1. Annotation: A Means to Improve & Assess Student Reading and Writing Loralee Chevone-Garrett and Beth Dibble

2. ANNOTATION IS NOT ➔ A coloring assignment ➔ A detailed analysis ➔ Exact or correct ➔ Busy work ➔ Teacher-centered

3. WHAT IS ANNOTATION?

4. RESEARCH SAYS... ★ A writing-to-learn strategy for use while reading and rereading. ★ Form of free writing that allows one to place his or her initial reactions on paper.

5. RESEARCH SAYS... ★ It allows one to examine ideas and develop insights. ★ It is a way to discern a writer’s methods or logic. ★ It forces the reader to dig in and reflect on what the author is saying.

6. HOW DOES ANNOTATION IMPROVE STUDENT LEARNING? ★ Critical thinking ★ Provides ownership of learning ★ Student-centered ★ Scaffolds learning ★ Allows for (and helps correct) student misconceptions ★ Aids comprehension ★ Shows what students know ★ Identifies areas of need (reteaching)

7. METHODS OF ANNOTATION ➔ Highlighting and underlining (least active) ➔ Pencils (different colors for different purposes) ➔ Post it notes (comments/responses)

8. METHODS OF ANNOTATION ➔ Descriptive outline (depends on purpose for reading) ➔ Paraphrasing main ideas ➔ Key information chart (cover page)

9. POSSIBLE APPLICATIONS ★ Literary Device Analysis ★ Evaluating author ideas ★ Revision in writing ★ Silent Discussion ★ Peer Feedback ★ 360 degree classroom ★ Guided Charts (ex: TPCASTT)

10. STANDARDS All standards can be met through annotation :)

11. HOW DOES ANNOTATION AFFECT OUR PRACTICE? ★ More student driven discussion ★ Chunking of reading assignments ★ More modeling ★ Continuous assessment ★ Targeted instruction/Flexible Grouping

12. HOW IS ANNOTATION A FORMATIVE ASSESSMENT? 1.Allows us to monitor student reading comprehension a.We can see their thinking on the paper 1.Allows us to target areas of student need in both reading and writing a.We can see skills that need to be strengthened and evaluate progress 1.Allows us to see mastery of skills in both reading and writing a.We can see when it is time to increase rigor without leaving students behind.

13. PRACTICE ➔ So, what does it look like? ◆ Small Group Annotation ●Each group will receive text(s) and a purpose. ●Let’s see what you can do with it!

14. SHARE (EXIT SLIP) ➔ Briefly explain assignment ➔ What did you like about it? ➔ How can it be adapted to your classroom? ➔ How can it help you assess student learning and progress?

15. Disclaimer Reference within this presentation to any specific commercial or non- commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

16. CONTACT INFORMATION Loralee Chevone-Garrett lgarrett@kgcs.k12.va.uslgarrett@kgcs.k12.va.us Beth Dibble bdibble@kgcs.k12.va.us bdibble@kgcs.k12.va.us

17. BIBLIOGRAPHY Brown, Matthew. “I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts.” English Journal. Volume 96, No. 4. March 2007. “How to Annotate a Book.” http://www.wikihow.com/Annotate-a-Book.http://www.wikihow.com/Annotate-a-Book Otten, Nick. “How and Why to Annotate a Book.” AP Central. http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/197454.html. http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/197454.html Porter-O’Donnell, Carol. “Beyond the Yellow Highligher: Teaching Annotation Skills to Improve Reading Comprehension.” English Journal. Volume 93, No. 5. May 2004. Stuart, Dave Jr. “Purposeful Annotation: A Close Reading Strategy that Makes Sense to My Students.” Teaching the Core. October 11, 2014. http://www.teachingthecore.com/purposeful-annotation-close-reading/http://www.teachingthecore.com/purposeful-annotation-close-reading/