Note Taking Summarization Hazelwood School District.

Note TakingSummarization

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

Note Taking Area

Summary

Key Points

Course Name Date

Title


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 *

Note Taking Area

Summary

Key Points

Course Name Date

Title


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

Note Taking Area

Summary

Key Points

Course Name Date

Title


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.

Note Taking Area

Summary

Key Points

Course Name Date

Title


Summarize

Write a summary at

the bottom of the

page Note Taking Area

Summary

Key Points

Course Name Date

Title


Study

Use both columns of the notes to study for tests

Note Taking Area

Summary

Key Points

Course Name Date

Title

Notes

Use a graphic representation to organize the information

Write a summary statement for the notes

Combination 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.

Non-linguistic (visual)representation Graphic organizer Charts and graphs Pictures and pictographs Concrete representations Mental pictures

Summary or Conclusion

Notes

Topic: Date:

Combination Notes

Graphic Representations

Students stop periodically to make a graphic or visual representation of their notes



Notes

Topic: Date:

Combination Notes

Summarizing

Students record summary statements of what they have learned at the bottom of the page.



Notes

Topic: Date:

Focus On

Summarizing

Three Strategies for Teaching Summarizing

1. Rule-Based Strategy

2. Using Frames

3. Reciprocal Teaching This presentation will cover in depth, the

first two strategies and will briefly touch upon the third.

Planning for Summarizing

What specific information will students need to summarize?

Video clip Chapter Lecture Story Article Event Other: _______________

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?

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.

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.

2The 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.

0 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)

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

1. Characters: the characteristics of the main characters in the story;

2. Setting: the time, place, and context in which the story took place;

3. Initiating event: the event that starts the action rolling in the story;

4. Internal response: how the main characters feel about and react to the initiating event;

5. Goal: what the main characters decide to do as a reaction to the initiating event — the goal they set;

6. Consequence: how the main characters try to accomplish the goal;

7. Resolution: how the story turns out.

8. (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?

1. 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 MaterialTopic (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 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

1. What is being defined here?

2. To what general category does the item being defined belong?

3. What characteristics of the item differentiate it from other items in a general category?

4. 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

1. What information is presented that leads to a claim?

2. What is the basic statement or claim that is the focus of the information?

3. What examples or explanations are presented to support this claim?

4. 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

1.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 FrameQuestions

1. What is the problem?

2. What is a possible solution?

3. What is another possible solution?

4. 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

1. How did the members of the conversation greet each other?

2. What question or topic was revealed or referred to?

3. 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?

4. How did the conversation conclude?

Note TakingSummarization

Hazelwood School District

Note Taking Summarization Hazelwood School District.

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