
• No-See-Ums, or biting midges, are smaller
  than 1/8 of an inch. Like mosquitoes, they feed
  on blood. They are sometimes incorrectly called
  sand flies, a different insect. Those who have
  little exposure to no-see-ums can have
  reactions to bites, causing discomfort. Applying
  R-326, a fly repellent, is recommended for those
  with reactions to no-see-um bites
• Check to see if R-326 is included in the
  ingredients it is also called di-n-propyl
  Isocinchomeronate.
• Topic What is the general statement or topic?
  No-See-Ums
• Restriction What information does the author
  give that narrows or restricts the general
  statement or topic? She eliminates misnomers.
• Illustration What examples does the author give
  to illustrate the topic or restriction?
  Incorrectly called sand flies.
• After answering the frame questions students
  will write a summary of the article.

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Definition Frame

• The purpose of a definition frame is to describe
  a particular concept and to identify other
  concepts related to that. You can find four
  elements in a definition frame
• Term the subject being defined
• Set the general category to which the term
  belongs
• Gross characteristics those characteristics that
  separate the term from other elements in the set.
• Minute differences those different classes of
  objects that fall directly beneath the term.
• Guiding Questions
• What is being defined?
• To which general category does the item belong?
• What characteristics separate the item from the
  other items in the general category?
• What are some types of classes of the item being
  defined?

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Definition Frame Example

• Haiku
• Haiku poems can describe almost anything, but
  you seldom find themes which are too complicated
  for normal peoples recognition and
  understanding. Some of the most thrilling haiku
  poems describe daily situations in a way that
  gives the reader a brand new experience of a
  well-known situation. Some of the best haikus
  are extended metaphors for emotions.
• What is being defined? Haiku
• To what general category do haikus belong? Poetry
  
• What general characteristics separate haikus from
  other things in the general category? 5-7-5
  syllable pattern
• What are some different types of haikus? Rhyming,
  non-rhyming, sensory, seasonal, two-line or
  three-lined, and themed

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Argumentation Frame

• The argumentation frame contains information
  designed to support a claim. You can find the
  following four elements in an argumentation
  frame
• Evidence information that leads to a claim
• Claim the assertion that something is true
• Support examples that support the claim or
  explanation that support the claim
• Qualifier a restriction on the claim or evidence
  for the claim
• Guiding Questions
• Evidence What information does the author
  present that leads to a claim?
• Claim What does the author assert is true? What
  basic statement or claim is the focus of the
  information?
• Support What examples or explanations support
  the claim?
• Qualifier What restrictions on the claim, or
  evidence counter to the claim, are presented?

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Argumentation Frame Example

• Mrs. Wildenburg uses the argumentation frame as
  a way to help students summarize an article they
  are assigned to read about Mark Twain. She first
  presents the argumentation questions and then
  asks students to answer them in writing as she
  reads the article. When all students have
  answered the questions, Mrs. Wildenburg organizes
  the students into groups where they compare their
  answers and construct a group summary.
• 1. What information is presented that leads to a
  claim?
• The author says that a true American author
  should exhibit the key characteristics of the
  American culture. These include pioneering,
  rebelliousness, humor, and casualness.
• 2. What is the basic claim or focus of the
  information?
• The author of the article chose Mark Twain as
  the quintessential American author.
• 3. What examples or explanations are presented to
  support this claim?
• Mark Twains various works along with literary
  criticisms of his work are presented.
• 4. What concessions are made about the claim?
• The author also mentions other authors works.
• After answering the questions have students get
  into groups where they will compare their answers
  and construct a group summary.

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Problem/Solution Frame

• The problem/solution frame introduces a problem
  and then asks students to identify one or more
  solutions to that problem. After students have
  identified the problem and noted solutions, they
  need to identify the solution that has the
  greatest chance of success.
• Guiding Questions
• What is the problem?
• What is a possible solution?
• What is another possible solution?
• What is another possible solution?
• Which solution has the best chance of succeeding?

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Problem/Solution Example

• Imagine you are teaching Cold Equations by Tom
  Godwin. Throughout the story have students
  answer the problem/solution frame questions.
• What is the problem? There isnt room on the ship
  for the stow-away girl.
• What is a possible solution? The ships captain
  could transfer the girl to another vessel.
• What is another possible solution? The captain
  could jettison himself into outer space.
• Which solution has the best chance of succeeding?
  The girl is jettisoned into outer space to save
  the lives of others.

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Conversation Frame

• A conversation frame is a verbal interchange
  between two or more people.
• Guiding Questions
• How did the members of the conversation greet
  each other?
• What question or topic was insinuated, 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 make a promise to perform a
  certain action?
• 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 that he values
  something the other did?
• How did the conversation conclude?

