Interactive Notetaking CategoryPercentile Gain Identifying similarities and differences45 Summarizing & note taking34 Reinforcing effort and providing recognition 29 Homework & practice28 Nonlinguistic representations27 Cooperative Learning27 Setting objectives & providing feedback23 Generating & testing hypotheses23 Questions, cues, & advanced organizers 22 Instructional Strategies & Definitions Setting Objectives & Providing Feedback Helping students to understand the direction for learning, to establish personal goals, and to provide feedback relative to how they are progressing on their goals. Questions, Cues, Advance Organizers Helping students retrieve what they know about a topic using questions that elicit inferences, cues, or hints about what is to come. Identifying Similarities & Differences Engaging students in activities that help them examine similarities and differences among ideas, issues, events, etc., by engaging in mental processes such as comparing, classifying, creating metaphors, and creating analogies. Cooperative LearningUsing grouping strategies to help students in their learning. Nonlinguistic Representations Helping students represent and elaborate on knowledge in an imagery form using mental pictures, physical models, graphic organizers, etc. Notetaking & Summarizing Helping students to distill and/or synthesize information accurately and concisely. Reinforcing Effort & Providing Recognition Teaching students about the relationship between effort and achievement and recognizing students for the progress they are making. Homework & Practice Providing students with opportunities to deepen their understanding of content and their proficiency and skills. Generating & Testing Hypotheses Engaging students in activities that ask them to apply knowledge by generating and testing a hypothesis, such as problem solving, decision- making, experimental inquiry, systems analysis, investigation, projects, etc. What Good Readers Do Activate prior knowledge! * Good readers always check with their brain before reading! They make text-to-self, text-to-text, text-to-world and text-to-author connections! They ask themselves, Hey, brain, what do I already know about this? Use context clues! *Good readers sound out words, break words apart, and use context clues when they come to a word they dont know! What Good Readers Do Ask questions! *Good readers STOP and ASK QUESTIONS about what theyre reading! Create images! *Good readers make pictures in their heads! They visualize! Retell or summarize! *Good readers stick to the important details as they retell or summarize the story to themselves or somebody else! What Good Readers Do Make inferences! * Good readers predict, draw conclusions, and make judgments before they read, while they read, and after they read! They know that making an inference is based on. What I Know, What I Read, and Put the Two Together! Determine the most important idea! *Good readers know what is worth remembering! Read! Stop! Think! Underline the most important ideas! Self-monitor, self-check, and use fix-up strategies! *Good readers know when they dont understand what theyre reading! They dont just keep reading! They try to fix the problem! WHY USE THE INTERACTIVE NOTETAKING EXPERIENCE? Each notetaking experience gives students extra opportunities to practice good reading strategies and build good reading habits. Each notetaking experience increases amount and level of student participation. Each notetaking experience allows for transfer of reading strategies to whatever content is being taught. Provided the opportunity to mesh together the strategies that the most effective teachers use. Allows a teacher to teach reading all day long. WHY USE THE INTERACTIVE NOTETAKING EXPERIENCE? Each notetaking experience gives students a chance to make sense of their learning as they use both the nonlinguistic and linguistic as important tools for learning. Each notetaking experience sets up opportunities for making connections. Within that context, identifying similarities and differences is possible. Each notetaking experience provides students with many opportunities to rehearse their learning. Practice makes permanent! Each notetaking experience sets up students to become independent learners. Interactive Notetaking Some Evidence from a 5 th Grade Class The Numbers Subject History32.3 (+ 4.7) (+52.02) Science44.3 (-5.7) 74.7 (+30.4) Reading44.3 (-5.1) 74.7 (+30.4) Writing69.1 (+3.9) (+15.42) Other Notes There is a function in Word that allows you to check the reading level of the notes you provide. This can be reduced for weaker students. Interactive notebooks can become the textbook and can move to the next grade level with students for review and reference. Storage of the notes can be different. Folders with brads can be used for students that loose things, so that they take home only the parts that they need for study. Strategies including the use of colored pencils can be used on any reading text including SOL test. Theres a difference BETWEEN planning a unit around activities and planning a unit around knowledge. - McRel Institute Release SOL Items Released Test Items Released Items Assessment Drives Instruction It would take 22 years to cover all of the SOLS in Virginia. Consider the released items on the SOL test. Look at the nature of the testing and skills required. Prior knowledge needs to be activated to begin instruction. Pick the most dynamic activities that can be used. When looking at remedial needs, look at test grades not averages. They reflect skills