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The following samples are from Tools for Thought: Helping Al Students Read, Write, Speak, and Think by Jim Burke. © 2002 by Jim Burke.
All rights reserved. No part of this material from Tools for Thought: Helpin Students Read, Write, Speak, and Think may Think may be reproduced in any form o electronic or mechanical means, including information storage and retriev systems, without permission in writing from the publisher, except by a rev who may quote brief passages in a review. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912, USA Phone: 800.225.5800 Fax: 603.431.2214 URL: http://www.heinemann.com
Reproducible Tools for Classroom Use
Cont Co ntin inuu uum m Cr Crea eato torr
135 13 5
Pyra Py rami mid d No Note tess 15 158 8
Book Bo okma mark: rk: Ch Char arac acter ter Ca Card rd 136
Corn Co rnel elll No Note tess 15 159 9
Book Bo okma mark rk:: Core Core Ski Skill llss
Q Notes
137 13 7
16 0
Bookma Boo kmark: rk: Rea Readin ding: g: Thi Think nk Abo About ut It! 138
Rep epor orte ter’ r’ss Not Notes es 16 161 1
Bookmar Boo kmark: k: Lite Literatu rature re Cir Circle cle Ro Roles les 140
Sens Se nso ory No Note tess 16 162 2
Conv Co nvers ersat atio iona nall Round Roundta tabl blee
Sprea Sp reads dshee heett No Notes tes (Three (Three-Co -Colu lumn mn))
Deci De cisi sio on Tre reee
142 14 2
143 14 3
Epis Ep isod odic ic Notes Notes (Thr (Threeee-Sq Squa uare) re) 14 144 4
Spreadshee Spread sheett Not Notes es (Fo (Four-C ur-Colu olumn) mn) 164 Sign up to vote on this title Spread Spr eadshee sheett Not Notes esNot (Multic (Mu lticolu olumn) mn) 165 Useful useful
Epis Ep isod odic ic Not Notes es (Si (Six-S x-Squ quar are) e) 14 145 5
Char Ch arac acte terr Dire Direct ctor oryy
Idea Ca Cards 146
Sto tory ry Note tess
167
166 16 6
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Reproducible Tools for Classroom Use
Cont Co ntin inuu uum m Cr Crea eato torr
135 13 5
Pyra Py rami mid d No Note tess 15 158 8
Book Bo okma mark: rk: Ch Char arac acter ter Ca Card rd 136
Corn Co rnel elll No Note tess 15 159 9
Book Bo okma mark rk:: Core Core Ski Skill llss
Q Notes
137 13 7
16 0
Bookma Boo kmark: rk: Rea Readin ding: g: Thi Think nk Abo About ut It! 138
Rep epor orte ter’ r’ss Not Notes es 16 161 1
Bookmar Boo kmark: k: Lite Literatu rature re Cir Circle cle Ro Roles les 140
Sens Se nso ory No Note tess 16 162 2
Conv Co nvers ersat atio iona nall Round Roundta tabl blee
Sprea Sp reads dshee heett No Notes tes (Three (Three-Co -Colu lumn mn))
Deci De cisi sio on Tre reee
142 14 2
143 14 3
Spread Spr eadshee sheett Not Notes es (Fo (Four-C ur-Colu olumn) mn) 164
Epis Ep isod odic ic Notes Notes (Thr (Threeee-Sq Squa uare) re) 14 144 4
Spread Spr eadshee sheett Not Notes es (Mu (Multic lticolu olumn) mn) 165
Epis Ep isod odic ic Not Notes es (Si (Six-S x-Squ quar are) e) 14 145 5
Char Ch arac acte terr Dire Direct ctor oryy
Idea Ca Cards 146
Sto tory ry Note tess
Inte In tera ract ctiv ivee No Note tess 14 147 7
Plot No Notes
Lin Li near Ar Array
Summ Su mmaary No Note tess
169 16 9
Literatu Lite rature re Circle Circle Note Notes: s: Overvi Overview ew of the the Roles Roles 149
Summ Su mmaary Sh Shee eett
170 17 0
Literatu Lite rature re Circle Circle Note Notes: s: Discus Discussio sion n Directo Directorr
Synt Sy nthe hesi siss No Note tess 17 171 1
148
150
166 16 6
167 168
Literatu Lite rature re Circl Circlee Notes: Notes: Ill Illumi uminat nator or 15 151 1
T Notes
Literatu Lite rature re Cir Circle cle Not Notes: es: Illu Illustra strator tor 152
Tar T argget Not otes es 17 173 3
Literatu Lite rature re Cir Circle cle Not Notes: es: Con Connect nector or 153
Thi T hink nk in Th Thre rees es 17 174 4
Literatu Lite rature re Circl Circlee Notes: Notes: Word Watc atcher her 154
Tim T imee Lin Linee Not Notes es 17 175 5
Literatu Lite rature re Cir Circle cle Not Notes: es: Sum Summar marizer izer 155
