When you read or listen, you take notes to help record key ideas or facts about a subject.

 

Key words are the important words that carry the main thoughts which, usually a verb, subject and complement (only when needed). For example, using the following sentence as an example:

The girls noticed a suspicious person.
    verb: noticed
    subject: girls  
    complement: person (since we the verb noticed sounded incomplete)

 

There are many ways to record key ideas: (adapted from DART Strategy Booklet)

i) graphic organizers: webs, mind maps, concept maps, semantic maps, clusters

ii) outlines, lists

iii) labeled diagrams, sketches

iv) 2-3 column notes, Cornell notes, double entry journals

v) marking the text e.g. highlighting, KWLW

So, the three key words for this sentence include........ girls, noticed, person
   
For 3 column notes, use the following sheets to help remind you about how to take notes and to quickly identify your notes at a later date. Remember, make sure that your notes make sense to you! You need to be able to reread them to remind yourself of what you have learn so that you are ready for a test or you can use them in your research.

Note-taking sheets

 

When you are learning about a new topic, you often need to learn new or specialized vocabulary. 
It is helpful to create a glossary for these words so that you can use and explain these words in
your rough/good copy. Use these glossary sheets to record the word, meaning, and a picture.
Glossary Sheets
Glossary Criteria

You will often take notes on one topic from a variety of sources. You will then need to combine these
notes into groups or themes. Use these sheets to help you do this process.
Pulling-it-Together

Outlining sheets

Rough Draft sheets

Good Copy checklist

Stylistic Techniques* These four techniques enhance your writing by adding interest and variety.

1. Dress-Ups
    a) who-which (adjective clause )

    b) ly (adverb)

    c) because (adverb clause) tells 'how', 'when', 'where', or to 'what extent'

    d) strong verb

    e) quality adjectives

     f)  when, while, where, as, since, if, although clause

2. Sentence Openers
    a) subject

    b) prepositional 

    c) ly word

    d) ing        

    e) clausal (when, while, where, since, as, if, although, because)

     f)  vss (very short sentence of 2-5 words)

    g) ed

3. Decorations
    a) question: to make the reader stop and think, build suspense, or create a moment of doubt

    b) conversation: helps reveal the character

    c) 3sss: breaks the monotony

    d) dramatic opening-closing: helps build anticipation       

    e) simile-metaphor: a simile compares two things using like or as. A metaphor compares two things
       as being the same.

     f)  alliteration: adds variety and interest

4. Sentence Styles or Triples (always used within one sentence)
    a) word repetition

    b) phrase & clausal repetition

    c) repeating ings, consecutive or spaced

    d) repeating lys, consecutive or spaced

       
    e) repeating adjectives or nouns

     f)  repeating verbs, consecutive or spaced

Checklists: to provide a brief summary of key elements (see checklists for the following types of writing)

Book Report: to share the contents of a book or story and to share your personal reflections/reactions

Description:

Discussion: to look at both sides of an issue and come to a decision

Exposition: to persuade by arguing one side of an issue

Fables: a short story intended to teach a lesson, often an animal speaks and behaves like an human

Factual Recount: to record a series of events in the sequence in which they occurred

Legend: a historical story that is considered to be based on fact but is not verifiable

Narrative: to entertain, amuse or instruct (Writing Stories)

Novel Study: (see Book Report)
 
Personal Response: to summarize and respond personally to a text

Poetry: verse using language to create a certain mood, often using meaning, sound and  rhythm

Procedure: to instruct someone how to do something; to record the sequence, order, of the steps taken to achieve a particular goal or outcome after doing a procedure
(Writing to Communicate Ideas and Information)

Research Report: a  paper based on research and intended  to inform the reader (Writing to Communicate Ideas and Information)

A paragraph is a set of sentences about one topic, the main idea. (Think of a paragraph as making and keeping a promise.) The first sentence is the topic sentence (your promise). In nonfiction, this sentence tells the reader what you are going to be writing about. (Hint: think about a good title for this paragraph and you will probably think of the main idea.) This is like a promise. You promise to tell the reader about a specific topic and nothing else (even if you really want to). You keep your promise in each following sentence by providing examples or details supporting the first sentence. You end your paragraph with a concluding sentence, one that reminds your reader what you promised to tell them about. Often this sentence adds a bit of zing to the paragraph but it does add something new.

