Notetaking Strategies (Part 4) Mind-mapping

Mind mapping

This type of notetaking has been expanded to mean many things.  In this case we are focusing on using it for notes. It is strong and memorable strategy but takes time to become good at it.  Tony Buzan developed mind maps and you can go to this link to check him out.http://www.buzanworld.com/  There are resources and samples to see.  Here are my thoughts on it and my way of teaching it. The main point is to use pictures and key words for helping you remember concepts.  A mind map is made for each concept a student is learning or exploring but that concept can have subtopics within it.  If the concept changes completely, this is a new mind map.  Here are the steps: 1. Gather a variety of colors of markers, crayons or colored pens or pencils. 2. Start in the center of a blank sheet of paper, preferably one without lines. Provide the main idea in the middle.  This can be a word or picture or a combination of a picture with a word. 2. Work outward from the main topic.  You would draw a line to a new subtopic out from the main idea.  . Continue that line with divisions or splits in the same color as long as the topic remains under that same subtopic.  Keep to images or key words only.   3. Each time there is a new subtopic, it begins a new line from the main topic and you follow the same instructions as for step 2.  The lines for each subtopic should be color coded to make them easy to follow. Some important things to keep in mind are that mind maps are meant to be quick reference and visual.  A mind map will stick to this list of ideas: Organisation Key Words Association Clustering Visual Memory-key words, use color, symbols, icons, arrows and grouping of words. Note:  This strategy needs a great deal of modeling and working with the student to improve their mind mapping abilities along the way.  There are many computerized programs out there to assist in creating mind maps.  Personally I am a bit old fashioned when it comes to note-taking mind maps because finding the computer picture to fit the note sometimes just takes too much time.

Notetaking Strategies (Part 3) T-Notes

T- Notes

Please remember to read Part 1 on teaching someone how to take notes.  If you have not read those, please do not use any of the following information without reading it.

This strategies requires just a sheet of notebook paper. 

1. Prepare the sheet of paper. Fold the sheet of paper in half hot dog style, meaning vertically. Then draw a line where that fold was.

2. Find the main topic, a title for the notes. Write this at the top of the page on the title line if lined notebook paper.

3. Begin reading sections, when a new subtopic is introduced, you write on the left side of the line that subtopic.  Then on the right side of the line, right next to that subtopic, anything that comes across as important about that subtopic should be placed there in the student’s own words. 

4. Draw a line when a new subtopic is introduced and repeat the step above. 

*Note:  Sometimes it helps to use different colors for new sub-topics.  Making an entire topic one color until you move to the next sub-topic.  Also, you may always use pictures here in the place of words.

Notetaking Strategies (Part 2)-Sticky Notes

  Sticky Note Notes

This strategy entails having the student have lots of sticky notes.  Whatever size works for them and if they want lines or no lines, up to them.  The stared steps are not neccessary when reading a novel or story, only for content material like science, history, etc.

*Step 1:  Student glances though  and find subtitles and writes on individual sticky notes a phrase, one word or entire subtitle.

Step 2:  Begin reading, after reading a paragraph, page or section (depending on their level of reading comprehension and what can be retained) After each section, page or paragraph she is to write on the sticky note in own words main concept from that section or what happened in that section. 

Step 3:  Read next section, paragraph or page and repeat Step 2. 

The sticky notes above are actually stuck inside the book, preferably hanging off the edge and sticking out of the book.  These may remain in the book for a period of time or removed and placed inside a spiral notebook in order. Keeping them in the book, makes it easy to glance through sticky notes for a refresher on what was read yesterday and finding answers to comprehension questions.

Step 4: After the chapter, unit, section is read and complete, the student will want to remove the stickynotes and place them into a notebook in order.  This provides a quick summary of the entire material read in the student’s own words.   The student now has it all on a few pages.  It’s a beautiful thing.  A study guide is now ready for preparing for a test.

 *Please note that the notes written down can be done visually as pictures.  No one says the sticky notes have to have words on them.

 

Notetaking strategies (Part 1)

Recently, I have been working with some of my middle school/high school students on note taking strategies. It is sad really that when you walk into classrooms and ask teachers if they have taught their students how to take notes in their classroom about 9 out of every 10 I ask say, “No”.  The interesting part is that many of them require the students to take notes or they strongly encourage it and say, “You can use your notes for the test.” 

