1. InfoQuest Class 2

2. Agenda Review homework—topic & essential questions Note Taking Strategies Citations & Citation Makers Search Engines Big 6 Organizer & Process Time to research your topic

3. Essential Questions to Think About and Discuss What is an effective note taking strategy? How do I choose an appropriate note taking strategy for my purpose?

4. Note-Taking Strategies  Graphic Organizers (like Thinking Maps)  Magnet Summaries  Trash-n-Treasures  Cornell Notes (adaptations)

5. Agenda for Note Taking Try the strategy Visual Literacy Brain Research Alternatives to Reports Define the strategy Discuss how to adapt/use strategy in your classroom

6. Using Graphic Organizers

7. Step 1: Collecting Ideas/Information Topic Where I experienced it What I’ve experienced Where I learned it How I learned it Details I already know Information I already know

8. Step 1: Collecting Ideas/Information Visual Literacy Where I experienced it What I’ve experienced Where I learned it How I learned it Details I already know Information I already know

9. Step 2: Researching the Topic Topic New details I found New information I discovered Where I found information on the topic

10. Step 2: Researching the Topic Visual Literacy New details I found New information I discovered Where I found information on the topic

11. Visual Literacy Visit the variety of Visual Literacy resources Add information learned to your circle map Discuss with your group the information that you added

12. Step 3: Classifying the Information

14. Visual Literacy Sort the information on your circle map into 4-5 categories Label the categories on your tree map List details under each category on your tree map

15. Step 4: Writing the Report Add transition words and focus on sentence fluency

16. Step 4: Writing the Report Add transition words and focus on sentence fluency

17. Visual Literacy Number the order of categories as paragraphs in your report Use each branch of your tree map to develop each paragraph, or poster, or pages of a brochure, or scene in a play, or frame on a story board, or slide on a PowerPoint, or….

18. Let’s Share…

19. Magnet Summaries Magnet summaries involve the identification of key terms or concepts—magnet words— from a reading, which students use to organize important information into a summary. Introduce the idea of magnet words to students by inquiring what effect a magnet has on metal. Just as magnets attract metal, magnet words attract information.

20. Magnet Summaries—Step 1 Read ONLY the FIRST paragraph of your selection from The Brain- Compatible Classroom: Using What We know About Learning to Improve Teaching, by Laura Erlauer. Look for a key term or concept to which the details in the paragraph seem to connect.

21. Magnet Summaries—Step 2 As a group, choose a magnet word. Write it on an index card—unlined side. Write details from what you have read, so far, around the magnet word. If you have more than 1 magnet word, try it with each one and see if one of them attracts more details than the other. brain

23. Magnet Summaries—Steps 3 & 4 Read the rest of your selection. As you read the article, identify magnet words for each paragraph or section of the article. Complete an index card for each magnet word. When you finish, you should have several index cards with a magnet word and connecting details on each one.

24. Magnet Word Cards for Each Paragraph or Section autopsies Teaching methods training data

25. Magnet Summaries—Step 5 Use the information on each magnet word card to write a summary sentence for each card. (use the back of the index card) The magnet word should occupy a central place in the sentence. Underline the magnet word in the sentence. Omit any unimportant details from the sentence. It is okay if you need two sentences for some of the magnet cards, but it is best if the information can be combined into one sentence.

26. Magnet Word Cards for Each Paragraph or Section autopsies Teaching methods brain training data

27. Magnet Summaries—Step 6 Arrange the magnet word sentences into a paragraph. Insert connectives and other language that integrates the sentences to flow smoothly into a summary. Read and decide if any revisions are needed for accuracy or readability.

28. Magnet Word Cards for Each Paragraph or Section What I did not know when I began researching the connection between… One of the major functions of … Another consideration is… In conclusion, I learned that… The brain wants to know… You might need to teach a mini-lesson on using transition words And phrases.

29. Trash-n-Treasures Cited, paraphrased, and summarized from: Jansen, Barbara A., 2006. “Reading for Information: The Trash-N-Treasure Method of Teaching Note-Taking (Grades 3-12).” School Library Media Activities Monthly. Retrieved from http://www.big6.com/2001/11/29/reading-for-information-the- trash-n-treasure-method-of-teaching-note-taking-grades-3-12/ Note: article is no longer available on-line. I will give you a paper copy.

30. Your Group’s Task Review the 5 different resources on the next page about Trash-n-Treasures note taking. Use the “Cornell Note-taking” technique to summarize the information in a way that enables you to understand and implement the method. Key Terms Major Concepts Notes Summary

31. Trash-n-Treasure Note Taking Sources Barara Jansen’s “Big 6” article—paper copy-- handout Aparima’s web lesson @ http://www.aparima.school.nz/resources/trashntreasure/Trash-n-Treasure.html Asij.ac.jp’s pirate PowerPoint @ http://www.asij.ac.jp/hslibrary/i_search/Note-Taking%20&%20Citations.ppt A librarian’s visual analogy—paper copy--handout Education World’s “Note Taking by Crayon” @ http://www.educationworld.com/a_lesson/03/lp322-03.shtml

32. Preparing for Note-Taking Define and narrow the task Construct essential questions and “wonder” questions Locate appropriate sources

33. 3 Steps for Note-Taking Identify keywords and related words in the questions Skim and scan for keywords and information Extract the needed information http://www.aparima.school.nz/resource s/trashntreasure/Trash-n-Treasure.html

34. Identify Keyword and Related Words in the Researchable Questions Underline the keywords Brainstorm a list of related words

35. Skimming & Scanning Skimming Read quickly looking for main ideas or supporting details Read the first and last paragraph/sentence to get an idea of information in the text You do not need to comprehend what you are quickly reading

36. Skimming & Scanning Scanning Looking for specific facts and details Move eyes quickly over text looking for one specific word or idea that jumps off the page

37. Extracting—Note-Taking 4 Types Citation—exact copying of facts Summary Paraphrase Quotation

38. Analogy “A pirate’s treasure map is like an article containing information about a topic. The X on the map is the same as the section of the text containing the answers to the researchable questions. A pirate must dig for the treasure chest, tossing aside dirt, weeds, and rocks—the trash before finding the treasure. A researcher must ‘toss aside’ unnecessary sentences, phrases, and words.” A PowerPoint using this analogy for students: http://www.asij.ac.jp/hslibrary/i_search/Note- Taking%20&%20Citations.ppt A librarian’s visual representation (better read as a handout): http://www.big6.com/2003/09/03/on-an-information-treasure-hunt- using-props-to-illustrate-the-research-process/ http://www.big6.com/2003/09/03/on-an-information-treasure-hunt- using-props-to-illustrate-the-research-process/

39. A Version of Cornell Notes http://www.englishcompanion.com/pdfDocs/q-notes.pdf http://www.englishcompanion.com/pdfDocs/q-notes.pdf (Middle is much bigger than this section appears.)

40. Reciprocal Notes http://www.englishcompanion.com/pdfDocs/reciprocalnotes.pdf http://www.englishcompanion.com/pdfDocs/reciprocalnotes.pdf

41. Returning to Our Essential Questions What is an effective note taking strategy? How do I choose an appropriate note taking strategy for my purpose?

42. Citations & Citation Makers

43. Search Engines

44. Big 6 Organizer & Process

45. Time to Research