This is the 2nd post in a series of posts about our Nonfiction Unit. To read my first post, please click here.
In my previous post, I shared a photo of our class bulletin board where students post note-taking examples that their classmates can use as mentors. Below are a few close-ups of some note-taking examples that students have posted so far. These are the forms of note-taking that students chose to use while reading their text during independent reading or while actively listening during read aloud. I taught and modeled various note-taking strategies and we have practiced how to choose a form of note-taking that best organizes the information. We learned that note-taking is a tool and that we need to choose the best tool to match the text we are reading, just like we choose a hammer to put a nail into a wall or a staple remover to remove a staple in papers.
As students use different forms of note-taking, they are posting them on our bulletin board and sharing their reasoning behind using the form they chose. They are learning from one another and using each other as mentors - such powerful learning! You will notice that students use colored pencils while they take notes - this not only gives them the ability to color-code, but also inspires them to take notes and write in their notebooks! They use colored pencils throughout their reader's notebook, not just for note-taking in our nonfiction unit, but throughout all units and all sections of their reader's notebook.
|This student chose to use a flow-chart to show the Problems/Solutions in their text|
|This student chose to create organized boxes to jot down information about her topic|
|This student chose to use a T-Chart to clearly show the differences between Dolphins and Sharks as we read Shark or Dolphin? by Melissa Stewart|
|This student chose to draw the life cycle of a penguin as he read about the sequence in his text|
Happy Note-Taking! :)