Ven V enn n Diagr Diagram am (Two (Two-D -Dom omai ain) n) 176 Sign upgram tom vote onee-Do this title Ven V enn n Diagra Dia (Thr (ThreeDoma main in)) 177 Useful Not abul res Voc Vocab ular aryy Sq Squa uare s useful 178
Outl Ou tlin inee No Note tess 15 156 6 Spee Sp eech ch Ou Outl tlin inee Not Notes es 15 157 7
172
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Continuum Creator Name
Date
Assignment
Period
Suggestions for Use: Looking at data or ideas along a continuum helps us understand the qualities of that informati some foods are “tasty” but not “delicious”; some teams are “great” but not “excellent.” A continuum allows us to id categories or degrees. A Continuum of Importance, for example, shows us what is “irrelevant” and what is “essen determine what is “important,” we know what to look for when we are writing, reading, or taking notes.
Continuum of
Before
1. Title your continuum to establish establish what you are trying trying to analyze. Examples: Continuum of Importance, Continuum Continuum of Understanding, Continuum of Quality, Continuum of Probability, or Continuum of Attitude. 2. Deci Decide de what questions questions you you should ask to help help you determine: determine: • The categorie categories, s, or what should go in the boxes (e.g., (e.g., High, High, Medium, Medium, Low)
ask the qu • The criteria for for what should go in each each section (e.g., To To determineSign if something something is “irrelevant,” “irre levant,” up to vote on this titleI will ask took this out of the story, would anything change?”)
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• The purpose/focus of this continuum. Example: Example: This continuum answers answers the question “How can can I tell what is i reading a newspaper article? When studying for a test? When taking notes during a lecture?” 3. Determine the traits of each point along the continuum.
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Character Card
Character Card
Characte
M a y b e c o p i e d f o r c l a s s r o o m u s e . T o o l s f o r T h o u g h t
b y J i m B u r k e ( H e i n e m a n n : P o r t s m o u t h , N H ) ;
©
2 0 0 2 .
• • • • • • • • • •
Useful Literary Terms • motif allusion • narrator analogy • persona antagonist • plot character • point of view conflict convention(s) • protagonist • setting diction • theme(s) exposition • tone imagery • voice irony
• • • • • • • • • •
Useful Literary Terms • motif allusion • narrator analogy • persona antagonist • plot character • point of view conflict convention(s) • protagonist • setting diction • theme(s) exposition • tone imagery • voice irony
• • • • • • • • • •
Useful Literary Terms • motif allusion • narrator analogy • persona antagonist • plot character • point of view conflict convention(s) • protagonist • setting diction • theme(s) exposition • tone imagery • voice irony
• • • • • • • • • •
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Useful Literar allusion analogy antagonist character conflict convention(s) diction exposition imagery irony
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Conversational Roundtable
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Conversational Roundtable Name
Date
Topic
Period
Suggestions for Use: Ask yourself what the focus of your paper, discussion, or inquiry is. Is it a character, a theme, an idea, a co a trend, or a place? Then examine it from four different perspectives, or identify four different aspects of the topic. Once you identified the four areas, find and list any appropriate quotations, examples, evidence, or details.
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Decision Tree Name
Date
Topic
Period
Suggestions for Use: Use this Decision Tree diagram to examine the possible outcomes of different decisions. You mig different consequences of a character ’s possible choices, or you might consider how it would change the story to tell points of view. In Health, History, or Business, you might consider the ramifications of different choices. Provide arg against each decision.
