1. Annotation: A Writing-to-Learn Strategy

2. You just don’t know anything unless you can write it. S.I. Hayakawa

3. Annotation: A tool for transaction “Rosenblatt has demonstrated that the meaning made of a literary text depends upon the readers as well as upon the text itself. Meaning is the product of a transaction between active minds and the words on the page …it is their [the readers’]meaning.” Robert Probst

4. Why annotation? Isn’t reading the text enough? Probst’s description of reader’s response as “dialogue with the text” is remarkable because it signifies the student’s roles and responsibility in making connections between the text and himself. Carol Porter-O’Donnell notes that annotation of the text provides a “visible record of the thoughts that emerge while making sense of the reading.”

5. More rationale for annotation According to Porter-O’Donnell, this “writing-to-learn” strategy helps teach reading as a process. changes comprehension. slows down the reading. promotes more active reading. helps improve writing.

6. Support equals scaffolding “Comprehension of difficult text can be significantly enhanced …with discussion- based activities in which students are invited to make predictions, summarize, link texts with one another and background knowledge, generate and answer text- related questions, clarify understanding, muster relevant evidence to support an interpretation, and interrelate reading, writing, and discussion.” Applebee & Langer, 2003

7. I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. You shouldn’t mark up a book which isn’t yours. Mortimer J. Adler “How to Mark a Book”

8. Teaching annotation requires student-awareness of categories of text response Porter-O’Donnell recommends brainstorming with student-written literature responses and having students separate these responses into categories. Students typically identify categories such as these: Making predictions Asking questions Stating opinions Study of the author’s craft Making connections Reflecting on content or the reading process If you do not have paper copies available for students to mark up, have them use sticky notes or keep notes with references to page and paragraph numbers.

9. Suggested annotation marks DURING READING (Adapted from Porter-O’Donnell) Mark in the text:  Characters (who) ○  When (setting) □  Where (setting) □  Vocabulary  Important information Write in the margins:  Summarize  Make predictions  Formulate opinions  Make connections  Ask questions  Analyze the author's craft  Write reflections/reactions/comments  Look for patterns/repetitions

10. Guidelines for annotation A first reading should not be annotated. Students should mark the piece for surface meaning (vocabulary, who, what, etc.) Students must write an explanation for anything which they have underlined or highlighted. Initially, model while identifying only a couple of elements: for example, alliteration or rhyme scheme or development of characterization. Later in the year, students can really dissect a piece. Begin with a piece of fiction before attempting non-fiction. Begin by focusing on a paragraph, then another, then a page, and then “set them loose” on the text. Remind students to use the annotation handout for reference; you may want to hang posters with annotation symbols around the room. Substitute sticky notes or loose-leaf paper for annotation if individual copies of the text are not available for annotation.

11. Now, let’s try it together. First, we’ll work with fiction, then we’ll try non-fiction.

12. You know you have to read “between the lines”…. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading. Mortimer J. Adler “How to Mark a Book”

13. ELA TEKS (4) Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to: (A) use writing to formulate questions, refine topics, and clarify ideas ; (B) use writing to discover, organize, and support what is known and what needs to be learned about a topic ; (6) Reading/word identification/vocabulary development (7) Reading/comprehension. The student comprehends selections using a variety of strategies. (10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; (11) Reading/literary concepts (13) Reading/inquiry/research

14. Extensions and Connections Annotation skill lends itself to many levels, subject areas, and types of literature. You and your students may create your own version of annotation symbols. Change highlighter or pen colors to address your focus. Example: Yellow for main idea in a paragraph and orange for supporting details.

15. References “Annolighting” a text. (2008). Retrieved June 24, 2008, from http://www.greece.k12.ny.us/instruction/ela/6- 12/Reading/Reading%20strategies/annolighting%20a%20text.htm Applebee, A.N, Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40 (3), 685- 730. Divans-Hutchinson, Y., (2008, June 22). Video posted to http://gallery.carnegiefoundation.org/collections/quest/collections/s ites/divans-hutchinson_yvonne/media/yvonneoct0803.mov Porter-O’Donnell, C. Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93 (5), 82-90. Probst, R. Dialogue with a text. English Journal, 77 (1), 32-38.