How To CALL UP-Notetaking Skills Appropriate Grade Level: Procedures/Steps:

Study and Test Taking Skills
How To CALL UP-Notetaking Skills
Appropriate Grade Level: 6-8
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
Czarnecki, E., Fine, E., & Rosko, D. (1998). How To CALL UP Notetaking Skills.
Exceptional Children, 30(6), 14-19.