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Students in Dianne Aronson’s class partnered with classmates to examine a variety of illustrated texts. They were asked to take notes based on the information provided, as well as their own observations, before discussing the types of notes they had taken with the rest of the class.
“Our lesson was discovery-based; the students were challenged to use the text and gather information by taking notes in a way that makes the most sense to them,” said Justine Rutherford, a second-grade teacher and curriculum leader.
“They were prompted with the task of gathering information to write a detailed paragraph about the topic.”
As the students collaborated, they discussed what parts of the texts were most important and how to best record that information in a clear and concise way.
They analyzed their own notes by examining the information they recorded and then compared it with their peers’ notes. They learned to write in full sentences, use their own words to paraphrase what they had read in order to fully understand the text, and include key words and information important to the topic.
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