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Episodic Notes (Three-Square) Name
Date
Topic
Period
Purpose: Identify most important moments; show cause-effect and organization (sequence).
1. 2. 3. 4.
Determine the three most most crucial stages, scenes, scenes, or moments in the story or process. Draw in in the box what what happens happens and what you you “see” in the text. Be as specific as possible. Remember Rememb er,, these these are notes, not works of art: try to capture the action and important details of the moment. Explain (in the notes section) what is happening and why it is important.
Caption
Caption
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Episodic Notes (Six-Square) Name
Date
Topic
Period
Purpose: Identify most important moments; show cause-effect and organization (sequence).
1. 2. 3. 4.
Determine the most crucial crucial stages, scenes, or moments in the story story or process. Draw in in the box what what happens happens and what you you “see” in the text. Be as specific as possible. Rememb Rem ember er,, these these are notes, not works of art: try to capture the action and important details of the moment. Explain (in the notes section) what is happening and why it is important.
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-
-
------------------------------------------------------------------------------------------------------
M a y b e c o p i e d f o r c l a s s r o o m u s e . T o o l s f o r T h o u g h t
b y J i m B u r k e ( H e i n e m a n n : P o r t s m o u t h , N H ) ;
©
2 0 0 2 .
------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------
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Interactive Notes
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Interactive Notes Name
Date
Topic
Period
Directions: Use Interactive Notes to help you read informational or literary texts. Interactive Notes guide you through a to help you develop your ideas and express them in academic language. You may put questions, comments, connect lines in any column; then use the prompts (or create your own) to help you write.
BEFORE Prepare to Read • List: √ title(s) √ headings √ captions √ objectives √ themes √ words to know • Ask questions • Make predictions • Set a purpose • Decide what matters most
DURING Question and Comment • • • • • • • • • • •
I won wonde derr why why . . . What Wh at ca caus used ed . . . I think . . . Thiss is Thi is simi similar lar to . . . Thiss is impo Thi importa rtant nt becaus because e... What Wh at do do they they mea mean n by . . . Whatt I find Wha find con confus fusing ing is . . . Whatt will Wha will happ happen en next next is is . . . I can can relate relate to to this this becaus because e... This Th is rem remin inds ds me me of . . . As I read, read, I keep keep want wanting ing to to ask . . .
AFTER Summarize and S
Three impor important tant point These The se are are importa important nt b What Wh at co come mess nex nextt . The auth author or wants wants u At this this point point the artic I still don ’t unde unders rsta ta Whatt intere Wha intereste sted d me m The author’s purp purpos os A good word to descri story’s to tone) is is . . . idea/story story is simi • This idea/ • • • • • • • • •
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d o e t i r a e D P
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Literature Circle Notes: Overview of the Roles Discussion Director: Your role demands that you identify the important aspects of your assigned text and develop questions your group will want to discuss. Focus on the major themes or “big ideas” in the text and your reaction to those ideas. What interests you will most likely interest those in your group. You are also responsible for facilitating your group ’s discussion.
Sample Questions • What were you thinking about as you read? • What did the text make you think about? • What do you think this text/passage was about? • How might other people (of different backgrounds) think about t • What one question would you ask the writer if you got the chanc • What are the most important ideas/moments in this text/section? • What do you think will happen next —and why? • What was the most important change in this section? How and w happen?
Illuminator: You find passages your group would like to/ should hear read aloud. These passages shoul d be memorable, interesting, puzzling, funny, or important . Your notes should include the quotations but also why you c hose them and what you want to say about them. You can either read the passage aloud yourself or ask members of your group to read roles.
Sample Questions • What is happening in this passage? • Why did you choose this passage? • What does this passage mean, or what is it discussing? • How should you present this passage? • Who is speaking or what is happening in this passage? • What is the most unique aspect of this passage —and why is it • What did this quotation/passage make you think about when y • What makes this passage so confusing, important, or interesting
Illustrator: Your role is to draw what you read. This might mean drawing a scene as a cartoonlike sequence or an important scene so readers can better understand the action. You can draw maps or organizational trees to show how one person, place, or event relates to the others. Explain how your drawing relates to the text. Label your drawings so we know who the characters are. Make your drawing on a separate sheet of paper.
