Annotating Text

Why use annotation?

1.) Using annotation helps build strong readers and writers. 

2.) Every collected annotated text has a chance for 100 points toward your grade.

3.) Students will have something to contribute during class discussions. 

4.) Students will have great notes when asked to write about texts. 

5.) We learn by doing.

Steps for Annotation:

1.) Read the title. Write 3 questions inspired by that title. Beginning with questions allows all kids to move forward. These questions are thresholds into reading experiences. Considering the title allows a moment to reflect on the possibilities. These questions need not be profound and may never be answered; they are simply a warm-up exercise.

 2.) Number the paragraphs. Students should be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section, or stanza in the left margin. When students refer to the text, state which paragraph they are referring to. The rest of the class will be able to quickly find the line being referred to. 

3.) Read the text then chunk the text. When faced with a full page of text, reading it can quickly become overwhelming for students. Breaking up the text into smaller sections, or chunks, makes the page more manageable for students. Do this by drawing a horizontal line between paragraphs, sections, or stanzas. There is no right or wrong way to chunk the text, as long as you can justify why you grouped certain paragraphs together. 

4.) Reread the text independently underlining and circling... with a purpose...as you go. Underlining "important stuff" is too vague. When reading determine the author's purpose to determine what specifically is important. For example, when studying an argument, underline the claims, or supporting facts. Students should quickly learn that an author makes multiple claims throughout the argument. When studying poetry, underline the imagery they find throughout the poem.    Circle "key terms", or words that have been repeated or defined. Circle names of sources, power verbs, or figurative language. 

    By determining specific details to underline or circle, students focus their attention on that area much better than underlining "important information".

5.) Reread the text independently summarizing what the author is SAYING. Left Margin: Don't just "write in the margins". Be very specific and have a game plan. Chunking helps here. Summarize each chunk in 10 words or less. Chunking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small specific chunk.

6.) Reread the text with a partner digging deeper into the text. Right Margin:         a.)Use a power verb (describing, illustrating, comparing, questioning, cause/effect, arguing...) to describe what the author is doing. It isn't enough to write "comparing" and be done. What is the author comparing? A better answer might be "Comparing the character of Montag to Captain Beatty". 

    b.)Ask questions that dig deeper into the text. These are the "thick" questions that require thoughtful answers not quick information.

    c.) Represent information with a picture that represents the chunk or key idea. Be creative and visually represent your thinking.

There are many things students can write in the margins. However, don't let the assignment draw your thinking away from the text. 

7.) Reread the text as a group, stopping every couple of paragraphs for discussion. Discussion should be reflected in their margin notes. Students can add to their own notes if they hear something in discussion. Although not required, students might want to use color to differentiate between original thinking and thinking added upon discussion.

8.) Refer the rubric before handing in your annotations.