teaching annotating of an informational article

TEACHING ANNOTATING OF AN INFORMATIONAL ARTICLE HOW TO

TEACHING ANNOTATING OF AN INFORMATIONAL ARTICLE HOW TO

In addition to modeling how to annotate a text with specific purposes, make sure you explicitly model how to use the annotations to support the drawing and the written and/or verbal discussion of the text. I do this simply by referring to the annotations (by pointing and using the same words) as I discuss the text. When I am done reading and annotating the text, I will show the students how to use the annotations to discuss the focus prompt or questions. I invite the students to help me find details as well.ģ. To do this, I read a paragraph and then stop and think aloud about what details I can annotate that match my focus question. ♥Stop, Reflect, and Then Annotate – I also model how to stop, reflect, and annotate after reading a section of text. ♥Stop and Annotate – When I get to an obvious detail, I will pause my reading and explain to the students that I am annotating this detail and why. I do two different types of think alouds: After reading a sentence or section, stop and do regular think alouds. Read through the text, section by section. I also explain that the annotations I choose will help me discuss the prompt/question.Ģ. While I am reading the text, I will annotate details that will show my understanding of the text and the focus prompt/question. I explain that I will be reading this text with the specific focus in mind. Introduce the text and focus prompt/question to the students just like a regular book introduction. Learn how to set-up your close reading routines HERE!!Īnd here is what I do to model the annotation process with my students:ġ. Students use the 'Reading Pen' palette to annotate text while reading. DO NOT review the text with students other than to introduce the topic to be read or to set the purpose for reading. Students are individually assigned a text to read. Specific annotating works well for literature circle discussions and literary analysis so is more appropriate for readers who are a bit more sophisticated in their reading purposes. Model this close reading strategy with students before assigning individual reading. As you can probably already tell, this type of annotating lends itself to close reading because each read of the text has a new purpose. ☻ Specific Annotating–When students complete this type of annotating, they have a specific purpose in mind and are looking for textual details, facts, and evidence that align with that purpose. This is the type of annotating we teach our younger readers during shared or guided reading lessons. This type of annotating works well when the students are reading a text one time for a single purpose or during the initial read of a text. The students use general annotating symbols and directions that work with any text (making predictions, making connections, interesting facts, etc.). This type of annotating is when the student reads the text with the purpose of simply understanding the gist of the topic or story. ☻ General Annotating– This is the most common type of annotation in close reading that you see shared on blogs, articles, and Pinterest. There are two main types of annotating that my students do as they are reading:

Teaching annotating of an informational article