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Thank you for all your help and suggestions on teaching note-taking =
skills to elementary children. We began the activity last week by =
modeling a teenager taking a phone message for her parents. The students =
were so focused on this activity. This week we are going to use a high =
interest newspaper article and continue the lessons with fables and =
readings from the Book of Virtues. A special thank you to Suby =
Wallace.you are just wonderful!!=20

Below are the great ideas and suggestions. Happy Holidays!

How about modeling 2 Column notes? We use them with 4th graders. =
Students fold a page of notebook paper (lined) over lengthwise, about a =
quarter of the page. [You can make a form for the students, if you wish. =
The idea is to have several rows across the paper. Each row is for =
collecting information on one topic.] Students write the word "Topic" at =
the top of the narrow fold. Students write Information above the wider =
section of the paper. Give the students 3 - 4 topics to look for while =
they are listening to the folktale. Students will write down information =
they hear as they listen to the tale. After the exercise, you can create =
a large chart that collects the information the students gathered. =
Students can write in information they did not get, but information they =
heard other students offering for the whole class chart. Note: Before =
you begin, you could have an example of a completed 2 Column Note page =
to show the students what you would like them to do.


Look at the Big6 web site http://www.Big6.com/
Look under "In Action". Next click on "Lessons & Units." Scroll down to =
"Note-Taking with Fourth Graders." You can also scroll down to "Trash =
and Treasure" under "Lessons & Units".=20

You might try something like the Trash or Treasure lesson which many of =
us use who teach Big6 Inquiry skills developed by Mike Eisenberg. In my =
version, I show the class 5 or 6 party-favor-type toys and ask them =
which one seems like a treasure to them. When a child tells me which one =
he likes best, I ask him why. We talk about the fact that one item might =
seem like a treasure to one person and trash to another. Then I explain =
that notetaking is also making decisions between trash and treasure. In =
the case of retelling a story, I'd say that the treasures are the words =
that will help you to remember the story. I'd hand out a brief =
photocopied story - maybe an Aesop's fable - and some light-colored =
crayons, and I'd have them highlight the treasure words. Then you can =
discuss why they chose the words they did. Which words does everyone =
agree on as treasure? After that, you might move to the read-aloud =
portion of the unit. I can see this running more than one period, =
depending on your situation.


Nancy O'Donnell
Library Media Specialist
Theodore Roosevelt Elementary School
Kenmore, New York 14217
ODonn247@email.msn.com




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<P>Thank you for all your help and suggestions on teaching note-taking =
skills to=20
elementary children. We began the activity last week by modeling a =
teenager=20
taking a phone message for her parents. The students were so focused on =
this=20
activity. This week we are going to use a high interest newspaper =
article and=20
continue the lessons with fables and readings from the Book of Virtues. =
A=20
special thank you to Suby Wallace&#8230;you are just wonderful!! </P>
<P>Below are the great ideas and suggestions. Happy Holidays!</P>
<P>How about modeling 2 Column notes? We use them with 4th graders. =
Students=20
fold a page of notebook paper (lined) over lengthwise, about a quarter =
of the=20
page. [You can make a form for the students, if you wish. The idea is to =
have=20
several rows across the paper. Each row is for collecting information on =
one=20
topic.] Students write the word "Topic" at the top of the narrow fold. =
Students=20
write Information above the wider section of the paper. Give the =
students 3 - 4=20
topics to look for while they are listening to the folktale. Students =
will write=20
down information they hear as they listen to the tale. After the =
exercise, you=20
can create a large chart that collects the information the students =
gathered.=20
Students can write in information they did not get, but information they =
heard=20
other students offering for the whole class chart. Note: Before you =
begin, you=20
could have an example of a completed 2 Column Note page to show the =
students=20
what you would like them to do.</P>
<P></P>
<P>Look at the Big6 web site </FONT><U><FONT color=3D#0000ff=20
size=3D2>http://www.Big6.com/</U></FONT><FONT size=3D2><BR>Look under =
"In Action".=20
Next click on "Lessons &amp; Units." Scroll down to "Note-Taking with =
Fourth=20
Graders." You can also scroll down to "Trash and Treasure" under =
"Lessons &amp;=20
Units". </P>
<P>You might try something like the Trash or Treasure lesson which many =
of us=20
use who teach Big6 Inquiry skills developed by Mike Eisenberg. In my =
version, I=20
show the class 5 or 6 party-favor-type toys and ask them which one seems =
like a=20
treasure to them. When a child tells me which one he likes best, I ask =
him why.=20
We talk about the fact that one item might seem like a treasure to one =
person=20
and trash to another. Then I explain that notetaking is also making =
decisions=20
between trash and treasure. In the case of retelling a story, I'd say =
that the=20
treasures are the words that will help you to remember the story. I'd =
hand out a=20
brief photocopied story - maybe an Aesop's fable - and some =
light-colored=20
crayons, and I'd have them highlight the treasure words. Then you can =
discuss=20
why they chose the words they did. Which words does everyone agree on as =

treasure? After that, you might move to the read-aloud portion of the =
unit. I=20
can see this running more than one period, depending on your =
situation.<BR></P>
<P>Nancy O'Donnell<BR>Library Media Specialist<BR>Theodore Roosevelt =
Elementary=20
School<BR>Kenmore, New York 14217<BR><A=20
href=3D"mailto:ODonn247@email.msn.com">ODonn247@email.msn.com</A></P>
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