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Conversation Frame Example

• Imagine you are teaching Hamlet. During Act 4
  Scene7, have students focus on the conversation
  between Laertes and King, and answer the
  following questions.
• How did the members of the conversation greet
  each other? King asks Laertes to open his heart
  and listen to what he has to say.
• What questions or topic was insinuated, revealed
  or referred to?The killing of Hamlet.
• How did their discussion progress? King carefully
  manipulates Laertes.
• Did either person state facts? yes
• Did either person make a request of the other?
  yes
• Did either person make a promise to perform a
  certain action? yes
• Did either person demand a specific action of the
  other? yes
• Did either person threaten specific consequences
  if a demand was not met? no
• Did either person indicate that he values
  something the other did? yes
• What was the conclusion? Laertes promises to
  anoint his sword with poison, and King promises
  to poison a chalice of wine.
• Have students use the answers to the questions
  to write a summary of the scene.

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Review of Generalization 2

• 2 Generalization - Use Summary Frames
• Choose frame to match information type
• 6 different types of frames
• Narrative
• Topic-restriction-illustration
• Definition
• Argumentation
• Problem/solution
• conversation

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Recommendations for Classroom Practice on
Summarizing

• 3 Generalization - Teach Students Reciprocal
  Teaching
• 4 step process
• Summarizing
• Questioning
• Clarifying
• Predicting

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4 Steps to follow in Reciprocal Teaching

• When summarizing, students read a short section
  of a passage. One student leader summarizes what
  has been read, heard, or seen. Others may add
  additional information.
• Next, the student leader asks some questions that
  are designed to help students identify important
  information. The rest of the group responds to
  the questions based on what they learned.
• Then the student leader clarifies any points that
  may be confusing. Others can add in, as well.
• Finally, before the group moves forward with the
  section, the student leader asks for predictions
  about what will happen in the next short passage.
  The student leader can write these out on chart
  paper or notebook paper. Each student can also
  write them in their notebooks.

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Reciprocal Teaching Example

• Collin was selected to be the leader in his
  reciprocal teaching group. After the students in
  Collins group read the first few paragraphs in
  the passage the teacher had taken from the
  Internet, Sounds is Energy (http//tqjunioradva
  nced.org/5116/), Collin explained the terms tone
  and harmonics. He also did a nice job
  summarizing the information about sound waves.
  The questions he asked the class about frequency
  and hertz indicated that most students understood
  that part of the passage. The clarifying part
  of reciprocal teaching was difficult for him
  because he couldnt understand the statement that
  even if pitch and volume change, the shape of
  the sound wave stays the same. Other students
  agreed that the information about pitch and
  volume was particularly difficult to understand,
  but some of them tried to help clarify it.
  Collin began to understand the concept a little
  better but he admitted it was still fuzzy in his
  mind. Finally, Collin examined the list of
  topics along the side of the page from the Web
  site, and predicted that they were now going to
  learn about tone, harmonics, sound waves, and
  frequencies as they are applied to the brass,
  string, percussion, and woodwind instruments.
• Teaching Suggestion This strategy might be
  useful to use as students start to gather
  information for a research project.

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Research and Theory aboutNote Taking

• Generalizations based on research
• Verbatim note taking is least effective.
• Should be a work in progress.
• Should be used as study guides for tests.
• The more notes taken, the better.

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Research and Theory aboutNote Taking

• Generalization 1
• Verbatim note taking is least effective.
• Not engaged in synthesis
• Only recording, not analyzing
• Generalization 2
• Should be a work in progress.
• Continually add to notes
• Revise notes
• Time to review notes

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Research and Theory aboutNote Taking

• Generalization 3
• Should be used as study guides for tests.
• If well-done, this is a powerful study guide.
• Generalization 4
• The more notes taken, the better.
• There is a strong correlation between the amount
  of notes and achievement on exams.

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Recommendations for Classroom Practice on Note
Taking

• Give/Model Teacher-Prepared Notes
• Notes for Sailing to Byzantium by William
  Butler Yeats

Teacher Prepared Notes Graphic Questions
The Basics A.
ii. Characteristics A.
Art vs. Life
An old man journeys to a mystical place where he
can be immortalized in gold.
How old was Yeats when he wrote the poem? How
does Yeats feel about art?
Characteristics Art and Life
What are some of the images Yeats uses about
death? What are some of the images he uses about
immortality through art?
The poem reveals what Yeats feels about growing
old and the impact of his art after his death.
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Recommendations for Classroom Practice on Note
Taking

• Teach Multiple Formats
• Plot Line Graphic Combination
• Organizer Notes

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Recommendations for Classroom Practice on Note
Taking

• Use Combination Notes
• Uses 3 parts
• Informal outlining
• Graphic representation
• Summary

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Combination Notes
Regular notes
Symbol, picture or graphic
Summary
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Combination Notes Example

• Imagine you are teaching Light In the Forest by
  Conrad Richter chapter 14.

• Notes
• True Son returned home to his Indian parents.
  Celebration followed.
• After Thitpan, cousin of Little Crane, talked of
  war and recruited True Son and Half Arrow. A
  child was scalped.
• True Son was bait but revealed the ambush. The
  whites escaped.

Graphic Representation of Feelings
Summary True Son is torn between feeling loyal
to the Lenape tribe and realizing the injustice
of the tribes vengeance for Little Crane. His
inner conflict leads him to betray the tribe in
order to save the innocent whites on the river.
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What thoughts, questions, challenges, or ideas do
you have?