HANDOUT 9

READING/WRITING AIDS

“Anchor standard 9 (W.9) requires students to draw evidence from sources or support their research, which necessitates routine use of note-taking skills. Building on the standards, students are expected to understand how to take notes and then uses the information they have gathered. The ability to take and organize notes is a significant predictor of student success. Notes serve an external storage function, which builds comprehension and understanding of content.” Fisher and Frey (2013). Common Core English Language Arts in a PLC at Work.

Annotation

  • Underlines – for major points
  • Vertical lines – in the margin for statements that are too long to be underlined
  • Star, asterisk or other symbol- in the margin to emphasize the ten or twelve most important statements
  • Numbers – in the margin to indicate a sequence of points the author makes to develop an argument
  • Page numbers – in the margin to indicate where else the author makes the same point
  • Circles – for key words or phrases
  • Questions (and perhaps answers) – in the margin or at the top or bottom of the page that come to mind when reading

Cornell note-taking system

  1. Divide the paper into three sections
  2. The right side to take notes and complete tasks
  3. The left side as a guide for questions and key points (cues_
  4. The bottom for a summary

Cues
  • Note key points
  • Phrase notes as questions
  • Write questions within twenty-four hours after class
/ Notes
  • Record notes here during class or while reading
  • Use meaningful abbreviations and symbols
  • Leave space to add additional information

Summary
  • Record main ideas and major points
  • Write during review sessions

“Graphic organizers help students organize visually. The use of graphic organizers is well documented and a powerful way to ensure that students learn to recall relevant information and organize that information.” Fisher and Frey

Discussion Web

Writers compose orally before they put their ideas into written form; they carry critical-analysis skills from conversation into their writing. The discussion web allows students the opportunity to formulate a position, consider alternative views, and reach conclusions.

Central Question
For / Against
Before Reading
After Reading
After Discussion

RISC

R / Restate the prompt or question
I / Include your ideas
S / Support with evidence from the text
C / Conclude

Makes Sense Strategies

This disc provides a variety of “smart sheets” designed to help students organize their thoughts as they read, discuss, and write. There is a section that will help teachers and students with the process of writing. It provides smart sheets and rubrics for writing.