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Find it! Note it! Use it!

Find it! Note it! Use it! . Presented by Leading Literacy Teachers. Aims . To consider progression in using research skills To explore the skills of note taking from texts To share practical ideas to support pupils in gathering information . Research Skills. Five inter-related components

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Find it! Note it! Use it!

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  1. Find it!Note it!Use it! Presented by Leading Literacy Teachers

  2. Aims • To consider progression in using research skills • To explore the skills of note taking from texts • To share practical ideas to support pupils in gathering information

  3. Research Skills Five inter-related components • Determining existing knowledge and specific area for research • Sourcing and evaluating reference material • Using alphabetically ordered materials • Locating the information within the identified page or screen • Note-making

  4. Progression in Research Skills • See pages 1 – 3 • Highlight progression through identified components

  5. Find it! Activity Use the question hand to focus research and gather information Who was mummified? What else was mummified? When were people mummified? Where did mummification take place? Why did mummification take place? How did mummification take place?

  6. Graphic Organisers • KWL grid • Quad grid • Spider diagrams • Pyramid diagrams • Sue Palmer skeletons K W L

  7. Find it! • Use the question hand to devise research questions about …. • Use the texts to find answers to your questions

  8. Techniques to navigate texts • Skimming • Scanning • Close reading • Key words • Headings and subheadings • Contents and indexes

  9. Jigsaw You are sitting in your home group. Your group task is to produce a poster about life in Victorian times. First you must carry out some research! You need to join an expert group. 1 Homes 2 Clothing 3 Food 4 The Railways 5 Schools Now move sensibly to your expert groups!

  10. Expert Groups • Read your text. • As a group, agree on three important pieces of information to include in the poster. • Move back to your home groups.

  11. Home Groups • Take it in turns to feedback your important points. • Remember to demonstrate effective speaking and listening.

  12. Note it! Reasons for taking notes: • Focuses attention • Encourages the reader to make sense of the text • Encourages the reader to begin reflecting upon the ideas in the text • Acts as a brief aide-memoire.

  13. Note it! Note taking may include: • Close reading/listening • Making sense of the original text • Determining what is relevant • Identifying relationships between ideas • Transforming the language of the original into a form which is meaningful to the reader • Abbreviating language to produce a concise summary

  14. Note it! What sort of problems do pupils often encounter when making notes?

  15. Note it! Problems might include: • Lack of purpose • Pupil not monitoring their own reading • Lack of ownership • Over dependence upon the language of the original • Failure to use an effective note taking strategy

  16. Note it! Activity - Draw a Story Purpose: to make pictorial notes to support the retelling of a story. • Fold your paper into 8 • Number each box • Listen carefully to the whole story • Listen carefully as the story is read a section at a time • After each section, you will be given 1 minute to draw the key elements of that part of the story. • Cut along the folds to make pictorial prompt cards • Use the cards to help you retell the story. Extension – on the reverse of each card, make a bulleted list of the items you have drawn. Use these key words, instead of the pictures, to support your retelling.

  17. Note it! Supporting note taking • Physically limit the space available to record notes • Provide grids to give research activities a purpose • Provide constructive feedback for pupils • Encourage pupils to gradually move towards their own preferred note taking forms – textual, visual, diagrammatic • Show pupils how to use presentational devices such as headings, sub headings, layout, and size of writing. These can be used to emphasise the relationship and significance of notes.

  18. KWL • What do you know about…? PIRATES!

  19. KWL • What do you want to know about…? PIRATES!

  20. KWL • What have you learnt about…? PIRATES!

  21. Use it! • Grouping information • Shared writing – modelling converting notes into prose - paragraphing

  22. Literacy Outcomes Outcomes should be imaginative, varied and as ‘real’ as possible. • F ormat • L anguage • Audience • P urpose

  23. Resources Please see list of useful resources to support the teaching of research skills (participants’ pack)

  24. Home time!

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