Thank you for all of the suggestions.
Try the Trash and Treasure method http://www.big6.com/showarticle.php?id=133
Fold an 8 1/2 x 11 piece of paper into 4 or 6 squares. Students write a
question about the topic in each square. Then, brainstorm where to find
the answers. The students write the answers in the same square as the
question. It may be helpful for students to use different colored pencils
for the questions and answers (i.e. blue for question; red for answer
You might try providing the students with a passage on the topic and
asking them to underline what they would write down if they were taking
notes. Share results. Most likely they will underline too much.
Model what "good note taking" would look like (use an overhead and
colored markers or project passage on TV screen and use computer to
model). Then have students go back and put ( ) around what they
really intended to use as notes. This way they can go through the note
taking process twice without having to actually write it out. I found
kids more receptive to revising using the underline and ( ) approach.
Allows for modeling and guided practice in a controlled environment
(the selected passage used for the lesson). You can ask students to
take notes related to several different questions to focus on concept
of "relevance" of information to current need. Never tell the kids to
take notes by "writing the important words". Words are not inherently
important but rather are important because they meet current
information need. This is an important concept to teach young
researchers.
A 3rd grade teacher had her students do a report about an animal, and this has
worked for us: they divide their paper into 3 columns: what they already know, new
things they would like to know (perhaps 10 questions), and what they have learned.
Start with a story web format because third graders are familiar with
that. Model a lesson on how to take notes on a web. Then demo how
that web can be turned into note cards or an outline. Give the reasons
and situations that each format is best for. Use a short simple
encyclopedia article to work from and have a copy for each student or a
very clear overhead. I would collect all copies at the end of the
lesson since they were teaching tools. Be sure to use good teaching
techniques and not let it became a lecture.
I have also done highlighting an article to note cards.
The teachers prefer to have multiple notes on a topic per card instead
of 1 note per card. Third graders loose their cards and have trouble
keeping track of them. this way there are fewer cards to keep track
of. Use 5x8 index cards instead of 3x5. We have also used 1/2 sheets
of paper. They need more room to write. Have something to keep their
note together, envelopes, rubber bands, paper clips. Envelopes in a
folder are best.
Thirds are also capable of doing bibliographic data, so don't forget
that skill, but keep it simple. My third grade teachers like putting
the topic and resource on an envelope and keeping the note from that
resource and that topic in that envelope.
We have tried many strategies over the years and most of them work if
based on modeling. Then your biggest concern is keeping track of
everybody's notes.
Simone Loeffel
Library Media Specialist
Brookside School
Ossining, New York
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