If a student does not know HOW to take the notes in a way that works for them, then the notetaking is useless.

We can not possibly expect students to be successful with taking notes without teaching it. It is important to remember that students need to take notes in a style that works for them.  They need to try a few different styles to find the right one for them. 

  It is essential that you teach them the strategy and not just give it to them and say, “Now do it.”

When using these you must practice this with them.

1. Model the strategy for them: This means read a section with them and you do it for them.  Before writing on each stickynote, say outloud what you are thinking.  This might be something like, “I think it was really important to know…”  You may also while reading, realize that you are already thinking about what needs to go on your notes. You read a sentence and say, wow! That’s important.  So say that out loud for them.  This is important.  Then go ahead if you feel the need and write that down on a note right then and then keep reading.  You can always add more paper or stickynotes.  You don’t have to fit it all on one. Include in your “thinking aloud” why you are choosing what you are choosing to write down.

2. Have them read the next section and discuss what they are choosing to write down.  Make sure they can say why they chose what they chose.

3.  If they really attached to the method and really get it, let them do several sections and then show it to you.  After a while, they are good to go, you don’t need to keep watching over how they are doing their notes.

4. If the strategy doesn’t stick and seem to be one they attach to Try Another One. 

I felt I should break the different strategies into different posts so please take the ideas here and apply them to the next few notetaking posts. I am only sharing a few strategies, there are many so don’t limit yourself to these. These posts include

Sticky Note Notes

T- Notes

Mind Mapping

Reading Fluency, Are they ready?

Ask these questions before you begin working on reading fluency.

1. Can they recognize the letters of the alphabet and know the sounds of the consonants and short vowels?
2. Can they put together common 3 letter words that use short vowel sounds?
3. Do they know that words in sentences are read from left to right?
4. Are they able to read 9 out of every 10 words of the first pre-primers you are using?

What do I do if they aren’t ready?

  Check out the other posts on Steps 1, 2,3 of beginning to read.

Reading Fluency, even further

 Now that you have begun to get reading and are starting to move beyond the simple words, it is time to move to the next level.  This would be books at the first grade level and above.

Begin by teaching the consonant blends. Sl, ch, th, wh, pl, bl,  etc.

1. Work to create words using these consonant blends. 
2. Do not teach more than 3-5 at a time until they are all learned.  A good complete list is located at www.firstschoolyears.com/literacy/word/phonics/clusters/clusters.htm . I have a short list below.
3. Be sure to point these out in reading by having them look for them before reading a page.

 

Reading Time steps: 

1. They read 1 page.
2. They talk about what they read.
3. If they are not reading fluently with expression, then you read, otherwise, they  read again.
4. If you read, then they read again after you.

Remember that you are only doing 2-3 pages a day now.

 

Important notes:

1. Don’t forget, you still do not allow them to guess.
2. If sight word, give them to count of 3 in head to get it, then tell them.
3. If a word that is to be sounded out, prompt them with, “What is the first sound?” before telling them the word by slowly sounding it out for them. Still do not allow them to guess.

 

Older kids

•  Only work on this for no more than a ½ hour per day.
• Focus on you reading to them or them listening to audio books for their basic academics. 
• The reading will get there, and they need to practice reading skills at the lower level to build fluency. 
• Discuss this with them and have them help choose those lower level books so that they are interested.

 

Sounds to teach and order-

Consonant Digraphs- ch, sh, wh, th, ph

 

Consonant blends- bl, cl, fl, pl, sl, spl, sc, sk, sm, st, str, sw, tw, br,dr,gr,cr,fr, tr, spr

 

Introducing Syllables

To teach them to break words into syllables to read them more easily try:

• Placing hand under chin and feeling it move up and down and count syllables with words they are learning.
• Write words for them to read that are separated into syllables.                            air  plane    turbo tax  care ful

 Use your library and the leveled readers section.

If you can, choose a series from the library and stick with it.  They each vary a little in how they level them and moving back and forth through them can feel strange.

 

 

 

 

Reading Fluency, Taking that next step

In this stage, words will become harder, it will take longer to learn new words and you will need to continue the use of index cards.

When you get past the first level of readers, and moveto the second level of readers from the library, there will be a need for a change in approach.

