Summarizing and Note Taking

Strategy #6
Summary Frames
Strategy #7
Rule-Based Summarizing
Strategy #8
Reciprocal Teaching
Strategy #9
Dont Look Back
Strategy #10
Story Mapping
Strategy #11
2 Column Notes
Strategy #12
Combination Notes
Strategy #13
Cornell Note-Taking Method
Strategy #14
3-2-1 and Discussion
Strategy #15
Question-Answer-Relationship (QAR)

Strategy #6
Title: Summary Frames
Time: 20-30 Minutes
Room Arrangements: No set up required.
Materials: Summary Frame Questions and lined paper
Process:
1. Students will get out their Summary Frame Questions before beginning
to read their passage of text.
2. Students will read the text and use their Summary Frame Questions to
guide them through their reading.
3. Students will record their answers to each question on a separate piece
of lined paper to turn in later. These questions can be answered both
before and after reading.
4. Students use their responses to construct a one paragraph summary of
their reading.
5. Students will then be given the opportunity to share their summaries in
small groups or as a whole class.
Example: This strategy could be used in an English Language Arts lesson.
For example students may use this activity to enhance their comprehension and
summary skills independently or in small reading groups.
Citation:
Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with
classroom instructional that works. Alexandria, VA: Association for
Supervision and Curriculum Development

(Marzano, et. al., 2001, p. 35)

Strategy #7
Title: Rule-Based Summarizing
Time: 15-25 Minutes
Room Arrangements: No set up required.
Materials: Text and Copy of Strategy Steps (Additional Materials:
highlighters, colored pens/pencils/markers, folders, journals, etc.)
Process:
1. The teacher will choose a text for the students to work with during the
lesson. The text chosen should be familiar to students and possibly
already previewed or read once.
2. The students will read the text independently or the teacher will read to
the class.
3. Individually, in small groups, or as a whole class (if the teacher is
modeling the strategy for the first time) the students will generate a
summary of the text following the four strategy steps for Rule-based
Summarizing.
4. Final summaries will be re-copied by students into a personal journal for
later reference and use.
The 4 Rules of Summarizing:
1. Eliminate unimportant information in the text. This can be done through
crossing out statements with a colored writing utensil.
2. Eliminate repeated statement/information in the text. This can be done
through crossing out statements with a different colored writing utensil.
3. Substitute descriptive/lists of words with a single familiar words (i.e. pets
instead of cats, dogs, and fish).
4. Create or identify the topic sentence in the text.
Example: This strategy could be used in a Science lesson. For example
students could be reading about the process of photosynthesis from a science

article. By using this strategy they would be able to eliminate unimportant or

redundant information and only include the most important details in their
summaries.
Citation:
Brown, A.L., Campione, J.C., & J. (1981). Leaning to learn: On training students to
learn from texts. Educational Researcher, 10, 14-24.
Dean, C.B., Hubbell, E.R., Pitler, H., Stone, B. (2012). Classroom instruction that
works: Research based strategies for increasing student achievement.
Denver: Mid-continent Research for Education and learning.

Strategy #8
Title: Reciprocal Teaching
Time: Time will vary depending on length of lesson/text.
Room Arrangements: Small Groups
Materials: Text and Paper
Process:
1. The students will read an assigned section of text independently, in
small groups, or as a whole class.
2. A student, who volunteers or a student who has been chosen by the
teacher, will act as the teacher and summarize the text to the class.
Other students will be given the opportunity to add and build up that
summary. The teacher may assist and guide if necessary.
3. The same student will then question the class to help pick out the most
important pieces of information from the text. The student may look
back at the text to do this more effectively. Students answering,
however, attempt to answer these questions without using the text.
4. Next, the student helps the class to understand more difficult areas of
the story in order to help all the students comprehend the entire text.
Other students may help out in this area. The text may be relooked at
during this step.
5. Lastly, the student teacher takes predictions from the class about what
will happen in the next section of text.
6. Repeat steps 2-5 for the rest of the sections of reading.
Example: This strategy could be used in an English Language Arts lesson.
For example students could be reading a poem by Shakespeare and use this
strategy to build comprehension and summary skills.
Citation:

