Notemaking Support Strategies 10 Tips for Setting a Research Task Organising Group Talk Supporting Listening (Based on ‘The Exit Model’) Give note-making frames e.g. cause/effect, Listening Triads - Groups of Play an extract as a prediction three; a talker, a questioner and a activity - helps to cue pupils similarity/difference, spider diagrams, 1. Remind students what they know so far recorder who reports back. in to the task and activate pyramid diagrams, tree diagrams 2. Give a clear aim and outcome for the task prior knowledge Model how to take notes in a variety of ways – 3. Ensure pupils know where to go to research Envoys - after a task, one person Provide a focus or hook for encourage pupils to find a preferred style and what texts to use from each group visits another group listening e.g. a specific Use text-marking - pupils highlight topic 4. Help pupils to plan their approach to the to share ideas, then reports back to question for each group sentences, number key points, delete unhelpful the original group. Give pupils a format for research e.g timescales information recording information e.g. 5. Discuss what kind of reading style is Snowball - pairs discuss or diagram, flow chart, notemaking Give pupils key questions or sub-headings to structure notemaking appropriate (skimming, scanning, close brainstorm then double up to fours, frame (increases retention Pupils convert text into a diagram or label a reading) which then double up to eight, dramatically) leading to a whole-class debate. Pupils could: identify a diagram 6. Encourage pupils to keep reviewing their limited number of key words or Pupils write points on cards which are later understanding Rainbow Groups - after a separate phrases; list 3 major points sorted or sequenced e.g. for/against 7. Make sure pupils know how to make notes group task, pupils are regrouped by and 3 minor points; respond Pupils reduce text to 5 main points or 5 and have useful formats colour, to make new groups physically when they hear key words/phrases 8. Demonstrate to pupils how to decide what comprising someone from each old ideas e.g. hands-up Use grids with headings KWL (Know already, group. Plan group activities where information should be used. Is it reliable? Want to know, have Learnt), QUAD (Question, pupils are required to feed 9. Model how to blend findings together into Jigsaw - before a task, 'home' back and listen to each other Answer, Detail source) or The 6 W’s (Who, an appropriate form groups allocate a section to each Before a task, model listening What, When, Where, Why, How) member. New 'expert' groups then 10. Set research outcomes which vary in form and notemaking form for each section. Finally, Provide a glossary if necessary e.g. giving a talk, powerpoint 'home' groups reform and share Break up the listening into findings. chunks and gradually increase the complexity and demands of Spokesperson - each spokesperson tasks to build up listening is asked in turn for a new point stamina until every group passes. Ten Strategies for Key Words Spelling Strategies Retention Rates 1. Have subject-specific dictionaries in Break it into sounds (u-n-i-o-n) subject rooms Break it into syllables (con-tin-ent) Lecture - 5% Reading - 10% The Little 2. Create word banks – written on strips, Break it into affixes (dis + satisfy) displayed on word wall Use a mnemonic (Never Eat Chips Eat Salad Audio-visual – 20% Demonstration - 30% Book of 3. Make word and definition cards – useful Sandwiches And Remain Young!) Discussion - 50% for starters and plenaries Refer to a word in the same family Practice by doing - Literacy 4. Create interactive glossaries – page of key (chemical, chemist, chemistry) words stuck in book. Definitions added by Over-articulate it (Wed-nes-day) 70% pupil during unit. Words within words (GUM in argument) Teaching others - 5. Keyword crosswords/wordsearches Refer to word history (bi = two, cycle = 6. Create word-cluster posters – to link wheels) 90% common roots e.g. equi/equa, graph Use analogy (through, rough, enough) 7. Create mnemonics Use a key word (I’m – to remember a Does Your Lesson Plan Wear a 8. Create calligram posters – the meaning of apostrophe can replace a missing letter) VEST? a word is visually represented Apply spelling rules ( hopping = short vowel 9. Use icons alongside words – ‘comic sans’ sound, hoping = long vowel) V – a VARIETY of activities that appeal font recommended Learn by sight (look-say-cover-write check) to different learning styles Strategies for Supporting 10. Play word