 

• Check the book to see if your child will be able to read approximately 9 out of every 10 words .  If so this is an appropriate book. If you are unsure, let them read a sentence or two for you to check.
• If the book passes the test, take the words they are unable to read and create flash cards with these words.  Practice these words.  
• Do not begin the book until they recognize these words with automaticity. 

 

Continue daily reading practice with last book until these words are learned.  Don’t be discouraged, they begin to take longer to learn the words as the number of words in their vocabulary grows.

 

Procedure at this stage:

1.  They read.
2.  They talk about what they read, encourage them to use their words, not the books.
3. You read.
4. They read again.

 Continue using the index card to keep their place.

 

In this stage, you will want to continue

 to begin each day with a review of

• any recently added sight words.

• Using short vowel sounds to create 3 letter words

• The lesson should still not take more than 30 min a day and do not read more than 2-3 pagesa day at this level.

Reading Fluency from the beginning

 

Sometimes patience is key in the first step of making sure they are ready.  Make sure they are definitely ready. Now that you have gotten the basic skills needed to begin working on fluency with reading.  Let’s get started.     

  

The first Book

 

First,  Make sure they are taught all of the sight word vocabulary for that book.  (if they don’t know, place on flash cards to learn)

Start with a book that does not have more than 2-3 lines on each page and 1 line to start is just fine.  Check with your local librarian for help in chosing books.  There are many different series that are leveled, they can direct you to them.

   If working with older student, collect a variety of books from the library, you will want to find a high interest area.   Once you have found the right books you will want to begin.

 

 Let them work to read the book, as they have already practiced all the words until they know them automatically with flash cards.  This should be doable. Here is the process:

 

1.   Learn the words with flashcards to the entire book.
2.    Look through the pages of the book, discuss the pictures.
3.   Begin reading. 
4.  They read page 1 once.
5.  You read page 1 slowly once with excitement and meaning.
6.  Then they read it attempting to mock reading it with meaning like you, they should point to each word as they read.
7.  Discuss what they have read, checking for comprehension. 

 The books will begin to have more than 3 lines. When they do, do the following:

 

1. Use a blank index card to cover all the lines below the first line that are not being read.  Student should see one line at a time.
2. If they are unable to recall a word, count in your head slowly, 1,2,3 and then say the word for them.  Do not allow them to guess. Interrupt and give the word if they are attempting to sound out a sight word.  They are not meant to be sounded out.

Once they have read the page and you have moved the index card down the page, now have them slide the index card down as you read slowly with meaning as before.

 

1. Have them read it aloud  with meaning and expression. Remember to give them words that they are unable to recall, not allowing them to guess.
2. Discuss what happened on the page, checking for comprehension
3. If there are words that are repeatedly missed, remember to practice these with flashcards daily prior to reading until they are learned. 
4. You should not spend more than ½ an hour on this each day but at least 15 minutes. 
5. You should read at least 2-3 pages at the preprimer level in each setting.
6. Don’t forget to give lots of praise and recognition for accomplishments.

Step 3 Teaching the Sight Words

Sight words

Each day, you will want to work on sight words.  There is a list of 220 sight words that was developed by Edward Dolch that are used the most in the English Language.  These words are sight words and are not meant to be sounded out.  There are other words that should be sight words besides those 220, but these are the most common used in our English language.  You can purchase a set of these to put on flashcards, or create cards yourself.  You can also find powerpoints online that are created using these words.  Some have sound and will say the word and will only give them 3 seconds to say it before the powerpoint says it.  My favorite resource for these online is Mrs. Perkins website online.  She has a variety of available activities for use on the dolch sight words that include the powerpoints.http://www.mrsperkins.com/dolch-audio.html. 

When working with flashcards or powerpoints for learning the sight words, it is important to only give a slow count to 3 for your child to recognize and say the word.  If they don’t then you say it for them.  You want to learn what these words are, because later when reading, you will want to do the same thing when they see the word in text.  You will not want them trying to sound these words out. 