Paragraph Structure:

1st sentence= topic (promise) sentence: tells the reader what you promise to tell them (the main idea of the paragraph)
2nd, 3rd, 4th + sentences: where you keep your promise with supporting sentences (to provide evidence or support to explain the main idea)
last sentence: reminds the reader what you promise was, concluding sentence (to restate the topic; to remind the reader what the main ideas of the paragraph is; you may start it with 'As you can see,..', 'As shown,...', 'In the end,....)

example #1 Listing Information

Science labs follow specific steps in a specific order. First, you must have a
question you are asking. Second, you write a hypothesis telling what you think
will happen when you do the experiment. Third, you gather all of your materials.
Fourth, you follow a specific procedure to test your hypothesis. Fifth, in note
form you write down every single thing you observe using clear, descriptive
language. Sixth, you draw a detailed picture of what happened in the end.
Finally, in a paragraph, you tell what you learned by doing this experiment. These
specific steps are important when completing a science experiment.

example #2 Writing Information

Vanderhoof gets very cold in the winter. Sometimes it is so cold that the car tires
feel like square blocks. When it is really cold, you have to be sure not to touch
metal because if your hand is moist it may stick to it. The air also looks very
foggy when it gets really cold. Winters can be cold in Vanderhoof.

In nonfiction, the paragraph is often not quite as clear unless you are responding to literature. When responding, the topic sentence again tells the reader what you are going to be writing about, a promise.

example #3 Responding to Literature (e.g. provide an opinion or express an idea followed by reasons why and examples)

Basic Example: I really enjoy reading the book Summer Sunshine. I like it because it is full of adventure. For example, it was exciting when Sam and Dani were out on the water in the storm.

topic sentence: tells the reader your opinion or thoughts about the book

three supporting sentences (at least): each supporting sentence provides a reason why you think this way and an example from the story

concluding sentence: a general comment about your opinion

The following examples are from my classroom. I occasionally edited them in minor ways.

a) I have many favourite parts in Fire Horse. My first favourite part is when they are searching for Silver and Windy because I was really afraid that Jesse and Amy would not find them. My second favourite part is when they left the gate open because because the horses stayed in the area anyway. My third favourite was when they found a dead deer and thought that it was a horse because I became really worried and then suddenly relieved. These are some of my favourite parts.

opinion = “favourite parts”   reason + “because….” support = “searching for Silver….” 

b) "Dragon's Breath" is a good book. It has been good because it has magic in it and I like books with magic. Another reason why it is a good book is because the spells in them are really catchy. These are reasons why this is a good book. (James)

opinion = “good book”       support = ‘has magic’     reason = “ I like books with magic”

c) I thought Hatchet was very well described. First, when Brian was in the cold water I can just feel the cold water making me shiver (p. #). Second, when bugs were biting him it made me itchy while I read (p #). Third, when Brian was under a pine tree I could almost smell the pine (p #). Last, when Brian saw a beaver it almost seemed like the beaver was right in front on me. It was was like I was there (p #)! (Sheyanne)

opinion = “well described”     

support with page # =  “ when bug were biting him it made me itchy”

d) I think that this is the most wonderful book ever! I love how through the whole book it’s not all happy. One example of that is when her ma said she can’t come to Canada . I also...........Though, at the end, all the little problems come together in one solution. (Madi)  

opinion        +        reason            +       support                        =     well written paragraph

“wonderful”   +    “not all happy”    +     “when her ma….”

d) My book, Chicken Chicken, takes place on a farm. For example, "She lived in an old, rusty, farmhouse" (p 4). A second example, "She hated that she had to have chickens on her farm (p 2). For a third example, "They used the old barn as a garage" (p 3). These are three examples that show Chicken Chicken's setting is on a farm. (Tana) 

e) One setting in my book, Goosebumps SOSS, takes place in a shock studio. For example, the shock studios is where Marty's dad models are kept (p 100). A second example is when Marty's dad walked in the shock studio and all the models are smashed (p 102). A third example is where there was a shock monster in the shock studios shocking the models (p 101). These are three examples that show one setting in Goosebumps SOSS is in the shock studio.

