Study and Test Taking Skills How To CALL UP-Notetaking Skills Appropriate Grade Level: 6-8 Procedures/Steps: Memory Device Copy from the board or Transparency Add details Listen and write questions Listen and write the answer Utilize the text Put in your own words Intended Association (What each step cues the student to do) - Be aware that teachers usually write the main ideas on the board or on a transparency, copy these - Listen and look for cue words or phrases that will identify the main idea and copy them down next to the margin and underline them. - Listen and look for details and add them to your notes. Write them one inch from the margin with a line (-) in front of the detail. - Listen to the question that the teacher asks and students ask, and write it down if it helps your understanding. Put a “Q” in front of the question to signal that it is a question. Indent this, just like the details, under the main idea. - Listen to the answer of the question and write it down. Put “A” in front of the answer to signal that it is an answer. Indent this, just like the details, under the main idea. - Continue adding details, questions and answers to the main idea. If the teacher discusses another main idea, skip six lines before writing the next main idea. - At home, utilize your textbook to help you review and understand the information. Read about the main idea in your textbook. - Put the information in your own words and write these statements in your notes. Write your statements under the main idea on the six lines that you skipped in #6. Write the page number where you found the information in the book in the margin so you can go back later if needed. Study and Test Taking Skills Comments and/or tips: There are eight instructional steps for teachers to follow when introducing this strategy to students. These steps will ensure that students learn and can generalize this strategy. This strategy follows research on the development and teaching of learning strategies for students with learning disabilities conducted at the Center for Research and Learning, University of Kansas. This strategy cues cognitive and metacognitive functions. The instructional steps are: Step 1: Pretest and Obtain a Commitment to Learn the Strategy Step 2: Describe the Strategy Step 3: Model the Strategy Step 4: Memorization of the Strategy Step 5: Controlled Practice and Feedback Step 6: Advanced Practice and Feedback Step 7: Posttest Step 8: Generalize Source: Czarnecki, E., Fine, E., & Rosko, D. (1998). How To CALL UP Notetaking Skills. Exceptional Children, 30(6), 14-19.