To learn these sight words, start with 3 to five words depending on your child’s pacing needs.  Show them the word, say the word.  Place the word on the table in front of them. Say the word and have them repeat you. After giving a second word, have them pick up the first word, say what it is and lay it down.  If they do not recall within 3 seconds say it for them and have them repeat it before setting the word down.  Give a third word, have them repeat it.  Go back to the first word, have them pick it up, say the word and place it down.  Do this until you get to about 5 words on the first day.  Then work with those five, mixing them up and repeating the activity of picking each word up and saying what it is and placing it down. Repeat this, having them try to remember it the next time.  Mix the cards up each time and add words each day at a pacing that fits them.   Normally you can add 3 to 5 words each day.  You will want to go over all of the words, but once you have had a few days of adding words, you will pick 5 old words and 3-5 new words to use for practice each day. 

One activity I like and comes from, “How to Teach your Dyslexic Child to Read” but I have adapted to include other ideas is to play a word game.  To play the game:

1. Take about 10 of the words.

2. Place them facing up where you can see the words

3. Use a toy car, little people or other fun moveable object.  Each of you has one.

4.  Place your object in front of you on the edge of the table of words. 

5. Each of you take turns saying a word or you say all the words. 

6. After saying the, you both race to the word.  You should hesitate to allow them to win most of the cards.

You can search in any search engine to find the 220 sight words, but using the link above gets you several lists in building order. Teach them in that order for great success.  Once certain words are learned put them in a stack together to be reviewed as needed.  Start with the first list “pre-primer list” and work your way up.   

Step 2 Part B Teaching the Consonant sounds

Consonants

I am unsure as to where I got this order of teaching sounds, but know it came from somewhere.  This is the order I teach the consonant sounds.  If anyone reading this, knows where this order may have come from, please let me know so I can include some support to why I  use this order.  In my experience this order works best because the first sounds I teach are the least likely to have a different sound in reading.  The student can depend on that sound to be the same in most locations.  Here is the order.

m,r,q,v,b,h,k,l,p,d,f,j,n,z,c,g,w,y,s,t,x,

As you learn each sound, you will want to do a variety of activities for each sound.

Take the first sound M.  Write the letter M large on a chalkboard, on paper, or other.  Say the sound by itself.  Do  not include an /uh/sound after the /m/ sound.  This tends to be a habit that people have but the letter m only makes the /m/ sound with mouth closed and doesn’t open.   This goes the same for the letter n.  I will not go through each letter, but be careful to not include other sounds when teaching the different sounds.  Have your child say the sound feeling it under their chin, on their lips, and making note of how the mouth is shaped and feels.  Even discuss where your tongue is inside your mouth.  This creates a visual of the sound. 

Now have them trace the large letter m where you had it drawn for them.  Make sure they trace it the way you write the letter m.  This is important with each letter.  After completing this, do a variety of activities, saying the sound while making the letter shape. These are some ideas, you can come up with your own. You aren’t actually writing the letters with these activities but feeling the textures and the shape in different ways with a finger.

• Draw the letter in the air
• draw on your back
• draw it on their back
• draw it in the sand
• draw it in pudding (place pudding inside a large ziplock back for cleanliness)
• draw it on sand paper
• draw on felt.

After practicing the letter shape with it’s sound.  You will want to have either a  variety of magazines appropriate for children around or if you want to make even more interesting and fun but takes a lot of space, some boxes to place objects into.   I will warn you however that children find the boxes of objects a great deal of fun, but the objects placed in the box will need to stay there for practice for a while.  This is why mostly I have used magazine cut outs. 

Have the student find objects with the initial sound  /m/.  Cut these out of the magazines and place into envelopes or small boxes.  As they learn new sounds you can mix these pictures or objects up and have them sort them or find certain sounds.  Play a matching/memory game.  If the initial sounds match then they are a match. Any game that requires matching is good for practice in this area once they have 3 or 4 sounds down.   Feel free to make up games as you go along.  

Some important things to remember.

1. Don’t teach a new sound until the ones presented are learned.

2. Keep the pace with their learning speed.

3. Don’t let them get bored, move forward at the speed best for them. Sometimes they want more than one sound a day and can learn more than one a day.

4. Work on the vowel sounds everyday and no more than 2 to 4 consonants per day.

5. Give lots of praise. Prepare yourself to be positive and not get exasperated with them.  If you are feeling exasperated, stop, they will feel this from you and get frustrated.

6.  Spend no more than 30 minutes on these activities per day. More than this, I find isn’t beneficial and can even hurt their progress.

7. Spend about equal time on vowels and consonants each day.