Palincsar, A., & Brown, A. (1993, September 6). Reciprocal teaching of

comprehension-fostering and comprehension-monitoring activities.
Retrieved from
http://grafield.library.upenn.edu/classics1993/A1993LT56600001.pdf
Strategy #9
Title: Dont Look Back
Time: 10-15 Minutes
Room Arrangements: No set up required.
Materials: Text and Paper
Process:
1. The teacher will choose a text to read.
2. Students will independently read the assigned text.
3. Once the students have read the text once, all the way through, they
will move the text to an area where they cant see it.
4. The students will be asked to record every detail from the text that they
can recall on their piece of paper. Student may not look at the text to
remind themselves at any point during this step.
5. After the students have recorded all the details they must construct a
paragraph summary of that text using those details to support it.
6. Student will then compare and contrast their summary paragraph with
other students in the classroom.
Example: This strategy could be used during a Science lesson. For example
students might read a selection on the digestion process before using this
strategy. This could be a great way to help students remember details or review
for a test.
Citation:

Jones, Raymond (2006). Summarizing. Readingquest.org: Making sense in social

studies. Curry School of Education. University of Virginia. Charlottesville,
VA. 7 Nov. 2001.

Strategy #10
Title: Story Mapping
Time: 10-15 Minutes
Room Arrangements: No set up required.
Materials: Story Mapping Sheet (Design Varies)
Process:
1. The teacher will model how to use a Story Map and discuss the
components listed on their Story Map Sheet (remember design will
vary).
2. Each student will be given a Story Map sheet prior to reading an
assigned text.
3. During reading, students will complete the Story Map components.
Depending on age of child, they might construct pictures instead of
words.
4. At the end of the reading, students should be encouraged to go back
and check the text for correct information.
5. After all maps have been constructed, students should compare their
responses in small group or as a class. Students may add new
information to their graphs.
Example: This strategy could be used in an English Language Arts lesson.
For example students might use a Story Map to identify the problem and solution
of a fairy tale.
Citation:

Armbruser, B.B., Lehr, F., & Osborn, J. (2001) Put reading first: The research
building blocks for teaching children to read kindergarten through grade
three. Washington, DC: The U.S. Department of Education.
Image Retrieved: May 03, 2014, from:
http://clutterfreeclassroom.blogspot.com/2012/09/free-story-maps-forreading-writing.html

Strategy #11
Title: 2 Column Notes
Time: Length of Lesson
Room Arrangements: No set up required.
Materials: Text/Film/Lecture, Colored Writing Utensils, and Paper
Process:
1. Have students take their paper (BEFORE reading) and divide it into two
columns. The first column should be labeled: Key Ideas. The second
column should be labeled: Responses.
2. During the lesson reading of text, watching of film, or listening to
lecture students will fill out their charts in a colored writing utensil.
3. Encourage students to fill out the Key Ideas column first and then
reflect on their thoughts in the second column Response after.
4. Students will be encouraged to go back and reread, rewatch, or ask
questions.
5. Teachers have the option of forming small groups and having students
share their responses, receive feedback, and add to their notes.
Students might add notes in a new writing utensil.
Example: This strategy could be used in a Social Studies lesson. For example
a student could fill out two-column notes on a movie discussing the treatment of
slaves in the 1700-1800s.
Citation:
Two-column note taking. (2013). Retrieved May 3, 2014, from Facing history
ourselves: http://www.facinghistory.org/resources/strategies/two-colunnote-taking

Strategy #12
Title: Combination Notes
Time: 30+ Minutes (Varies by lesson length.)
Room Arrangements: No set up required.
Materials: Combination Notes Worksheet
Process:
1. Each student will receive a Combination Notes Worksheet.
2. The teacher will explain and model the strategy.
3. While the lesson is being taught, students will fill out this note-taking
guide.
4. The guide is set up so that the left side of the page is for written notes
and the right side of the page is for visual representations/symbols. The
bottom part is set up for the main ideas/concepts of the lesson.
5. During the lesson, the teacher will pause instruction so that students
have time to complete their notes.
Example: This strategy could be used in a Social Studies lesson. For example
student might fill out information during a lecture on Triangle Trade.
Citation:
Chamo, A.U. & OMalley, J.M. (1994). The CALLA Handbook: Implementing the
Cognitive Language Learning Approach. Reading, MA: Addison Wesley.
Retrieved from htpp://www.teslej.org/wordpress/issues/volume2/ej07r5/?wscr

(Marzano, et. al., 2001, p. 45)

