Directions for
Notebook Assignments
RCC NB
Review, Complete, and Correct Notebook
Students work at different rates, and although the majority of notebook assignments will be completed in class, not every child will finish within the allotted time. This assignment provides “catch-up” time for those who need it and “review” time for those whose notebooks are complete and correct.
1. Re-read your notes for the section we are working on in class, paying close attention to your side notes and highlighted phrases.
2. If you did not finish an assignment in class, complete it. Refer to your instructions as necessary.
3. If there is an assignment from the previous week that is missing, incomplete or incorrect please use this time to complete or correct it.
PREVIEW STRATEGIES
Unit Title Pages
h The first page of each new unit should be labeled and illustrated.
h Have a clear, legible title.
h Include six pictures from the chapter or other resource material that you think are important.
h Write a caption for each picture (in pen) to explain what the pictures depict (show).
h Follow this format
h Be colorful, attractive, and meaningful.
Color-Coded Highlighting
1. Highlight each “Big Idea” question at the beginning of your notes a different color. If there are three questions, you should use three different colors.
2. Read the text, paying special attention to finding the answers of the Big Idea questions.
3. Highlight the answer to the first question using the same color you used to highlight the question itself.
4. Repeat this process with the remaining questions and answers.
Fill in the Blank Notes
1. The student will be given the notes to glue into their notebook.
2. The notes will have key words missing that will be filled in either through reading the text or directly through a PowerPoint lecture. Students are expected to make sure during the lecture or review that the blanks are filled in correctly.
NOTE TAKING STRATEGIES
You will be asked to take notes through out the rest of your school career. This year you will master three different types of note-taking using nonfiction text.
Concept Map (Web)
This is a note taking strategy. Write the main idea in the center, and take notes on topics connected to the main idea. Set your purpose for reading. The teacher will either provide you with the main ideas or you can use the subheadings from the text.
For each topic connected to the main idea:
1. Include three supporting details
2. Include one illustration for each topic
3. Color the bubbles containing the topic and the details that go with it the same color. Color should help organize your notes.
Venn Diagram
These overlapping circles are used to compare (tell what is the same) and contrast (tell what is different) between two things.
Venn diagrams should:
1. Have circles labeled appropriately
2. Should compare point to point
3. Have a minimum of five unique facts per circle and three shared facts in the center.
4. Circles should be colored lightly, with the blended color in the middle
5. Include one illustration for each topic.
Illustrated Outline
This is another strategy for taking notes and visualizing while you read.
1. Set your purpose for reading. The teacher will either provide you with the main ideas or you can use the subheadings from the text.
2. Turn your notebook sideways. Starting at the margin, separate the page into columns based on the number of main ideas.
3. Write a main idea (topic) at the top of each column, on the margin line.
4. Take at least three bulleted notes under each main idea.
5. When you’ve finished taking notes on the reading, review the main ideas and draw one picture for each section. Color the pictures.
6. Color each column a different color to visually organize your information.
Tips for IAN Success
h Bring your notebook to class every day!
h Label and date everything in your notebook.
h Assignments must be completed on the correct page.
h Use color - the notebook is a visual study tool! Color should be meaningful, helping to organize and illustrate your notes.
h If you are absent from class, please check to see what you have missed! You are still responsible for the work.
h Use pencil to write all text and initial sketches. This allows you to erase mistakes. Do not use pen or colored pencils to write text or for initial sketches.
h Don’t use markers to color. Markers bleed through the paper.
VOCABULARY STRATEGIES
V3 – Verbal Visual Vocabulary!
VOCABULARY WORD / DEFINITIONSENTENCE / PICTURE
Example:
Science / Process used to understand the world around usScience is a process of discovery that helps us learn new things about the world. /
Reminders:
h The sentence and colored picture should be something that will help you remember the meaning of the word.
h Color should be used to organize information.
Q-Notes (Question Notes)
1. Write the title and page numbers of the reading
2. Divide your paper into columns and label them QUESTION AND ANSWER.
3. Turn each heading or subheading into a question to be answered. (EXAMPLE: “Ecosystems” would become “What is an ecosystem?”
4. Write the question in the QUESTION column.
5. Read the information in the section, and take at least three bulleted notes to answer the question. (HINT – If you can’t take three bulleted notes, you probably need to re-think your question.)
6. Write these notes in the ANSWER column, beside the question.
7. Move on to the next section and repeat to the end.
Components of an EcosystemQUESTION / ANSWER
Sequencing
1. Turn the notebook sideways. Write the title of your sequence on the margin line.
2. Draw a straight line through the middle of the page.
3. Space the events out evenly with the earliest, or first, event the farthest to the left.
4. The location of events in the sequence will be alternated above and below the timeline.
5. The first event will be above, the next below, the next above, and so on.
6. Label each event with:
o A boxed title
o A colored drawing representing the event.
Posters
Posters are a summary of your understanding of why people, places, events, or things were important.
Hero or Wanted Poster (People) / Places, Events, or Thingsð Include appropriate title
ð Include picture and name
ð Write a one sentence summary of why the person was considered good or bad.
ð List at least three specific details to support your summary of why this person was a hero or a bad guy / ð Include a title for your poster in bold, colorful letters.