f) This book takes place in the winter. I know it takes place in the winter because it says a dog was shivering in the snow (p 8). Also, it says they are making cards for a Christmas Eve party (p. 2). Finally, it says we will sing Christmas carols (pp3-4). These are three examples that show that this book takes place in the winter. (Olivia B)

g) These are sample support sentences illustrating how books can help us make mental pictures as we read.

i) ".... blood was oozing out of a kids foot (p 25)" (Dillon)
ii) "...when they use the time machine two days in a row and it starts shaking and the tail pipes get piping hot and glow red (p 29)" (Randall)
iii) "...out of the airplane window there was a deep purple sky, a red sun, and a blue green ocean (p 29)" (Kortnie)
iv) "...a bear in a cold river splashing and slapping the water with his big paw (pp 19-20)" (Olivia B)
v ) "...Samantha was making gloopy, sticky yellow pudding (pp10-11)" (Caryn)

Assessing Reading Journal Reflections:

1 opinion expressed with some reasons or examples

2 opinions expressed (topic sentence) + 2-3 clear reasons or 2-3 clear examples

3 opinions expressed (topic sentence) + 3 clear reasons with 3 clear examples

4 opinions expressed (topic sentence) + 3 clear reasons with 3 clear examples + a concluding sentence                           

example #4 Chapter Summaries

Chapter summaries briefly state the main idea of the chapter. The summary organization follows the basic paragraph structure. First, read the chapter title or think of a good title for the chapter. These will often become key words in your topic sentence. Then, provide examples to help explain or show the main idea (supporting sentences). Finally, briefly remind the reader what the chapter was about (concluding sentence). If you quote from the book for your evidence, be sure to introduce your quote and then use quotation marks around the sentence you copied e.g Bill was angry when "Jack said...." (p 45).

Another strategy is to briefly note what happens in the beginning, middle and then end of the chapter to help you summarize the main event or the 'big idea' in the chapter.         (2010)

Chapter three is about Nikki writing in her diary. Nikki writes how her dog Wagner died. Nikki writes that her mom and dad will get a new dog. Nikki writes that she does not want a new dog. Chapter three is about Nikki writing in her diary. (William)

In chapter two, Mel wants to snowboard. Mel is jealous of Tony, he "...is choosing a snowboard" (pg 9). Mel's mom won't let Mel snowboard, "She says snowboarders have a bad attitude" (pg 10). Mel's friends try to convince her to forget snowboarding, "Forget about snowboarding...." (pg 10).  In chapter two, Mel wants to snowboard. (Dawson)

This chapter is about Charlie going to see Mr. Dunn for Matt. The first thing that happened was that later in the day he saw Matt, "...up with Matt during the day" (pg77). The second thing that happened was Charlie went to see Mr. Dunn, "...I'm looking for Mr. Dunn" (pg 79). The third thing that happened was that Mr. Dunn Kicked Charlie off the team, "You're off the team" (pg 83). This chapter is about Charlie going to see Mr. Dunn for Matt.

Chapter four is about Stanley meeting Mr. Sir. Mr. Sir is unpleasant, "You thirsty? asked Mr. Sir. "Yes Mr. Sir, " Stanley said gratefully. "Well, you better get used to it" (pg 15). He is also tough, "This isn't a Girl Scout camp" (pg 14). Mr. Sir is lazy, too, " A man was sitting with his feet up on a desk" (pg 12) (the man Stanley saw was Mr. Sir) This chapter is about Stanley meeting Mr. Sir. (Emily)

In this chapter, Cole is lying on the forest floor unable to move. He looked up at the full moon, "...Cole focused his blurred vision on the ....moon. It helped him stay on this side..." (pg 79). He looked around for the Spirit Bear, "...he peered wide-eyed into the night..." (pg 76). Then again, he saw the bear, "...the giant Spirit Bear stood motionless in the rain..." (pg 76).  All of this happens while Cole lies, unable to move, on the forest floor. (Kelson).

