1. Bellringer
Turn in your 2 Truths and a Lie sheet in the tray for your period at the front of the room.
You may also turn in your signed syllabus and/or parent homework in that same space, but it is not officially due until Friday.
Get a bell work sheet from the table beside the door.
Under Monday, write “Syllabus Day.”
Under Tuesday, describe your favorite food, movie, or song.

2. Annotating Text
English 9

3. Objective
I can annotate text for a specific purpose in order to improve my reading comprehension skills.

4. Why annotate?
How many times have you had to read something more than once to comprehend it?
How many times have you found yourself reading the same line over and over again because you were thinking of something else rather than concentrating on what you were reading?
Annotating texts is a great solution to those common problems!

5. Annotation slows down the reader in order to deepen understanding.

6. Annotation is a note of any form made while reading text.
“Reading with a pencil.”

7. Protocol Instructions
Walk & Talk—This is a great opportunity to move around the room, expend some energy, and meet new classmates!
Protocol Instructions
Walk around the room until a timer goes off.
As soon as the timer goes off, stop and discuss a question with the person nearest to you.
Discuss until Mrs. Thomas calls time, then we will repeat the process for each of the discussion questions.
DISCUSSION QUESTIONS
What do you think of when you think of “annotating”?
When have you used this strategy before?
What could make your annotating better?

8. People have been annotating texts since there have been texts to annotate.

9. NOTE: Annotation is not “just” highlighting
NOTE: Annotation is not “just” highlighting. This is probably the most common misconception regarding the annotation process.

10. If annotating isn’t just highlighting, then what IS it
If annotating isn’t just highlighting, then what IS it? Let’s look at some examples!

11. Interactive writing and shared pen activities
Annotation in Pre-K
Interactive writing and shared pen activities

12. Modeled Annotation in 2nd grade.
Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse.

13. Annotations in Grades 3-5
Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

14. Middle school student’s annotation of connotative meanings in Charlotte’s Web
It’s not always about reading difficult texts, but also about reading seemingly simpler texts in more complex ways.

15. Using
Questioning
in Fifth Grade

16. Annotation in Grades 6-8 Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

17. Modeled annotation in Seventh Grade

18. The Problem…
Most high school students seem to be stuck at the annotation expectations for 6th to 8th grades.
We have to keep pushing this strategy further to make it as useful as possible!
So what do we add…?

19. Annotation in Grades 9-12 Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.
Mark EX when the author provides an example.
Numerate arguments, important ideas, or key details and write words or phrases that restate them.

20. Modeling in 9th Grade English

21. Annotation Key ↵ ? ! 1, 2, 3… O EX Underline the major points.
SYMBOL
PURPOSE
________
Underline the major points. O
Circle keywords or phrases that are confusing or unknown to you. ?
Use a question mark (?) for questions that you have during the reading. Be sure to write your question. !
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. ↵
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. EX
Mark EX when the author provides an example.
1, 2, 3…
Numerate arguments, important ideas, or key details and write words or phrases that restate them.

22. Let’s Practice Together!
Let’s annotate the introduction to “Want to Get Into College? Learn to Fail” looking for the following:
What we should emphasize as we read
Who the source of the text is
Any surprising/interesting points
Any questions we need to address
Any confusing/unknown words

23. Working with your color group…
When you see this protocol:
Work only with the people immediately around you who have the same color square on their desk as you.
Make sure you talk only to your group members and in a very low voice as you collaborate.
Let your teacher know if your group needs assistance by having one group member raise his or her hand.
Assignment:
Annotate the first paragraph of the article using our annotating key and giving special consideration to the author’s assertion that students “should be honest about their failures on college applications” (para 1).

24. Now you try…
Repeat the same process for the next three paragraphs in the article (you should finish the first page).
You have five (5) minutes.

25. Let’s Discuss Based on Our Annotation Key
SYMBOL
PURPOSE
________
Underline the major points. O
Circle keywords or phrases that are confusing or unknown to you. ?
Use a question mark (?) for questions that you have during the reading. Be sure to write your question. !
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. ↵
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. EX
Mark EX when the author provides an example.
1, 2, 3…
Numerate arguments, important ideas, or key details and write words or phrases that restate them.

26. Let’s wrap this one up! Finish annotating your copy of the text.
If you are stumped, then raise your hand and patiently wait for assistance from the teacher.
Once you have finished, get a copy of the Text- Dependent Questions (TDQs) at the front of the room and answer them on a clean sheet of paper with a proper MLA heading.
Your annotations and TDQs should be turned in by the end of the period in the tray for your class period.