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Readwritethink Lesson Annotating A

1. The document provides guidance for teachers on how to implement an annotation strategy to help students engage with and comprehend complex texts. 2. The strategy involves having students mark up a text with symbols to note main ideas, key details, meanings, and questions as they read. 3. Implementation includes choosing a text, developing discussion questions, establishing annotation symbols, having students annotate and then answer questions individually or in groups.

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146 views7 pages

Readwritethink Lesson Annotating A

1. The document provides guidance for teachers on how to implement an annotation strategy to help students engage with and comprehend complex texts. 2. The strategy involves having students mark up a text with symbols to note main ideas, key details, meanings, and questions as they read. 3. Implementation includes choosing a text, developing discussion questions, establishing annotation symbols, having students annotate and then answer questions individually or in groups.

Uploaded by

api-517983133
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Estevez

ENL 6,7,8

Objectives:

What? Marking a text for main ideas, key details, meaning, and questions When?
As students read a text

Why? To promote engagement with and comprehension of complex texts Student


Outcomes

This strategy helps students refine their understanding of texts to meet reading
expectations and prepare for writing about texts.

How to Implement

1. Choose a short text or a short, complex portion of a text for students to read. 

2. Develop questions based on the text for students to answer after annotating and
reading. 

3. Establish a system of text symbols that students will use to mark the text.
There are many different ways to 
annotate a text. Samples of annotating
legends are included in the “Resources for Additional Information.” 

4. Ask students to read the text, marking the text with the established symbols as
they read. If the text cannot be 
marked, use sticky notes. 

5. After students have annotated, ask them to respond to text-based questions and
answer any questions they have 
raised while reading. This can be done
independently or in groups. 

6. Promote comprehension by providing an opportunity for students to discuss
both the questions they raised and 
the teacher-developed questions. This can
be done as a whole class or in groups/pairs. 


I will use the following as resources for Additional Information

• Brief video from TeachingChannel.org that shows text annotation use in the
classroom 

• Sample daily instruction from ReadWriteThink.org for teaching annotation to
students 

• Video that demonstrates different ways to annotate a text, including an
annotating legend 

• Directions for annotating a text 

• Reading mini-lessons, organized by grade level 


Lesson: Annotating a Text

1. Pick up a pencil, a pen, or a post-it. 



2. Read everything at least twice.
The first time, read quickly to get a
sense of what the text is about. The second and subsequent times read
carefully. 
Mark anything that you think is:
A. confusing, 

B. interesting 

C. surprising, or 

D. important. 

3. Mark anything that is unfamiliar and keep going. 

4. Begin to annotate.
A. Circle, underline, or stick on a post-it for important ideas and
explain their significance. 

B. Mark repetitions or rhetorical signals. 

C. Circle confusing words or phrases. Define from context or

dictionary if possible. 

D. No te pa ssa ges tha t see m inconsiste nt. 

E. No te pa ssa ges tha t genera te a s trong po sitive or nega tive

response. 

5. Write questions where you made annotations. These questions can be
for the instructor to answer, for the class to discuss, for you to use in
future writing assignments, or for you to keep as a reminder of what
you were thinking. 

6. Think about the connections between this text and other texts you
have read, information from other classes, and personal experiences. 

For my non-English speakers:

Will get to write What’s the Big Idea?

I will create a t-chart

Interesting info/Important Facts or information

Big ideas from this piece of the text:

https://www.nbss.ie/sites/default/files/publications/summarising_maps_-_comprehen
sion_strategy_handout__copy_2.pdf

Summary PYRAMID
After reading or listening think of words you can use to
summarise what you learned. Follow the directions on each
line below to complete your summary.

One word to describe the topic

Two words to describe subheadings of the topic

Three words to describe what you already knew about the topic

Four words to describe what you learned

Five words to describe other knowledge that connects or links to


this new knowledge/information

One sentence that summarises the most important


information.

Predict and Summarise


1. Before you begin reading, use the clues of the text features listed
in the first column to predict what you will learn. Based on these
clues summarise what you predict you will learn from your reading.

2. As you read, as well as after you read, identify and note down
what you’ve learned. Then summarise or write the gist of what
you’ve learned.

3. After reading see how many of your predications were correct


and what text features helped you the most.

(1) What I think or predict I will learn about based on the text

features.

Page/s:

(2) After I read I learned...

Topic:

(3) Check for confirmation of your predictions. What helped?

Title/Heading:

Subheadings:

Bold:
Italics:

Charts/Diagrams:

Pictures:

In summary, from the above text feature clues I predict that...

In summary I learned...

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