besides mastery of the content. When students come up with something themselves, they remember it better. Notebook Set-Up Textbook Sheet Rubric Sheet Table of Contents Beginning a Standard Students put the objective into their own words The objective is recorded as the first item in the notebook. Learning is increased when the learner is part of setting the objective. The objective tells the student what the goal or outcome is for the lesson. Options Students create their own statement. Students create with a partner. Teacher provides copy of class definition to glue in attach via a label. Chart or sentence strip for lower elementary students. Use of the same color in notebook for each learning objective. What I know Add to notebook with page numbers. Student draw all that they know about the topic. Share your drawing with a friend and see if they can give you an idea of something to add to your drawing. Use of spies to help activate prior knowledge. Reading can be used to promote and build prior knowledge. This page can be homework. Responses should be on topic. Avoid brainstorming. What I know Circulate to pre-assess what the student know. Check for incorrect perceptions and make sure that students correct the misperceptions. Mark through the misperceptions with an x or line. What I Know-Options KWL chart Anticipation Guide- statements that students mark as true or false Directed Reading Thinking Activity:/PublishedDocs/sub/ k.htm/PublishedDocs/sub/ k.htm Paste Notes Into Notebook Notes can be modified for students with weaker reading levels. In Word under spell check, there is an option that allows you to find the readability of a text in Word. Reading Strategies Box the title of the notes page. Train students to ask themselves what they already know about the topic. Box one paragraph at a time and number the paragraph This shows students that it is important to focus on one paragraph at a time. The numbering is for reference purposes and it aligns to the format of the SOL reading test. Circle Key Words As the teacher reads or students read silently, they circle key words. Process must be modeled so that students learn to take the time to think about the meaning of the text. This time allows time for you to teach decoding skills, meaning cues, use of context and other reading skills that will help students. Model for students how to simplify the text into words that they can understand. Ask Questions Have students formulate questions that can be answered by the text. As students find the answer to their questions in the text, have them underline the answer in the text. Make Inferences or Predictions Teach students how to make inferences of predictions based on what I know, what I read, and put the two together. Reading the materials two to three times allows students to look beyond the surface of the text. Make Connections Teach students how to relate the text to themselves, to other texts, the world and to the author Connection the text to one of the previously mentioned areas increased students abilities to recall and apply what they learned. Use Fix up Strategies Show students what good readers do when they dont comprehend what they are reading: rereading, asking questions, finding the most important ideas, making connections Drawing the Graphic Teacher models how to make sense of what is read by drawing, labeling, and/or organizing a graphic of the most important ideas underlined in each paragraph. Students follow the teachers lead until they are ready to venture out on their own. Teacher monitors the drawing of visuals. If the visuals are incorrect, the will produce incorrect results. Graphic Options Kid Pix creations Clip Art or internet images Magazine collages Flip books Retelling or Summarizing the Text Teacher models retelling the information by using only the graphic. The student checks for accuracy and depth of knowledge using the note page, and gives feedback to the teacher. Student pair up and try out the strategy as teacher monitors. Buddy should catch partner learning something out. If picture is missing something, add it. This step gives the students another opportunity to rehearse or practice the content. Teacher and students then write a summary statement of their learning. Do I know It? Ask student to rate their knowledge at the beginning and then at the end. Student here records what they know and remember from the content studied. When students dont remember certain aspects, show them how to recall the items that they did not remember. Use a four square or summarizing frame to help students write about what they have learned. Notes The key is to give the students the essential knowledge. Paper usage should go down because you should not need as many worksheets. Drawing what you know about a topic can become morning work. The reading strategies taught will become strategies for approaching any text. Some Ways to Use Interactive Notebooks Phonics-illustrate words with the sound being studied Stories like Frog and Toad- students illustrate each paragraph Train students to find the answers to questions in the text. Weekly tests without the story are just memory exercises. Other Things You Might Like to Use Songs for Learning:g.comg.com Use a Summarizing Frame Somebody (who what) Wanted (plot) But (conflict) So (resolution) Other Things You Might Like to Use Four Square Central Idea Detail- example Comparison Matrix CharacteristicPlant CellAnimal Cell Shape Usually rectangular oval Similar Different Parts64 Similar Different Similar Different Similar Different Samples