Annotating the Text

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					Reading Strategy:                 Annotating the Text



Use this strategy:                             This strategy will help my students:
  Before Reading                                    Make Connections
 During Reading                                    Question
 After Reading                                      Determine Importance
                                                     Visualize
                                                    Summarize/Synthesize
                                                    Predict/Infer
                                                    Fix-Up Reading Comprehension
How to use this strategy:
Active reader engagement with text is promoted with a pen (highlighter, pencil, sticky
note…) in hand. This strategy utilizes a coding system to record thinking while reading.

    1. A teacher, whole group, or student coding system is first identified and may vary
       based on the reading or learning objectives.
    2. Examples:
           a. ?=Question, !=Important, √ =Agree/know, ----- =strike out (not needed)
           b. C=Connection, V=Visualization, Q=Question, MI=Main Idea, S=Synthesis,
               P= Prediction, I=Inference
           c. Yellow highlighter=supporting evidence, green highlighter= contrasting
              evidence
           d. Blue sticky note=New information, Yellow sticky note=Known information
           e. Use an over-laid transparency sheet/ colored tape / bookmark/ notes
           f. C=Clear, D=Difficult, I=Important, S=Surprising
           g. Use/develop acronyms as reminders of what to annotate
              (S.O.A.P.S.Tone, TAPS, VIPs)
    3. Model the text coding system whole group and discuss thinking, gradually
       releasing responsibility to students. Not every line or paragraph needs to be
       annotated; remember to set purpose for coding.
    4. Mark text while reading.
    5. Use annotations to guide further study, reflection, and writing.

To increase Rigor and Relevance:
    Students can work in small cooperative groups to compare responses and
      discuss the reading/thinking.
    Students may custom create coding or annotating systems.
    Annotations are a good springboard to constructed responses, such as A.C.E.

Assessment:
Annotated texts help teachers to “see” thinking and to determine what students need
modeled to improve reading comprehension and analysis.

Reference:
College Entrance Examination Board. (2002). The AP Vertical Teams Guide for
      English. Washington, DC: College Entrance Examination Board.



                                                                        Las Cruces Public Schools
                                                                     Secondary Literacy Framework

				
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posted:5/27/2012
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