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Literacy Workshop Annotation November 6, 2013. Annotation Guidelines (6-point System) Circle Academic/Key vocabulary Box challenging words you might need.

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Presentation on theme: "Literacy Workshop Annotation November 6, 2013. Annotation Guidelines (6-point System) Circle Academic/Key vocabulary Box challenging words you might need."— Presentation transcript:

1 Literacy Workshop Annotation November 6, 2013

2 Annotation Guidelines (6-point System) Circle Academic/Key vocabulary Box challenging words you might need to clarify. Key Academic Vocabulary Annotation Symbols Include these symbols within the text: Connect Symbols to Margin Notes Write brief comments in the margins near the symbols Underline the author’s claim and/or the main ideas In your own words, summarize the claim and/or the main ideas. [Bracket] evidence or examples that support the author's claim and/or the main ideas Note how the evidence/examples support the claim or main ideas. Question Mark ? for text that is confusing or puzzling Write specific questions to which you would like answers. Star ★ for other relevant information (not underlined or in brackets) Ideas for Margin Notes: (see back) * visualize - illustrate ideas in text; draw pictures or symbols * summarize - tell what the paragraph is about in your own words * clarify - define key terms and analyze ideas presented in text * connect - relate the ideas to your own life and to the world * respond - comment on the text (personal or analytical comments) * question - ask questions pertaining to ideas in the text Challenging Vocabulary

3 Implementation: Your individual teachers will provide direction as to how the system will be implemented in each of your classes. Implementation may not be the same from room to room, but the system itself, as outlined this morning, will remain consistent. how something is applied or used the six symbols will stay the same

4 Annotation note-taking sheet \\bchs-admin2\homefolder$\khanf\My Documents\annotation notetaking sheet.docx

5 Implementation is going to vary… …from subject to subject …from text to text *I’m going to share one approach to one piece of text in one subject area.

6 Starting Place: CCSS.ELA-Literacy.RST Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

7 objective: After a close reading of the article “Brain Regions Can Be Specifically Trained,” participants will write a summary in which they note the main idea/s and supporting evidence.

8 Approach: When the lesson is centered around a piece of text, consider an into, through, and beyond approach. (pre-reading, reading, post-reading)

9 (into piece) Quick-Write: “Playing video games does more harm (to those who play them) than good.” Agree or disagree and justify your position. Use sentence starter: I agree/disagree with this statement because…

10 Pair-Share: Establish an elbow partner. Establish Partner A and Partner B. On my cue (not yet), share your response with your partner. My signal for bringing the room back together: “…let me have your attention…” Partner A go first. Go!

11 (into piece) Vocabulary: Tier 2 relevant, quantified, colleagues, plasticity, pronounced Tier 3 control group, therapeutic, psychiatric, hippocampus, prefrontal cortex, cerebellum

12 (through) Reading the Text We will read the article together the first time through. Volunteers will read each of the four paragraphs aloud. After each paragraph, we will pause briefly for reflection.

13 (through) Reading the Text The first time through, note what strikes you using the 6-point annotation system. Be on the look out for main idea and support in particular as per our objective. Don’t feel you have to utilize all 6 symbols the first time through. You will perform a second reading of the text independently during which you will provide further annotation. *(while you read)

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15 (through) Re-Read: Provide further Annotation. Follow the instructions outlined on the handout (back of the article). Use all of the symbols as per the instructions. *(after you read)

16 Annotating instructions: 11-6 annotation instructions.docx How much to annotate?

17 (through) Compare-Share: On my cue, share your annotations - symbols and comments in the margins - with a partner. My signal for bringing the room back together: “…let me have your attention.” Go!

18 objective: After a close reading of the article “Brain Regions Can Be Specifically Trained,” participants will write a summary in which they note the main idea/s and supporting evidence.

19 (beyond) Summary: Write a summary of the article (about 100 words or “about a benjamin”).

20 Summary Frame The main idea in the article “Brain Regions Can Be Specifically Trained” is… (paraphrase) In support of this, the article states… (quote) It goes on to say… (paraphrase) Finally, there is mention of… (paraphrase) I think this article… (personal reflection)

21 (beyond) Performance Task Design an experiment to address one of the following questions: Does video gaming… make you smarter?” improve your spatial navigation?” increase your memory?” make you a more effective strategic planner?” improve your fine motor skills?”

22 (beyond) Cross curricular connection: How many hours (total) did the adults who participated in the study actually play Super Mario 64? Write a word problem for the above scenario, based on what it says in the text.

23 Implementation: You know your style and you know your students. Do what works for you and, ultimately, do what works for them.

24 Don’t Hate. Annotate!

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