TALA Note Taking Strategy By Alma Sanchez Outcomes

TALA: Note Taking Strategy By Alma Sanchez

Outcomes • Give explicit instruction in three steps • Understanding how providing support in identifying main ideas during reading improves students’ comprehension of text. • Construct a Notes Log to teach students how to identify critical information in paragraphs and determine the main idea. • Apply the three-step process for explicit instruction to the implementation of the Notes Log for identifying main ideas and details. • Understand how writing summaries after reading improves students’ comprehension of text. • Apply the three step process for explicit instruction to the implementation of the Notes Log for writing summaries

Explicit Instruction: A Three-step Process I Do Model/think aloud WE Do Guided practice YOU Do Monitored independent practice

Supporting Comprehension by Identifying Main Ideas During Reading • Actively taking notes helps students be more attentive, think about the information they are learning, and commit ideas to memory. (Anderson & Armbruster, 1986; Kiewra, 1985)

Supporting Comprehension by Identifying Main Ideas During Reading (cont. ) • Even expert readers must rely on strategies to construct main ideas when text information is difficult or unfamiliar. • Adolescent students who are directly and explicitly taught strategies for identifying the main idea of a passage have increased reading comprehension.

Modeling Phase: I Do • Record the title/topic and the page numbers for the chapter or section. • State the primary focus of the chapter or section and explain how it connects to students’ prior learning. • “Think aloud” as you look at the title, page numbers, and headings/terms/graphs/tables/pictures. • Identify the main ideas of each paragraph. • Record important details related to the main ideas. • Compose a main idea of the section statement.

Main Idea: Modeling Phase: I Do • Explain the purpose of identifying the main idea. – Make sure you understand what you are reading. – Think about the information. – Help yourself remember important information later. • Remind students of the primary focus for the chapter/section and how it connects to their prior learning. • Read a paragraph of the text. – When first introducing the routine for identifying the main idea, it is important to work with only one paragraph at a time.

Main Idea: Modeling Phase: I Do Explain that you will identify the main idea of the paragraph using the Get the Gist routine. 1. Name the “who” or “what”: the person, place, or thing that is the topic 2. Tell the most important information about the “who” or “what. ” -Has what? -Is what? -Does what? 3. Say it in 10 words or less. Must be a complete sentence.

Main Idea: Modeling Phase: I Do Step 1: Name the “who” or “what” of the paragraph in as few words as possible. Correct Example Incorrect Example • North America • What caused North America to be difficult for people to reach

Main Idea: Modeling Phase: I Do Step 2: Tell the most important information about the “who” or “what” in the paragraph. Correct Example (what: North America) It is isolated by ocean waters. Incorrect Example (what: North America) It is bordered by the Arctic Ocean to the north, the Gulf of Mexico to the south, the Pacific Ocean to the west, and the Atlantic Ocean to the east.

Main Idea: Modeling Phase: I Do Step 3: Say it in 10 words or less. Correct Example Incorrect Example The waters surrounding North America isolated it for many Years. Because North America is Surrounded by ocean waters, It has developed unique plants and animals and was difficult for people to reach for many Years.

Main Idea: Modeling Phase: I Do • Record other important information in the Notes section of the log: – Say “…” – Event – Number – Description: anything described through the use of the five senses

Main Idea: Teacher-assisted Phase: We Do • Continue writing the main idea for one paragraph at a time. – Guide students as they use the Get the Gist routine. – If necessary, model the routine again with a “think aloud” • Ask students to tell you what to record in the Notes section. – – Say “…” Event Number Description: anything described through the use of the five senses

Main Idea: Independent Practice: You Do 1. 2. 3. 4. Complete the previewing routine a. b. c. d. Introduce the important academic and content-specific vocabulary words. Have students record the title/topic and the page numbers for the chapter or section. State the primary focus of the chapter or section. Have students look at the title, page numbers, headings, terms, graphs, tables, and pictures. a. b. c. Name the “who” or “what” Tell the most important information. Say it in 10 words or less. Ask the students to write the main ideas with the Get the Gist routine. Periodically critique students’ main idea statements. Ask students to record the following in the Notes section: – – Say “…” Event Number Description: anything described through the use of the five senses