                                                                                              

All of the children go into Narnia and to Mr. Tumnus' house. Lucy led the way to Mr. Tumnus' house. When they got there, his door was broken down and everything was smashed or broken. The White Witch had invaded his house and taken him prisoner. They saw a robin in a tree and thought it was trying to get them to follow it. They thought it was best to follow it now that they are in Narnia. (Quinn)

This chapter is about Brian doing a lot of thinking. Brian had to calm down and think of many things. Some of the things he had to think of were how to get food, water and shelter. He also had to think about what he had with him that could help him stay alive until he was rescued. Brian thought what his old English teacher had taught him which was to stay positive and stay on top of things. Brian thought about many things. (Braeden)

This chapter is about Norah going to the library to read. Norah got money to go and do things like read at the library. She got in the library and asked the librarian if they had "Swallowdale". The librarian rushed to the green covered books and whipped out the Swallowdale. The librarian rushed back and handed Norah the book. Norah sat down and opened the book. Norah was glad to be in the library reading. (Curtis)

The main idea in chapter one is Brian going to his father's on a plane. Brian was taught how to fly the plane by the pilot. Brian was scared because the pilot had a heart attack. Brian was also scared because the pilot did not have a pulse. The first chaper of Brian's flight is very scary. (Randall)

Brian awakens and discovers that he is viciously thirsty. He goes by the lake and is filled with dread at the thought of the pilot, eyes open and hair waving. Brian pushes the thought from his mind and continues on his way down to the lake. When he gets to the lake, he cups his hands and scoops up the water. When he gets home he feels hungry. Brian has cured his thirst but not his hunger. (Emily F)

Chapter four is mostly about John realizing that he has nothing under control. The dog wouldn't listen to him. The sheep mearly ran over him. John got sprayed by a skunk. John didn't have anything under control. (Tana)

 

 

Introductory Paragraph:
This is the first paragraph of your writing. It tells the reader what you will be telling them, what you promise to tell them.
  

Body
These are a series of paragraphs around one topic. Each paragraph, or group of ideas, help develop your ideas sequentially. Connecting words help your reader follow your ideas, events or arguments.

Concluding Paragraph
This is the final paragraph. It reminds the reader what you have told them, wraps up all of the loose ends, or sometimes provides a surprise or an insightful idea.

The Introduction...... paragraph # 1     

.......begins with an introductory sentence: main idea of the paper

...... 2-3 supporting details, 1 sentence each about your 3 topics (the body)

......a concluding sentence: restates the main idea            

The Body...........paragraph # 2

.......begins with an introductory sentence: main idea of this paragraph

...... 2-3 supporting details about this topic

......a concluding sentence: restates the main idea of this paragraph

 

The Body...........paragraph # 3

.......begins with an introductory sentence: main idea of this paragraph

...... 2-3 supporting details about this topic

......a concluding sentence: restates the main idea of this paragraph

               
The Body...........paragraph # 4

.......begins with an introductory sentence: main idea of this paragraph

...... 2-3 supporting details about this topic

......a concluding sentence: restates the main idea of this paragraph

               
The Conclusion ......paragraph # 5

.......begins with an introductory sentence: reminding the reader of the main idea of the paper

...... 2-3 supporting details, 1 sentence each about what you learned about your 3 topics

......a concluding sentence: restates the main idea or asks a question not answered about the topic       

 

Example:

 

The pine, spruce, and fir are three types of Canadian evergreen trees. They are found around our home, Vanderhoof. They are one of our local natural resources. These trees are one of our renewable resources. The pine, spruce, and fir are three important Canadian evergreen trees.

 

The pine, spruce, and fir grow in the Vanderhoof area. Our pine trees, however, have been attacked by the pine beatle and many have had to be cut. The spruce tree is doing well and there are many stands of trees in the area. The fir is very slow growing and there are very few still around.

 

These trees are one of our local natural resources. They have grown in this area for years. Early settlers used them to build communities and begin small lumber companies. They are an important part of our local economy. Our community depends heavily on the pine, spruce, and fir trees as one of our local natural resources.

 

These trees are also a renewable resource. This means that although we use the trees, we can replant them so that we can use trees forever. Local lumber mills hire people to cut the trees and bring them to the mills. The companies also replant the trees to ensure we have new trees growing. With careful management, trees will continue to be a renewable resource.

 

The pine, spruce, and fir are three types of Canadian evergreen trees. They grow in our area and are one of our local natural resources. Our town relies heavily on taking care of this local renewable resource which provides jobs for many people. These three Canadian everygreen trees are important Canadian natural resources.

 

updated August, 2006                 
* 10 of the underlined words (rtf version only) will be tested every Tuesday
** one bonus will come from the unlined words
                  

(Personal, Impromptu Writing, Writing to Communicate Ideas and Information, Writing Stories,
and Writing Poems).