Purposeful Note-Taking
Cornell Notes

If you have your students take notes in class, you need to make sure that they are taking notes "with a purpose".

Think of the following questions before you create your Powerpoint presentation, Smartboard presentation, or Prezi (NOTES).

1. What exactly do you want your students to know?
2. What exactly do you want your students to write down as you speak?
3. Are your students engaged in the conversation and content, or are they just "copying" what is in front of them?
4. Do you want your students use the notes for classwork or a test?
5. Do you have an essential question and a place for students to jot down their own reflections, questions, or concerns about the content?
6. Do the students summarize the content and reflect upon the essential question, once the notes have been taken?

Cornell notes (also known as two column or three column notes) have been around for some time. The concept is simple, and if you scroll down, you will see that the "before" notes do not allow a place for the student to reflect and synthesize, which is key to great notes (understanding key ideas).

Cornell Notes Include:

1. A place for an essential question or topic.

2. A section for key ideas/terms or clues.

3. A section for the information/details for the key ideas/terms or clues.

4. A sections for reflection, questions and concerns.

5. A summary of the main idea/answer to the essential question.

Please take a look at the notes below. The first set is the regular style, and the second set is the same vocabulary using the Cornell notes.

REGULAR NOTES











































CORNELL NOTES

As you can see, the first set of notes shows a vocabulary word with a definition. There is no room for connection or reflection.The Cornell Notes (three column) do allow for an essential question, connections, and a summary.

It is important that students process the information that is given to them rather than just copy it.

Use the helpful links below:

Math Example: 
http://enlighteninglearnersweblog.com/blogs/media/blogs/b/00.gif

Science Example: 
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLS_tN5la1fEF4zygpAE2miWWYvUyM4ntL-wGHedDOKV8nNvyYyg3EBXmfJ4UyPF7LkcvNvit1dJ-qvfg7TksZpZOId0qLHmFCC1NMTPyugDo5M0ZBd9DdJk1oeNtLQuFZcP7EZ4ZSb0Wq/s1600/Good+Cornell+Notes.jpg

Two Column:
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRtZeVslNQKpxWabY09pEAJpvwFRQVJVYp6eZhrP7lS02RbLJVwU18cZ2dVFQd9FUbJBg_mhWGC4wquNBKvH8NJwneZqk-4TCbXjd0A1rSSGtQg8kQToWE48SvjEw_1bB_zaaXsOO4UQ-b/s1600/Screen+Shot+2012-08-29+at+11.33.30+AM.png

Vocabulary Strategy: KIM

This vocabulary strategy is unique and useful because it allows each student to break apart a key vocabulary term and develop his/her own memory clue. This strategy is especially great for English Language Learners and struggling readers.

K=Key Vocabulary Word/Concept
I=Information/Definition
M=Memory Clue--Picture or Unusual Connection

Sentence: Students will use the term in their own complete sentence.

Extra Tip! KIM is also a great tool for studying and test-taking!
                         
(SAMPLE: KIM)

SCIENCE: SCIENTIFIC METHOD

SOCIAL STUDIES: 

Use the attached link to download and print your blank KIM template, or create your own!
http://www.docstoc.com/docs/9868830/KIM-Vocabulary-Chart

Pre-reading Strategy: Read Around The Text

Most people always scan the headlines/pictures/captions in a magazine or news article before reading it. Why? It is simple... to gain some interest, desire, or reason to read! Does this happen in your classroom? Is the text that you are using in your classroom examined by the class before it is read? This strategy seems natural and simple enough, but most of the time students hear, "Open your books to page 100 and read until page 105." 

Where is the desire in that? 

A simple pre-reading strategy to help create interest and a purpose to read is called, "Reading Around the Text". This is a simple strategy that involves a few steps. 

1. Scan the text/chapter/passage for pictures or graphics. 

• What information can you gain?   

2. Find the captions and read them. 

3. Look for any maps, charts, graphs, or visual representations and discuss what information is presented. 

• What do you know about the information provided?

4. Look at the titles, headings, and subheadings. 

• What is the main theme/idea presented?

5. Develop a set of questions to discuss during and after the reading. Find a PURPOSE!

Teaching Tip: Create your own "Read Around The Text" poster or bookmarks. I have some bookmarks in my office to get you started.  

 

(Goodman, Amy Voices from the Middle, Volume 13)

Reading Texts By Flexible Grouping--TAPS

Reading Texts By Using Flexible Grouping

TAPS

TAPS is an acronym used for flexible grouping. Sometimes readers better comprehend a text by reading alone, and sometimes they need others to help them. I found that TAPS works best when using more that one of the acronyms. For example, to get the students on the same page, start with Total group or "T". This is a great time to model "how" to read (with expression and emotion) while stopping occasionally to analyze the text and pull out key vocabulary terms. Next, have the students predict or generate their own questions individually (Alone). Next, Partner them up so they can read with a purpose by sharing their questions and responses. Finally, you can hit the Small group or go back to Total Group. 

T= Total Group

A= Alone

P= Partner

S= Small Group

(Gregory and Chapman, 2007)