Lesson Objective: To practice the two-pass note-taking strategy.
T
wo-pass note taking provides a bridge from taking notes in pictures to taking notes in words . It gives students another chance—a second pass— at hearing information through the repetition of the reading or lecture or the sharing of information . I use three techniques for the second pass:(1) At the beginning, when I am teaching the two-pass note taking process and want to emphasize the importance of careful listening, I reread the passage or redo the lecture while students jot down any information they missed the first time .
(2) As students become more attentive, I ask them to use pair-share . Each partner adds any information he or she missed the first time .
(3) When the information is essential for content mastery, I use whole-class share-out, moving through the notes one by one and making certain that each
Sample Picture Notes sheet
Materials
two expository passages (each three to five paragraphs long)* Two-Pass Note taking reproducible (page 85) markers (two different colors) colored pens or pencils for students (two different colors) * This lesson uses “Regional
Differences in Traditional Native Homes” (page 78). ✸ ✸ ✸ ✸ Name Date G`Zkli\Efk\j I^iaZ/ •Northeastern forests •longhouses •several families
Preparation
On the day before teaching this lesson, ask a student to be the reader of the first passage and suggest that he or she practice reading it aloud . Make a display copy of the Two-Pass Note Taking reproducible and a copy for each student . Write any unfamiliar or difficult-to-spell words on the board .
Direct Teaching-Modeling
To begin the lesson, display the Two-Pass Note Taking reproducible and give a copy of the reproducible to each student . Point out where to write the title of the passage . Tell students that they would write the topic here when they’re listening to a lecture . Then explain that the numbers in the left-hand column indicate the number of paragraphs in a passage, or the number of times the reader will stop . During the pauses, you’ll write down key words and phrases that you remember in the left-hand column next to the appropriate number . Then model how to listen and take two-pass notes . Here is how your modeling might look:
“Samir, will you please read the title of the passage and then stop?”
(When the student stops, hold up one of the markers .) “For my first-pass notes, I’m going to use a red marker . I’ll start by writing the title at the top .”
(Have students copy your work . When they have done so, I ask the reader to continue .)
“Samir, will you please read the first paragraph and then stop? I’m going to put down my marker while I listen . I’m not going to take any notes while Samir reads .”
(When the student stops reading, think aloud as you write your responses in the left-hand column next to the number 1 .)
“I remember that Native Americans in the Northeast lived in forests in longhouses . Several families lived in them . I’m only going to write down key words and phrases: Northeastern; forests and longhouses;
several families . Remember the No More Than 4 rule—no more than four words for each thought and no
complete sentences . This is the first paragraph, so I’ll write those words next to the number 1 .”
Since this is the first pass, deliberately leave out some information . The second pass will give you the opportunity to add information you missed the first time .
Then pause for students to copy your notes . Proceed to the second paragraph . Put down your marker and ask the student-reader to read the second paragraph; at the end of that paragraph, call on three students to share one idea that each of them remembers . Write their ideas in the left-hand column next to the number 2 . Again, deliberately omit some information, even when students volunteer it; explain that you’ll use that information later . Pause to let students copy your notes .
After the student-reader finishes the third paragraph, ask students to work in pairs to write down what they remember next to the number 3 . (If you’re working with a longer passage, continue having students
Knf$GXjjEfk\j &# I^iaZ/ Northeastern; forests longhouses; several families
Regional Differences in Traditional Native American Homes
&# I^iaZ/
Northeastern; forests longhouses; several families
Regional Differences in Traditional Native American Homes
rectangular; barrel roof bark mats cover frame long hallway; family rooms on sides Knf$GXjjEfk\j
First Pass
Knf$GXjjEfk\j &# I^iaZ/ Northeastern; forests longhouses; several familiesRegional Differences in Traditional Native American Homes
&# I^iaZ/
Northeastern; forests longhouses; several families
Regional Differences in Traditional Native American Homes
rectangular; barrel roof bark mats cover frame long hallway; family rooms on sides
Knf$GXjjEfk\j
Second Pass
Tell the student-reader to read the first paragraph again . Hold up the second colored marker and reveal that you’re going to use it for your second-pass notes . Write down any information you missed during the first reading in the right-hand column . Have students use the second colored pen or pencil to copy your additional notes . After listening to the second paragraph, call on students to provide the missing information and then write it in the right-hand column . Pause while they copy the information . When the student-reader has read the third paragraph, have students work in pairs to fill in any missing information .
Students easily master this strategy . The security of knowing that they will have a second opportunity to hear the information makes them willing to participate . I believe that your students, like mine, will be ready for independent practice very quickly and that you will find many opportunities to use this strategy . However, if you feel your students need additional practice, they can take notes in pairs and triads with each student creating a copy of the group notes .
Notes From My Classroom
If your students can only process one or two ideas at the beginning, adjust your think- aloud to reflect that. As students become more proficient, add more information. I have discovered that students can remember numerical facts and statistics more easily than abstract ideas, so I use passages with dates, speeds, height, weight, and so on when beginning to teach the skill and gradually reduce the amount of numerical information.
As students become more confident about their ability to listen and remember information, they will begin to feel more comfortable noting the information as they listen because they know that they will have a second opportunity to hear what they missed the first time. If students ask whether they can try to take notes while I’m reading or lecturing instead of waiting for me to pause, I always let them. However, I never require all students to make the attempt at this point.
Using the two colors of pens holds students accountable for participating throughout the lesson. I can look around the room and see who has been working for the entire lesson because the amount of information in each color indicates the student’s effort. The two colors also provide an ongoing assessment of each student’s developing proficiency because the amount of information in the first color indicates his or her ability to listen and take notes.
Two-pass note taking is particularly effective when you introduce new content to students. A brief note taking lesson on the new information not only provides an advance organizer for students but also allows them to practice their new skills. A K-W-L chart is a wonderful advance organizer, but when students don’t have any knowledge of a topic, these charts lose their value. Two-pass note taking can provide some basic knowledge about new content that allows students to begin a K-W-L chart.
An alternative to rereading the second pass is to have students do pair-share or small-group share or whole-class share-out. I use the whole-class share-out when I want to ensure that all students have access to the information. Throughout the scaffolding of lessons in this chapter, I continue to give students a second opportunity to acquire the information because it lessens their frustration about note taking.