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Date: Mon, 03 Feb 1997 18:07:50 EST
From: "Osterhoudt, Susan" <GSO1@MARISTB.MARIST.EDU>
To: <MCKILLRJ@mail.milwaukee.k12.wi.us>
Subject: Re[2]: note taking
X-Mailer: MUSIC/SP V5.1.0
In-Reply-To: In reply to your message of Sun, 02 Feb 1997 22:47:28 EST
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Dear Rita,
Please feel free to share this with any one you wish. Please be
sure to credit the Big6. Do you think it will be ok to use this
even thought I can't remember the name of the people I got it
from? Also I didn't spend a lot of time proof reading it. I hope
it makes sense.
Bye,
Sue
>Osterhoudt, Susan wrote:
>>
>> Dear Rita,
>>
>> Bonnie Fulmer, who is the REALLY WONDERFUL librarian in our
>> district, asked me to share what I use as a note taking strategy
>> in my K-5 school. I got the original idea from the BIG 6 listserv
>> out of Syracuse. The BIG 6 is a research reference strategy
>> developed by Bob Berkowitz and Michael Eisenberg. They have
>> a web page http://ericir.syr.edu/big6, which you may find helpful.
>>
>> One of the members of the listserve mention an idea called "Trash
>> and Treasures" - you tell the kids that when they are doing
>> research some words are more important than others - these are
>> the treasure words. Take a page from an encyclopedia, or book of
>> your choice and have it turned into a transpareny. Read it aloud
>> to the class and then tell them to go on a treasure hunt with you.
>> Ask them what words can be "trashed" and still leave the original
>> meaning. The words that are extraneous can be crossed out leaving
>> only the treasure words and/or phrases. These are then written
>> down on the board. Have the kids retell the passage in their
>> own words using only the treasure words as prompts. When they
>> have done this a few time as a class activity they can move on
>> to the technique in their own research. Each student will need
>> a blank clear transparency sheet and a FINE tipped erasable
>> overhead marker or grease pencil. Have them place the sheet on
>> the page they are using and cross off the "trash" words. The
>> words that remain should be copied down on a note card or paper.
>> If we have a long term project going on and the kids don't finish
>> in one library visit (as if this would ever happen with 9 year olds)
>> I have them keep the transp., lines and all, in a folder, with
>> a notecard with full bibliographic citations. This way when they
>> come back they can grab their folder, read their bibl. notes and
>> place the transp. on the page and continue. It has certainly
>> taught them the importance of accurate bibl. notation if nothing
>> else. It took a few tries before this went smoothly. Be careful
>> to explain to them that the transp. has to cover the book page
>> completely so when they cross out words they do not make marks
>> in the book. This is harder than it sounds for the younger kids.
>> Also, as silly as it sounds, they need to realize that they need
>> to tranfer the "treasures" to another piece of paper or cards.
>> On my first attempt some kids took the transp. with just a
>> bunch of lines back to class and had trouble writing their report.
>> What a surprise. The kids love this activity. They really got
>> into reducing the words to the least usable number. I would have
>> them exchange notes and see if someone else could get some idea
>> of what the main idea of their project was. This helped them to
>> see if they needed more or less words. If someone knew as much
>> as they did they had too many notes. If they were completely
>> clueless they hadn't written down enough. I use this along with
>> the PLUS method. I'm not sure where this came from, poor
>> librarianship I know, but it stands for Plan, Locate, Use and
>> Self-evaluate. Plan the project, locate materials, use them then
>> ask yourself is it clear, do I have enough info, do I have the
>> bibl info I need, did I answer what I set out to do etc.
>>
>> One of the ways to introduce the importance of note taking was
>> also discussed on the Big6 listserv. The librarian invites
>> another teacher in and they role play a phone call. One is a
>> frantic teen ager stuck at the mall making a phone call home to
>> be picked up. She talk very fast and includes all sorts of extra
>> information. Of course all the librarian needs to know is when
>> and where to pick her up. The first time this scene is acted out
>> the librarian tries to write everything down. After the teacher
>> hangs up and the librarian reads back her notes she is aware that
>> she has a lot of useless info. and not the important stuff - like
>> time place and a phone number to call back to get it straight.
>> The second time you make a big deal of only writing the imp.
>> words on the board during the conversation. Works really
>> well and makes quite an impression if you really are good
>> at hamming it up.
>>
>> I use the left over scraps from our double roll laminator for
>> the trash and treasure procedure - there is always a lot of
>> waste and I always have an almost endless "free" supply for
>> the kids' note taking needs. This does tend to use a lot of
>> paper towels so if the kids have a long term project going
>> on I have them bring an old sock or rag to keep in their
>> folder.
>>
>> I hope this helps and let me know if I can be of any more help.
>>
>> Happy treasure hunting.
>>
>> Sue
>>
>> Sue Osterhoudt
>> Nassau Spackenkill Elementary School
>> Nassau Road
>> Poughkeepsie, NY 12601
>> (914) 463-7843
>> gso1@maristb.marist.edu
>
>Sue,
>May I forward your message to lmnet because so many people
>have been asking me to share?
>Please let me know asap.
>Thank you so much,
>Rita
Sue Osterhoudt
Nassau Spackenkill Elementary School
Nassau Road
Poughkeepsie, NY 12601
(914) 463-7843
gso1@maristb.marist.edu
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