Strategy #13
Title: Cornell Note-Taking Method
Time: Length of Lesson
Room Arrangements: No set up required.
Materials: Lined Paper
Process:
1. Each student will take their lined paper and split it into three parts (as
shown in the diagram): (1) Cues (2) Notes (3) Summaries.
2. During the lecture or lesson the student will complete the notes with
the following g details:
a. Students will fill the Cues part with prompts and pictures
usually used during study time.
b. Students will fill the Notes part with their own personal set of
notes from the lesson.
c. Students will fill the Summaries part contains the main
ideas/concepts from the lesson usually completed at the end of
instruction.
Example: This strategy could be used during a Science lesson. For example
students might be used to take notes on the solar system. The Cues part could
contain a mnemonic device for remembering the order of the planets. The
Notes part could contain various characteristics of each planet. The
Summaries part could contain the most important parts of the lecture.
Citation:
Paul, W. (1974). How to study college. Houghton Mifflin Cornell University, Ithaca,
NY.
Image Retrieved: May 03, 2014, from:

http://www.writedesignonline.com/human/cornell.gif

Strategy #14

Title: 3-2-1 and Discussion

Time: 5 Minutes
Room Arrangements: No set up required.
Materials: Paper, Colored Writing Utensils, Text/Lecture/Film
Process:
1. The teacher will explain the 3-2-1- and Discussion strategy.
2. During the lesson (reading of text, listening to lecture, or watching a
film) the class completes the 3-2-1 charts individually. Students will
write with a specific color for this step.
3. The 3 section has students write down three main ideas from the
text/lecture/film. The 2 section has students write down two facts
that they found interesting or helpful. The 1 section has students write
down one question they have/or an idea they want to expand on.
4. After the chart has been created students will discuss their charts with
their table partners. They will compare their main ideas, observe what
was new/interesting information, and try and answer questions that
other students have. Students will change the color of their writing
utensil for their additional notes made during discussion.
5. Next, the class with come together as a whole and discuss what was said
in small groups and answer any unanswered questions. Students will
choose another color to write their notes in during the final step of the
strategy.
Example: This strategy could be used in a science lesson. For example
students might complete a 3-2-1 chart on blood cells chapter in their textbook.
After students would come together and compare their main ideas and answer
any questions that were confusing to that group.

Citation:
Adapted from Alsamadani, H.A. (2011, September). The effects of the 3-2-1
reading strategy on EFL reading comprehension. English Language Teaching,
4(3), 184-191.
Adapted from Zygouris-Coe, V., Wiggins, M.B., & Smith, L.H. (2004, December).
Engaging students with text: The 3-2-1 strategy. The Reading Teacher,
58(4), 381-384.

3-2-1 Discussion Strategy

3 (Main Idea/Points)

2 (Interesting Facts)

1 (Question)

Strategy #15
Title: Question-Answer-Relationship (QAR)
Time: 20-25 Minutes
Room Arrangements: No set up required.
Materials: Text, Paper, 4 Questions Related to Chosen Text
Process:
1. The teacher explains the difference between in the book questions
and in my head questions. In the book questions have answers that
can be taken straight from the text. These questions are either labeled
as right there meaning the student can easily find the answer in text
or think and search meaning the student has to think about the
question and search for multiple pieces of information in the text to
answer. In my head questions have answers that are created by the
reader. These questions are labeled either as author and you meaning
that the answer is not in the text but created from prior knowledge on
the subject. It can also be labeled as on my own meaning the student
uses their own experience to answer the question being asked.
2. The teacher will model the strategy if the students have not used QAR
before.
3. The teacher will choose a text and create 4 questions related to that text
(2 in the book (1 right there and 1 think and search) and 2 in my
head (1 author and you and 1 on my own.).)
4. As a large group the teacher will host a discussion to access background
knowledge and prior experience.
5. Have students read the text and answer the 4 questions.
6. As a class the students will share and discuss their responses to the four
questions.
Example: This strategy could be used in a Social Studies lesson. For example
the students may be beginning a new chapter on the Holocaust and Adolf Hitler.

This strategy might be used to help students activate their background knowledge
of the subject and summarize the new chapter information through answering
various in the book and in my head questions either independently, in small
groups, or as a class.
Citation:
Kinniburgh, L.H., & Prew, S.S. (2010, June 2). Question answer relationships (qar)
in the primary grades: Laying the foundation for reading comprehension.
Retrieved May 4, 2014, from http://www.intjecse.net/files/SESL1EHUMIG76LBM.pdf
Raphael, T. (1986). Teaching question answer relationship, revisited. The Reading
Teacher, 39(6), 516-522.
http://www.readingeducator.com/strategies/qar.htm