Try on a T-Chart What you need. What to do. Teach middle schoolers good note-taking practices by modeling a T-chart. Start by identifying the title of the article and adding it to the chart after the “T =” symbol. Then, read the next two sentences and zero in on a specific idea from the passage (in this case, one idea would be climate extremes). Demonstrate writing the specific idea ( climate extremes) in the T-chart, next to the key symbol. Once you’ve filled in the first key concept, explain that more specific ideas can be written in the right-hand column as bullet points.
Read the next sentence of the passage and point out an idea that you will need to remember (look for information about extreme temperatures). Then, model putting a dot in the right-hand column and writing down the specific information (for example, 14° F, below freezing). As a class, read the remaining two paragraphs to search for specific ideas (key ideas) and even more specific ideas (right-hand column points) as you go. Standard Met CCSS.ELA-Literacy.CCRA.R.2 (Key)Word Search What you need.
A display copy of the following sentence cut into words or phrases where hyphens occur: All - living things - are - part of a - food cycle - that includes - producers - consumers - and - decomposers What to do. Familiarize students with informational and connector words by deconstructing a model sentence. Start by explaining that sentences are made up of two different types of words: ones that provide information and ones that connect these information words to create a complete thought. Display the following words: All, are, part of a, that includes, and. Challenge students to guess what the sentence is about, then explain that guessing is hard because these are words that help us connect information words to create a complete sentence. Display the remaining words on the board ( living things, food cycle, producers, consumers, decomposers) and introduce them as informational words. Have students guess what the sentence is about now.
Explain to students that when they take notes the words they choose should be information words, not complete sentences. To extend the activity, practice identifying the information words in a variety of sentences. Standard Met CCSS.ELA-Literacy.RI.6.4 Go Bold What you need. A section of a textbook that uses different fonts, type sizes, and styles What to do.
Ask students to scan the excerpt, looking at the different sizes and styles of print, and then ask them what they notice ( Are some words larger than others?. Once students have shared their observations, ask what they think is the purpose of the different sizes and styles of print. Explain that the type size of boldface or italicized headings is usually an indication of the movement from the general idea to specific or key ideas and, at times, to even more specific ideas. The “big idea” is that as the information becomes more specific, the type size decreases. Understanding the formatting will help them take better notes. Standard Met CCSS.ELA-Literacy.RI.6.5 Idea Sort What you need.
What to do. Introduce students to the concept of general, specific, and more specific with a twist on the classic word sort. Before class, make one copy of Idea Sort #1 for each group of two to four students. The sheet features 10 word groups, each containing a set of ideas moving from general to more specific (e.g., transportation, two-wheeled vehicle, motorcycle). Cut the sheet apart so that each word or phrase is separated and place the pieces in an envelope.
Ask students to display the contents of the envelope on a desk. Have them l ocate two-wheeled vehicle, transportation, and motorcycle. Then, demonstrate how to arrange the set into the general–specific–more specific pattern of informative and explanatory texts.
(Ask key questions like Which is the largest category? Or Which idea has the most examples?). Once you have ordered the ideas as a class, explain how students can check for accuracy by working backward. ( Are motorcycles two-wheeled vehicles?
Are two-wheeled vehicles used for transportation?) When they are ready to attempt it on their own, list the words or phrases of a new set and ask students to arrange the ideas in the correct order. Standard Met CCSS.ELA-Literacy.RI.6.4 Go Your Own Way What you need. from first activity. Highlighters, markers, or colored pencils What to do. Personalizing notes (emphasizing important words, adding pictures) helps students learn and remember information more easily.
Have kids read the title written on their T-charts aloud, then choose one or two words to highlight or circle. Have students read the specific ideas aloud and emphasize one important word for each. In the right-hand column, students can emphasize three to five words, depending on the density of the information. Giving students specific guidelines for the number of words they should be emphasizing will help reinforce the concept of keywords. For visual learners, model adding pictures to your notes, adding one picture for every specific idea.
Standard Met CCSS.ELA-Literacy.RI.6.7 Image: Bonnie Jacobs. Noteworthy Apps Here are three, great note-taking apps sure to click with tech-savvy students.
Kids can annotate documents and PDFs, sketch ideas, complete worksheets, and more. For easy searching, organize notes by subject or class and sync multiple-devices via iCloud. Plus, link audio recordings to your notes for an added review tool. Make group research projects a breeze with this all-in-one e-reader and note-sharing app, Teachers can designate groups for monitored sharing, so students can annotate e-books, PDFs or web articles and share text-specific insights with logged-in classmates. Tweet-happy students are sure to love the social media friendly search format of Fetchnotes. Kids can label notes using hashtags ( #photosynthesis, #grammar). Search for a hashtag during review time and find all of your notes on a subject in one place.
