Student Skills Using your textbook to your advantage

1. Student SkillsUsing your textbook to your advantage 2 Strategies Today: Outlining Reading for key terms

2. 1) Outlining Goal: Use a specific note taking strategy (outlining) to extract the most important information from the text book.

3. Making Outlines • Outlining is way to organize information. • theyhelp you make sense of new material • they help make studying more efficient.

4. Coordination • In outlining, those items which are of equal significance have comparable numeral or letter designations; an A is equal a B, an i is equal to an ii. Coordinates should be seen as "having the same importance." Day Middle School 6th Grade 7th Grade Science Do all of these categories match? (coordinate) How could we fix it?

5. Subordination • In order to indicate relevance, or levels of significance, an outline uses major and minor headings. These help make the relationship between component parts very clear. • Day Middle School • 6th Grade • Teachers • Trey • Jake • Miss Kerner • 7th Grade • 8th Grade Does it make sense that all of these are indented the same amount? How do we show that a point would “fall under” a bigger category?

6. How to Outline • Write the title of the section or chapter at the top of your page. • Copy the first heading aligned with the left side of your paper. In our textbook, the heading is in red. • Read the paragraph under that heading. Decide the key points or main ideas the author was conveying in that paragraph, and write it down. This should be no more than 2 or 3 sentences, MAX. Often, the publishers put some or all of this in bold for you.

7. 4. If there are any vocab terms, write out their definitions. It may help to use the glossary to find their full definition. 5. Next, copy the subheading (blue font). Indent to show that this topic falls underneath the category named with red heading. 6. Repeat steps 3 and 4. Write the main ideas of each subparagraph indented (as if you pressed the tab key on a computer) to show that those points fall underneath the big idea of the red heading.

8. 7. Continue in this way until you have written down all of the headings and subheadings in the section or chapter. You should have a summary statement(s) for each topic and definitions of all vocab words.

9. Try it! Chapter 3 Section 1 (pg. 74) • To get you started, I’ve structured the first one for you. Under each heading and subheading, you will write only the MOST IMPORTANT key facts or summary statements. • Define all bold vocab terms by looking them up in the glossary.

10. Why did we bother doing this??? • What did you think? • Helpful? • Challenging? • Flip back to the first page of the section. Read the Key Concepts & Key Terms in the upper left hand corner. • What do you notice about the key concepts? Can you answer them?

11. 2) Reading for Key Terms • Science has a LOT of new vocabulary. • Some words might not feel new, but have a specific meaning in science • Element – Mixture– Substance – Bond – • Writing out definitions to help keep the terms straight FIRST will make all your other tasks in science (classwork, homework, etc) EASIER

12. The speedy cheater reading.. • To read for key terms, start with a fresh sheet of paper to make a vocab list • Scan the page to look for bold words • Write them down. • Then, read just enough of the surrounding text to understand what the term means. Copy down the definition as you understand it.

13. It only works if you can assess how much you understand. • If you understand it enough to explain it, you can move on to the next word. If it feels confusing, read more. Backtrack to get a sense of what the author explained before the new term. Read the following paragraph to understand how it fits in. • If the whole topic feels new, or challenging, read the chapter in its entirety. • Always Double check your definitions with the glossary.