ð Include at least one appropriate illustration
ð List at least three important reasons people would want to go to the place, want to own the item, or go to the event.
Storyboards
A storyboard is an illustrated summary.
1. Read about the process, event, or person in your notes.
2. Highlight the 8 most important things that happened in the process, event, or person’s life.
3. Turn the notebook sideways. Title the storyboard on the margin line.
4. Separate the remainder of the page into eight panels, like this:
5. At the bottom of each box, write your caption. Your caption must be at least one complete sentence and explain what is going on in your illustration.
6. Above or below the caption, draw your illustration. This should be appropriate, meaningful, and colored.
7. When you have finished, your storyboard should be a meaningful summary of the process, event, or person’s life we have studied.
Sensory Figure
Sensory figures show your understanding of the main characteristics of a person or group of people.
1. Draw an appropriate piece of clothing, and add arms, legs, and a head.
2. Think about the information in your notes – what part of the body could you attach them to?
3. Attach each required piece of information to your figure.
4. Remember, no more than two facts on any one part of the body.
5. Other important things about the person or group could be shown by things that the figure holds in his hands, has tucked in a pocket, or is lying on the ground.
6. Color your picture appropriately.
Example: A ROMAN SOLDIER
POETRY
Poetry in science is designed to give you a different way to think about a topic and to act as a summary of your knowledge.
Poetry Helpful Hints
1. Your poem should demonstrate your understanding of the concept.
2. Avoid words that don’t give specific information like “nice”, “happy”, or “caring”.
3. Each sentence/phrase should be carefully chosen and must relate specifically to the subject of the poem.
4. Your illustration and color should enhance the meaning of your poem. Don’t use random stripes of color.
Acrostic Poems
Write the name of the person or the concept to be defined vertically, like this:
N C E
A O V
M N E
E C N
E T
P
T
Write a short phrase or sentence about the subject for each letter of its title. No “one word wonders”. See “Poetry Helpful Hints”, above. The phrases used should capture the main ideas of the text on the left-hand page.
Haiku
A haiku captures the essence of an idea, concept, or emotion. It does not have to rhyme.
Line 1: phrase contains five syllables
Line 2: phrase contains seven syllables
Line 3: phrase contains five syllables
Limericks
The limerick is a poem constructed of five lines with an
AABBA rhyme scheme. It tells a humorous story. The syllables have the following patterns:
Line 1 (7-9 syllables): A (da da DUM da da DUM da da DUM)
Line 2 (7-9 syllables):A (da da DUM da da DUM da da DUM)
Line 3 (5-7 syllables): B (da da DUM da da DUM)
Line 4 (5-7 syllables): B (da da DUM da da DUM)
Line 5 (7-9 syllables): A (da da DUM da da DUM da da DUM)
Example:
There was an Old Man with a beard,
Who said, "It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!
Diamante Poem
A diamante poem is used to compare and contrast. It should be written in the shape of a diamond. See “Poetry Helpful Hints”.
Line 1: Topic 1
Line 2: Two words to describe Topic 1
Line 3: Three action words (-ing) about Topic 1
Line 4: A four or five word phrase describing both topics – what they have in common (A complete thought but not necessarily a complete sentence.)
Line 5: Three action words (-ing) about Topic 2
Line 6: Two words to describe Topic 2
Line 7: Topic 2
SCIENCE - CONTACT PAGE
The interactive notebook is the major tool for success in science class this year. Students will be working in their Interactive Notebooks (IANs) daily and will need to keep up with all assignments. The IANs will serve as a major part of the student’s grade in science and will act as a study guide, and portfolio of their work. IANs will stay in the class on a daily basis and will go home as needed (to study or to request a parent signature).
I have read and understand the above statement as it relates to the expectations regarding the Interactive Science Notebooks.
Student Signature Date
Parent Signature Date
Parents, please give me at least two numbers and an email address where I can contact you during the day. Thank you!
Try this number first:______
The next best is: ______
My email address:______
SCIENCE - CONTACT PAGE
The interactive notebook is the major tool for success in science class this year. Students will be working in their Interactive Notebooks (IANs) daily and will need to keep up with all assignments. The IANs will serve as a major part of the student’s grade in science and will act as a study guide, and portfolio of their work. IANs will stay in the class on a daily basis and will go home as needed (to study or to request a parent signature).
I have read and understand the above statement as it relates to the expectations regarding the Interactive Science Notebooks.
Student Signature Date
Parent Signature Date
Parents, please give me at least two numbers and an email address where I can contact you during the day. Thank you!
Try this number first:______
The next best is: ______
My email address:______
Interactive Notebook Guidelines
The purpose of the interactive notebook is to:
h Involve students in “making sense” of their notes visually.
h Develop student nonfiction reading and note-taking skills.
h Teach students “approaches to learning” that will prepare them for success in school!
Materials Needed:
h Composition Notebook (for Science only!)
h Pencil
h Glue or Glue Stick
h Colored Pencils
h Highlighters (four different colors is recommended)
Notebook Organization
LEFT IS FOR LEARNINGTeacher Guides Information / RIGHT IS FOR REFLECTION
Students Process Information
The left side is teacher guided – it contains “testable” information
q Notes
q Handouts
q Book Assignments / The right side helps you make sense of the left-side information
These assignments will help you deepen your understanding of the left-side information.