While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills.
Students with learning disabilities (LD) are poor note-takers, which negatively impacts their academic performance. This investigation sought to examine the effects of strategic note-taking on the recall and comprehension of middle-school students with LD. Forty students with LD were randomly assigned to either an experimental or a control group. Using strategic note-taking, students in the experimental group were taught to record notes independently while viewing a videotaped science lecture. Students who were taught strategic note-taking scored significantly higher on measures of immediate free recall, long-term free recall, comprehension, and number of lecture points and words recorded in their notes than students in a control group who used conventional note-taking.
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PART 1: HOW TO DELIVER NOTES EFFECTIVELY Long gone are the days when the walking Encyclopedia at the front of the room droned on and on for hours as uninterested students doodled in the margins of their notebooks hoping to hear enough to pass the test on Friday. Today's students are much more demanding than their predecessors. Here are some tips to engage them in the process. PART 2: OUTSIDE PREPARATION Note-taking involves more than just coming to class, taking out some paper and a pen, and copying down what's on the board. Tell students what they should do outside of class to make them better in class. The best way to teach this principle is to set the example by keeping up with the material and being organized.
These suggestions will help. PART 3: RECORD Teach students different strategies for making the most out of their note-taking. Notes out of context and out of chronological order confuse students and frustrate teachers trying to move forward with their curriculum. These suggestions for students will help them link learned knowledge to new knowledge. PART 4: REVIEW Many students don't take notes because they do not see the value in note-taking.
Showing students how to review will create value for them and motivation to take better notes in the future. Once a student realizes good note-taking increases achievement, teeth pulling stops and learning begins. PART 5: CORNELL NOTES Students learn in a variety of manners. Different note-taking methods cater to different learning styles. Facilitate understanding by sharing different note-taking methods. This section deals with Cornell Notes, a systematic approach to note taking that facilitates interactivity and higher level thinking skills. PART 6: OTHER NOTE TAKING SYSTEMS Cornell Notes isn't the only effective method of note-taking.
Find one that works for your class and watch your students learn.
Unit 1 -Dr. Stein This is our Note-Taking Guide for Unit 1.
Throughout our study of this unit, students will utilize a classroom textbook and online resources to explore the answers to the three big ideas listed below. The textbook can be found online.
It is password protected. What is science?
How do scientists behave?. Lab Safety: 3. What skills do scientists need?. Asking Questions, Observing, and Inferring -. Notes - Dr. Stein.
Identifying Variables and Writining Hypotheses Statements. Notes - Dr. Stein. Identifying Variables:. Variables Song:. Hypothesis Song:.
Making and Using Models. Notes Page - Dr.
Frank N Stein. Designing an Experiment -. Notes - Dr. Stein.
Measuring -. Notes Page - Dr.
Stein. Analyze - Data Tables and Graphs -. Notes - Page - Dr. Frank N. Stein. Conclude and Communicate -.
Notes Page - Dr. Stein. Goddard USD 265 - NOTICE OF NONDISCRIMINATION Goddard USD 265 does not discriminate on the basis of race, color, national origin, sex, religion, handicap/disability, or age as to treatment of students in programs and as to employment.
The PFAFF 134-0-6 as well as organizational parts for PFAFF machines. Single-Needle Flat-Bed Sewing Machines. 6638 Thread guide, lower, for No. Pfaff sewing machine manual 1345. Single and double-needle post bed machines with the PFAFF INDUSTRIAL brand are the most-used equipment in the shoe industry. Manual sewing; sewing with program routine (knee switch); programmed. Needle system: 134 PCL. Pfaff 133 and 134 single-needle, flat-bed sewing machines are organized with link take-up and horizontal rotary hook, which is driven by bevel gears and moves.
Persons having inquiries concerning the District's compliance with Title VI, Title IX, Section 504, the Americans with Disabilities Act, the Americans with Disabilities Act Amendments Act and the Age Discrimination Act may contact the school district's ADA and Section 504 coordinator, the District's Assistant Superintendent of Human Resources, 201 South Main, Goddard, KS, 67052, Telephone: 316-794-4000. Those wishing to make a federal inquire may do so at the U.S. Department of Education through the Office for Civil Rights.
Contact may be made at [email protected] or 816-268-0550.