games (on mini-whiteboards) - Visual memory (recall images, colour, font) E – ENGAGEMENT for all pupils Literacy across the hangman, dominoes, finding words in words S – opportunities for SOCIABLE Curriculum learning T – TRANSFORMATION of information into a new form maximises Hertfordshire KS3 English and Literacy Team learning CONNECTIVES Supporting Reading of Difficult Texts 3 Tips for Improving Adding What do Good Readers do? Create a context - provide a And, also, as well as, moreover, too Writing Style 'warm-up' activity such as a Sequencing See images lesson starter involving Next, then, first, finally, meanwhile, after Hear a reading voice brainstorming, key words or Emphasising Predict what will happen next prediction Vary the openings of sentences: Speculate Start with a verb ending in ing… Above all, in particular, especially, Ask questions, tease at puzzles Glossaries - to explain Start with a verb ending in ed… significantly, notably Pass comments difficult and new technical Start with an adverb ending ly… Comparing Feel vocabulary Start with a preposition e.g. over, at, on, Equally, similarly, likewise, as with, like Empathise Cause and effect Rationalise what is happening Collaborative work - pooling Use connectives to: Reread ideas helps with confidence - combine sentences Because, so, therefore, thus, consequently - start sentences (with a comma) Qualifying Reinterpret Interpret patterns Shared Reading - where the - link sentences and paragraphs However, although, unless, except, if, yet Relate to own passage is read on the OHP - express thinking more clearly Illustrating experience/knowledge by the whole class. The For example, such as, for instance, in the Pass judgements - likes, teacher can annotate the Vary sentence length and construction: OHT. John sprinted to work. He was very late. case of, as revealed by dislikes John sprinted to work, because he was very late. Contrasting DARTS "directed activities * Modelling and discussing Because he was very late, John sprinted to work. Whereas, unlike, alternatively, on the relating to texts" can make John, who was very late, sprinted to work. these behaviours benefits other hand, otherwise a difficult passage more all students accessible Modelling - teacher discusses and demonstrates the reading strategies that could be used Opportunities to read similar texts A Sequence for Teaching Help Students to DARTS Reading Strategies (Activitieswhich encourage Writing Organise their writing by: close reading) Continuous reading Uninterrupted reading of an Establish clear aims – what is the FAP? Modelling planning, introducing a variety of planning Cloze - filling the gap extended piece of text e.g. novel formats and providing note-making frames Close reading (Form, Audience, Purpose) with a missing word or Careful study reading, which Provide examples of that text type phrase. usually includes pausing to think Teaching Mr PEEL for paragraphs Explore features of the example – or look back e.g. making notes - point, evidence, explanation, link from a text book shared reading looking for word, Sequencing - Skimming sentence and text-level features Looking at paragraphing in exemplar texts e.g. reconstructing a text that Glancing quickly through the highlighting topic sentences Define the conventions – list the has been cut into chunks. passage to get the gist of it e.g. first reading of a new ‘ingredients’ for this kind of writing Preparing pupils for the structure of that genre of passage Demonstrate how it is written – writing e.g. recipe = chronological Text marking - Scanning teacher models thought processes Searching for a particular piece underlining, annotating or of information e.g. using an Compose together – class contributes Providing writing frames and sentence starters for numbering text to show index Scaffold the first attempts – e.g. those students who need them sequence. Supporting weaker readers writing frames, key words, sentence Organising sequencing activities: starters - students’ ideas on post-its or cards Text restructuring - What are we reading for? Independent writing - key words or phrases which can be expanded reading and then remodelling Which strategy do we need to use? Draw out key learning - topic sentences/ sub-headings How do we do this? What do we do the information in another with our eyes? format e.g. flow charts, What sort of information are we diagrams, venn diagrams, looking for? Watch me model what I do as I grids, lists, maps, charts, read this. concept maps or rewriting in another genre.