Sample Questions • Ask members of your group, “What do you think this picture mea • Why did you choose this scene to illustrate? • How does this drawing relate to the story? • Why did you choose to draw it the way you did? • What do we see —i.e., who and/or what is in this picture? • What, if anything, did drawing it help you see that you had not n • What did this quotation/passage make you think about when yo • What are you trying to accomplish through this drawing?
Connector: Your job is to connect what you are reading with what you are studying or with the world outside of school. You can connect the story to events in your own life, news events, political events, or popular trends. Another important source of connections is books you ve ’ve already read. The connections should be meaningful to you and those in your group.
Sample Questions • What connections can you make to your own life? • What other places or people could you compare this story to? • What other books or stories might you compare to this one? • What other characters or authors might you compare to this one? • What is the most interesting or important connection that comes • How does this section relate to those that came before it?
Sign up to vote on this title Word Watcher: While reading the assigned section, you watch out for words worth knowing. These words might be interesting, new, important, or used in unusual ways. It is important to indicate the specific location of the wo rds
Sample Questions Useful Not useful • Which words are used frequently? • Which words are used in unusual ways? • What words seem to have special meaning to the characters or a
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Literature Circle Notes: Discussion Director Name
Date
Discussion Director: Your role demands that you identify the important aspects of your assigned text and develop questions your group will want to discuss. Focus on the ma jor themes or “big ideas” in the text and your reaction to those ideas. What interests you will most likely interest those in your group. You are also responsible for facilitating your group’s discussion.
Sample Questions • What were you thinking about as you read? • What did the text make you think about? • What do you think this text/passage was about? • How might other people (of different backgrounds) think about this text passage? • What one question would you ask the writer if you got the chance? Why? • What are the most important ideas/moments in this text/section? • What do you think will happen next—and why? • What was the most important change in this section? How and why did happen?
Write your discussion questions here; write your responses to them in the main notetaking area to the right. >>>>
A s s i g n m e n t f o r T o d a y : page __________ — page __________
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Literature Circle Notes: Illuminator Name
Date
Illuminator: You find passages your group would like to/should hear read aloud. These passages should be memorable, interesting, puzzling, funny, or important . Your notes should include the quotations but also why you chose them and what you want to say about them. You can either read the passage aloud yourself or ask members of your group to read roles.
Sample Questions • What is happening in this passage? • Why did you choose this passage? • What does this passage mean, or what is it discussing? • How should you present this passage? • Who is speaking or what is happening in th is passage? • What is the most unique aspect of this passage —and why is • What did this quotation/passage make you think about when • What makes this passage so confusing, important, or interestin
Write the page and paragraph number in this column. Unless the quote is really long, you should also write the quote in this column; write your responses to it in the main notetaking area to the right.>>>>
_________ ______ _ — page ___ A s s i g n m e n t f o r T o d a y : page ____
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Literature Circle Notes: Illustrator Name
Date
rea d. Illustrator: Your role is to draw what you read. This might mean drawing a scene as a cartoonlike sequence or an important scene so readers can better understand the action. You can draw maps or organizational trees to show how one person, place, or event relates to the others. Use the notes area to explain how your drawing relates to the text. Label your drawings so we know who the characters are. Make your drawing on the back of this page or on a separate sheet of paper.
Sample Questions • Ask members of your group, “What do you think this picture means?” • Why did you choose this scene to illustrate? • How does this drawing relate to the story? • Why did you choose to draw it the way you did? • What do we see—i.e., who and/or what is in this picture? • What, if anything, did drawing it help you see that you had not noticed before? • What did this quotation/passage make you think about when you read it • What are you trying to accomplish through this drawing?
Your drawing should be on the back or on a separate sheet of paper; your notes and explanation should be on the right.>>>>
_________ ______ _ — page ____ _________ _____ A s s i g n m e n t f o r T o d a y : page ____
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Literature Circle Notes: Connector Name
Date
Connector: Your job is to connect what you are reading with what you are studying in this or other classes. You can also connect the story with events in your own life or the world outside school as depicted in the news or other media. Another valuable source of connections is books you ve ’ve already read this year. Connections should be meaningful to you and those in your group.