The Benefits of Explicit Instruction in Summarization • Explicitly teaching students to summarize text improves their comprehension and helps them make connections among main ideas. (Armbruster, Anderson, & Ostertag, 1987; Trabasso & Bouchard, 2002) • Adolescent students who are allowed to work collaboratively on writing summaries of expository texts demonstrate improved comprehension and learning of content area information. (Mastropieri, Scruggs, Spencer, & Fontana, 2003; Spencer, Scruggs, & Mastropieri, 2003) • Direct instruction in the use of a summarization strategy improves the comprehension and answering of both literal and inferential questions for students with learning disabilities. (Gajria & Salvia, 1992) • Cognitive strategy instruction, including the instruction of summarization strategies, enhances English language learners’ comprehension of expository text. (Slater, 2004)

Summary vs. Main Idea of the Passage • Summary – Includes information across the entire passage – Contains more than one significant detail – Paragraph in length • Main Idea of the Passage – Overall gist of the passage – Contains only the most significant idea about the topic – One sentence

Summarization Instructional Routine Construct a summary of the passage. 1. List 2. Underline 3. Combine 4. Number 5. Write 6. Edit

Summarization: Modeling Phase: I Do • Explain the purpose for summarizing a passage: – Make sure you understand the most important information. • Remind students of the primary focus for the chapter/section and how it relates to their prior learning.

Summarization: Modeling Phase: I Do Explain that you will construct a summary of the entire passage using this routine. 1. List all the main ideas. 2. Underline terms or phrases that contain the most important information. 3. Combine any ideas (including significant details) that could go into one sentence. 4. Number the ideas in a logical order. 5. Write your summary in one paragraph. 6. Edit (revise and proofread) your summary.

Summarization: Modeling Phase: I Do Step 1: List all the main ideas. Step 2: Underline terms or phrases that contain the most important information. Correct Example • Heterotrophs must eat autotrophs to obtain food energy. • Autotrophs make their own food through photosynthesis. • Organisms can be classified by their energy roles in the ecosystem. • Food chains describe how energy flows from producers to consumers and decomposers. • Food webs show overlapping food chains. Incorrect Example • Heterotrophs must eat autotrophs to obtain food energy. • Autotrophs make their own food through photosynthesis. • Organisms can be classified by their energy roles in the ecosystem. • Food chains describe how energy flows from producers to consumers and decomposers. • Food webs show overlapping food chains.

Summarization: Modeling Phase: I Do Step 3: Combine any ideas that could go into one sentence. Step 4: Number the ideas in a logical order. Correct Example 1 2 3 4 • Heterotrophs must eat autotrophs to obtain food energy. • Autotrophs make their own food through photosynthesis. • Autotrophs convert sunlight and carbon dioxide to energy and oxygen. • Organisms may be classified by their energy roles in the ecosystem. • Producers. autotrophs consumers and decomposers. heterotrophs • Food chains describe how energy flows from producers to consumers and decomposers. • Food webs show overlapping food chains.

Summarization: Modeling Phase: I Do Step 3: Combine any ideas that could go into one sentence. Step 4: Number the ideas in a logical order. Incorrect Example 2 3 1 • Heterotrophs must eat autotrophs to obtain food energy. • Autotrophs make their own food through photosynthesis. • Organisms may be classified by their energy roles in the ecosystem. • Food chains describe how energy flows from producers to consumers and decomposers. • Food webs show overlapping food chains.

Summarization: Modeling Phase: I Do Step 5: Write your summary in one paragraph. Step 6: Edit (revise and proofread) your summary Correct Example Because autotrophs can convert sunlight and carbon dioxide to energy and oxygen, heterotrophs are dependent on autotrophs for food. All organisms may be classified by their energy roles in the ecosystem. Autotrophs are producers, and heteroptrophs are either consumers or decomposers. A food chain or food web can show the energy flows from organism to organism. Incorrect Example Food webs show overlapping food chains. Heterotrophs must eat autotrophs to obtain food energy. Organisms are classified by their energy roles in the ecosystem and make up food chains.