Students will be reading out of their Energy book today. We will be going over various types of energy and each page has some important facts. We have practiced annotating and note taking when given a text they can write on, but today I am going to show them how to take notes when you can't write in the book.
I ask students to get out their journals, and Energy books. While they do this I hand out four sticky notes to each student. I explain that on each page we will read and take notes onto the sticky to help us remember the key details.
For the first page we are going to cover is chemical energy. To model how to take notes, I first show how I read the two paragraphs before taking the notes. I then ask the class to read the paragraphs to themselves.This might sound redundant since I just read to them. However, asking them to read will help them build their fluency skills.
Once we have read I give my sticky note a label. I label this first one "Chemical Energy." I then model which details I think are most important from the reading. On purpose, I choose three with one not being very important at all to get the discussion started. Students then need to discuss with their elbow partner which facts are the best to write onto my sticky note. As a class we determine the best two facts and I add them to my sticky note. I then model how I place the sticky note onto the page where I retrieved the information from. This will help me when I review my reading at the end.
We are now going to read the next three pages on thermal and nuclear energy. We will do the same note taking procedure. To begin with I ask the class to try the next one for themselves. They read, I read and then give them time to practice the note taking procedure. This is how we continue through the rest of the reading material. I then ask them to place their notes on the pages we took them from.
The final step is to check our understanding. To do this I ask students to work with their elbow partner. Students will go in reverse order teaching their partner about that specific page. Students must try to use their notes only to reconstruct what they have read. They do this by starting at the last page read, pulling off that sticky and then teaching it to their partner. They can add information and tell their connections as well. Once they finish the other students will pull the next sticky and do the same. With four pages being read, there are enough sticky notes for each partner to teach twice. I walk around the room to listen and take notes on how well each student understood the material.