Sample Questions • What connections can you make between the text and your life • What other places or people could you compare this story to? • What other books or stories might you compare to this one? • What other characters or authors might you compare to this one • What current trends or events are related to th is section of the • What is the most interesting or important connection that come • What is the connection that no one else but you can discover? • How does this section relate to those that came before it?
Write your discussion questions here; write your responses to them in the main notetaking area to the right.>>>>
_________ ______ _ — page ___ A s s i g n m e n t f o r T o d a y : page ____
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Literature Circle Notes: Word Watcher Name
Date
Word Watcher: While reading the assigned section, you watch out for words worth knowing. These words might be interesting, new, important, or used in unusual ways. It is important to indicate the specific location of the words so the group can discuss these words in context.
Sample Questions • Which words are used frequently? • Which words are used in unusual ways? • What words seem to have special meaning to t he characters or author? • What new words did you find in this section? • What part of speech is this word? • What is the connotative meaning of this word? • What is the denotative meaning of this word?
In this column, write the word as well as page and paragraph numbers. Write the definition and any explanation about why you chose the word in the notes section to the right.>>>>
_________ ______ _ — page ____ _________ _____ A s s i g n m e n t f o r T o d a y : page ____
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Literature Circle Notes: Summarizer Name
Date
Summarizer: Prepare a brief summary of the day’s reading. Use the questions to th e right to help you decide what to include. In some cases, you might ask yourself what details, characters, or events are so important that they would be included on an exam. If it helps you to organize the information, consider making a numbered list or a time line.
Sample Questions • What are the most important events in the section you read? • What makes them so important? • What effect do these events have on the plot or the other chara • What changes—in plot, character, or tone —did you notice whe • What questions about the section you read might appear on an • What might be a good essay topic for this section of the story?
Write your discussion questions here; write your responses to them in the main notetaking area to the right.>>>>
_________ ______ _ — page ___ A s s i g n m e n t f o r T o d a y : page ____
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Outline Notes Name
Date
Topic
Period
Main Idea/Subject Supporting Id Idea
1.
Detai ails ls//Exa xam mpl ple es
A. B. C. D. E.
Supporting Id Idea
2.
Detai ails ls//Exa xam mpl ple es
A. B. C. D. E.
Supporting Id Idea
3.
Detai ails ls//Exa xam mpl ple es
A. B. C. D. E.
Supporting Id Idea
4.
Detai ails ls//Exa xam mpl ple es
A. B. C.
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Speech Outline Notes Name
Date
Topic
Period
Main Idea/Subject (What is the question your speech is trying to answer?)
Introduction __________________________________________________ Consider: • Asking a thought-provoking question • Beginning with a good/funny story • Opening with a demonstration • Making a strong statement • Using a prop or visual
A. _____ __________ ___________ ____________ ___________ __________ __________ _____ B. _____ __________ ___________ ____________ ___________ __________ __________ _____ C. _____ __________ __________ ___________ ___________ __________ ___________ ______ D. _____ __________ ___________ ____________ ___________ __________ __________ _____ E. _____ __________ __________ ___________ ___________ __________ ___________ ______
Body of My Speech ____________________________________________
Details/Exa Detai ls/Examples mples A. ______ ____________ ___________ ___________ ____________ ____________ __________ ____ Remember to: • Organize your speech in order of importance, chronological order, comparison/contrast, cause/effect, order of location, or problem/solution • Use interesting details, examples, or stories • Consider your audience’s needs and questions
• _______________________________________
B. _____ __________ ___________ ____________ ____________ ___________ __________ _____
• _______________________________________
C. _____ __________ __________ ___________ ___________ __________ ___________ ______
• _______________________________________
D. _____ __________ ___________ ____________ ____________ ___________ __________ _____ Sign up to vote on this title • _______________________________________ Useful Not useful E. _____ __________ __________ ___________ ___________ __________ ___________ ______ •
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Pyramid Notes Name
Date
Topic
Period
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Cornell Notes Name
Date
Topic
Period
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Q Notes Name
Date
Topic
Period
Overview: Q Notes combine two well-known and powerful methods: SQ3R and Cornell Notes. I call them “Q Notes” because y only write Q-uestions in the left-hand margin; when you prepare for a Q-uiz, the Q-uestions serve as CUES to remind you wh must know. When using these notes to study, fold the right edge of the paper over so that it lines up with the dotted line. You then only be able to see your questions in the Q-column. Use these to Q-uiz yourself. Directions: Turn the titles, subheadings, and topic sentences into questions in this column.
-
Directions: In this area, write the answers to the questions. Use bullets or d to help organize your ideas. Also, use symbols and abbreviations to help yo notes more efficiently.
-
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Reporter’s Notes Name
Date
Topic
Period
Reporter’s Notes help you get the crucial information—not “ just the facts, Ma ’am,” but the meaning of the facts, too questions all reporters ask when they write their articles. These are the questions that good readers ask. Not all quest appropriate; you decide if it ’s okay to leave one or more blank, but be sure you can explain why that information is
WHO (is involved or affected)
Most Important
WHAT (happened)
Most Important
WHERE (did it happen)
Most Important
WHEN (did it happen)
Most Important
HOW (did they do it or did others respond)
Sign up to vote on this title Most Important Useful Not useful
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Sensory Notes Name
Date
Topic
Period
Directions: Sensory Notes are a tool and technique designed to help you pay closer attention to details while you read. Eff readers use all their senses while they read. Use this sheet to take notes on what you see, hear, smell, feel —and think—as yo Be specific and, if possible, write down the page numbers for future reference.
I SEE . . .
Most Important Imag
I H E AR . . .
Most Important Soun
I FEEL . . .
Most Important Sens
Sign up to vote on this title I SMELL . . .
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Spreadsheet Notes (Three-Colu (Three-Column) mn) Name
Date
Topic
Period
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Spreadsheet Notes (Four-Column) Name
Period
Date
Topic/Chapter: Subject (Who or What)
Where
When
Why (Important)
Cosimo de Medici
Italy (Florence)
1389 –1464
Major patron of the arts during th
M a y b e c o p i e d f o r c l a s s r o o m u s e . T o o l s f o r T h o u g h t
b y J i m B u r k e ( H e i n e m a n n : P o r t s m o u t h , N H ) ;
©
2 0 0 2 .
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Spreadsheet Notes (Multicolumn)
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Spreadsheet Notes (Multicolumn) Name
Date
Topic
Period
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Who’s Who? The Character Directory Title
Name
Period
Directions: When deciding which characters to include in the directory below, you must distinguish between major and minor characters. If you organize al along a continuum of importance, some would be at one end (e.g., a zero: not important) while others would be at the other end (e.g., a ten: essential, or m Before adding a character ’s name to the directory, ask yourself whether they are important enough, and if so, why they are so important.
Character’s Name
Relationship/Role
Location
Description/Notes
M a y b e c o p i e d f o r c l a s s r o o m u s e . T o o l s f o r T h o u g h t
b y J i m B u r k e ( H e i n e m a n n : P o r t s m o u t h , N H ) ;
©
2 0 0 2 .
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Story Notes
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Story Notes Name
Date
Topic
Period
Main Characters (Tip: Before listing them, determine what makes someone a “main character.”)
Setting (Tip: Setting includes not just time, but place and atmosphere.)
Primary Conflicts/Central Problems
Main Events (Tip: Before listing them, determine the criteria for a “main event.”)
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Plot Notes Name
Date
Topic
Period
1. Exposition: Background information establishing the setting and describing the th e situation in which the main characters find thems 2. Rising action: Characters face or try to solve a problem. This results in conflicts within themselves or with others; these conflict more intense and complicated as the story unfolds. 3. Climax: Eventually the story reaches a crucial moment when the character must act. 4. Falling action: Sometimes called the denouement, this part of the story explores the consequences of the climactic decisio reader feels the tension in the story begin to ease up. 5. Resolution: The story’s central problem is finally solved, leaving the reader with a sense of completion, though the main cha may not feel the same way. Climax
Falling Action
Rising Action
Exposition (Beginning)
Resolutio (Ending)
Exposition (Beginning)
Rising Action
Climax
Falling Action
Resolution (E
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What’s Most Important?
Most Important?
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Summary Notes Name
Date
Topic
Period
BEFORE 1. Deter Determine mine your purpo purpose. se. 2. Pre Previe view w the documen document. t. 3. Prepa Prepare re to to take take notes. notes. DURING 4. Take notes to to help you answer answer these these questions: • Who is involved? • What events, ideas, or people does the author emphasize? • What are the causes? • What are the consequences or implications? 5. Establi Establish sh criteria criteria to determi determine ne what is important enough to include in the summary. 6. Evalu Evaluate ate informat information ion as you you read to dedetermine if it meets your criteria for importance. AFTER 7. Write your summary summary,, which which should: should: • Identify the title, author, and topic in the first sentence • State the main idea in the second sentence • Be shorter than the original article • Begin with a sentence that states the topic (see sample) • Include a second sentence that states the author’s main idea • Include 3–5 sentences in which you explain—in your own words —the author’s point of view • Include one or two interesting quotations or details • Not alter the author’s meaning • Organize the ideas in the order in which they appear in the article • Use transitions such as “According to”
Sample summary written by Jackie Ardon In “Surviving a Year of Sleepless Nights, ” Jenny Hung discusses it may not be so good . Hung points out that having fun is better cess and glory . Jenny Hung survived a painful year because of h honors classes, getting straight A ’s, and having a GPA of 4.43. W this be bad? It ’s because she wasn ’t happy. She describes work something she didn ’t really want. At one point she says, “There wa in winter when I was so self-conscious of my raccoon eyes that I school.” She says she often stayed up late doing work and study her classes. After what she had been through, she decided that it w and chose her classes carefully once sophomore year came around
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Summary Sheet Name Period QUICK PICKS
Unit/Subject Date
Class
OVERVIEW: Summarize the topic or chapter in one sentence.
names•dates•words
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Synthesis Notes Name
Date
Directions: Use this page to gather and organize the crucial information about the story. Use the right-hand column aspect or character that seems vital to the story. You might determine what is most crucial by asking, “Which of characters) makes the biggest difference in the story? ” Some sections might be empty when you finish.
Story Title (and possible meaning)
Most Importan (Explain)
Characters (name, description, roles)
Most Importan (Explain)
Setting (where, when, atmostphere)
Most Importan (Explain)
Themes (ides(s) central to the story; include examples)
Most Importan (Explain)
Plot (what happens)
Most Importan (Explain)
Style (use of language, imagery, symbolism, dialogue)
Most Importan (Explain) Sign up to vote on this title
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T Notes Name
Date
Subject
Period
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Target Notes Name
Date
Subject
Period
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Think in Threes Name
Date
Project
Page
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Time Line Notes Name
Date
Directions: Each line represents the next stage in a sequence. In a novel this might mean the next scene or chapter; in mean the next event or year. In the box underneath each line you should explain why this happened, what it m important, or what it will cause to happen next.
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
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11.
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parents.guide.to.reading.levels Power Teachers Training Manual
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Directions: Please base your sentences on your current reading assignment unless otherwise directed. Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Vari Va riati ations ons,, Syno Synonym nyms, s, Ant Antony onyms ms
Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Vari Va riati ations ons,, Syn Synony onyms ms,, Anto Anto
Symbol/Logo/Icon
Definition(s)
Symbol/Logo/Icon
Definition(s)
Sentence
Sentence
Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Vari Va riati ations ons,, Syno Synonym nyms, s, Ant Antony onyms ms
Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Vari Va riati ations ons,, Syn Synony onyms ms,, Anto Anto
Symbol/Logo/Icon
Definition(s)
Symbol/Logo/Icon
Definition(s)
Sentence
Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Sentence
Vari Va riati ations ons,, Syno Synonym nym Ant Antony onyms ms
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Etymo Ety molog logy y and and Par Part(s t(s)) of of Spe Speech ech
Vari Va riati ations ons Syn Synony onyms ms,, Anto Anto
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