teaching how to annotate text -...
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More Than Just Highlighting: Using Annotated Reading to Connect All Readers to TextJessica Sitton, UPDN Instructional CoachSally James, Piute School District 3-4th TeacherJune 21, 2017Stack of 7 books
Session Outcome
Participants will engage in activities to provide basic understanding of teaching students to annotate text across grade levels to increase comprehension of fiction and non fiction passages.
1. Participants will demonstrate conceptual knowledge of annotated reading as a strategic instruction strategy through examples, research, demonstration and video models. Participants will explore and categorize specific annotated reading actions for narrative and informational text.
2. Participants will choose one standard from their grade UCS ELA standards that can be addressed through annotated reading and choose 2-3 narrative or information annotated strategies to instruct with a classroom of students.
Session Objectives
Participants will demonstrate conceptual knowledge of annotated reading as a strategic instruction strategy through examples, research, demonstration and video models.
Objective 1
Performance Objective 1Participants will: Sort sticky notes of types of annotation as “Fiction” or “nonfiction” and “Both”
How they will do it: separated into 3 groups on a poster sheet with a Venn Diagram while presenters are circulating to answer questions
How well they will do it: each group will share where their annotation makers were categorized with justification. Audience will give a thumbs up or thumbs down to agree or disagree. Will come to 100% consensus.
Trajectory of Strategic
Instruction Strategies
A type of Close Reading Strategy
A Conversation with the text for
a purpose
What is Annotation?
Response Opportunities
Strategic Instruction
ExplicitnessIntensity
Time
Adapted from: Mathematics RTI: A Problem-solving Approach to Creating an Effective Model by: David Allsopp, Patricia Alvarez McHatton, Sharon Nichole Estock Ray, Jennie L Farmer; 2010 LRP Publication
Think TIRES!!!
Five Anchors of Differentiated Instruction
Trajectory of Strategic Instruction Strategies
Think Aloud
Close Reading
Annotated Reading
What is Annotation?
Having a conversation with
the text, connecting personally to make
meaning
These interactions are vital to
comprehension and understanding
Makes visible the metacognitive
processes
“How can we help students see that
reading will help them understand the
confusing a d chaotic world in which they
live?”
Links the Thinking Aloud with recording
in inferences as notations
Brown, Matthew 2007 NCTE I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts
Purpose of ReadingWe need to give our students a purpose, a goal, for WHY they are reading this text.
Examples of purposes for reading (not limited to this):
•For fun, relaxation or entertainment•To find information•To learn how to do something•To figure out where to go•To understand directions (i.e. to a game)•To study for a test (review material or notes)•To understand how to write something
Part of teaching Annotating is alerting the students to assess the purpose for reading this text.
•Or we as teachers give them that purposePhoto: Two boys reading one book together under a blanket with a flashlight
Helping Students Make Connections
“Without allowing students to interact with text in a meaningful way, we miss the chance of allowing them to see the value of what they are reading and to form new ideas about who they are and how they fit into the world in which they live.”
Brown, Matthew 2007 NCTE I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts
Let’s look at the Vertical Align-ments
Reading Informational Standards Vertical Alignment K-5: http://www.schools.utah.gov/CURR/langartelem/Core/ReadingInformational.aspx
Reading Literature Standards Vertical Alignment K-5: http://www.schools.utah.gov/CURR/langartelem/Core/ReadingLiterature.aspx
Reading Informational Standards Vertical Alignment 5-12: http://www.schools.utah.gov/CURR/langartsec/Core/ReadingInformational.aspx
Reading Literature Standards Vertical Alignment 5-12: http://www.schools.utah.gov/CURR/langartsec/Core/ReadingLiteracture.aspx
Specific Purposes for Reading Linked to Core Standards
• 3rd : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
• 6th: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• 9-10th: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Anchor Standard 1: Read closely to
determine what the text says explicitly and make logical inferences from it;
cite specific textual evidence when
writing or speaking to support
conclusions drawn from text
Standard and Purpose Example
Standard and Purpose Example
3rd: Ask Question, underline information from text that answers it. (annotation mark: underline supporting evidence)
6th, 9-10th: Draw (write) inference about a given topic, underline evidence from passage (annotation mark: underline supporting evidence, write inference in margin)
Annotating NonfictionWhat are the purposes for annotating nonfiction? (connect to grade level standards)•We want the readers to find
connections to self and world•Remember events and information•Find evidence to support a thesis or
opinion•Learn more about the world around
them in their interest
Photo: National Geographic Kids book about Penguins with photo of baby penguin
Photo: Book titles “First Freedoms” a documentary history of first amendment rights in America.
Insightful Annotations Suggestions
Summarize a section or
paragraph and highlight the supporting
details
Make an inference and
mark supporting
details; evidence.
Explain how the title connects
to the text.
Make text to self-text-world connections.
Explain how a text feature
(maps, pictures, charts)
connects to the passage.
Mark areas of confusion and
writing an “I wonder…” question.
Clarify what an author really means when
using figurative language.
Vocabulary Annotations
Circle an unfamiliar word• highlight context
clues in the text• write inferred
definition in margin
Use word-whacking strategy. • Identify baseword,
Greek/Latin roots, affixes to construct meaning of a word.
• Write definition of circled word in the margin.
Use a dictionary to look up a word. • Select the
definition that aligns with how the word is used in context of the text.
• Write the definition in the margin.
Student Examples
• Why do we want our students to annotate this text?
• What do we want them to annotate?
• Should we include a key?
Annotating FictionWhat are the purposes for Annotating Fiction?(Connect to standards)• Connect self-text-world while reading• Record insight and “aha” moments while
reading• Find evidence in the text to support
inferences• Draw/list/map out confusing parts of the
book to make it visual• Visualize and draw
events/characters/settings in a text• Learn new vocabulary words
Photo: picture book Stellaluna by Janell Cannon with a small bat clinging to a tree branch
Photo: novel The Outsiders by S.E. Hinton with headshot of the 4 main characters with the town in the background
Elements to Annotate with FictionDefine words or
slang
Make words real with examples
from your experiences
Infer why author used a particular word or phrase
Make connections to
other parts of text
Use direct quotes
Refer back to page numbers
Make connections to
other texts
Movies, comic or graphic novels
News/ community
events
Other books, stories, plays Informational
text
Draw a picture
Any visual Connection
Web or diagram
Elements to Annotate with Fiction
Re-write/Paraphrase
Summarize a difficult
passage
Paraphrase end of a
chapter or section
Connections to your life
Anchor in personal
experiences to make meaning
Connect with background information
Describe “ahas”
Describe an inference
Refer to specific
evidence
Elements to Annotate with FictionExplain
historical context
Customs
Traditions
Offer interpretation
Use evidence from this text/
other texts
Other informational
passages
Personal experiences
Point out Literary
Techniques
Metaphor/ Simile
Personification/ Hyperbole
Alliteration/ Assonance
Student Examples
Practical Tips on How to Annotate with Students
Using different colors (i.e. compare and contrast)
Arrows to connect context clues
Student created graphic organizers (i.e. T chart)
Left margin one character’s traits, right column another character’s traits
Wiki sticks to color (multi sensory)
Having a chart of Annotation Markers to refer to, and constantly add to
Practical Tips on How to Annotate with Students
Number the paragraphs
Draw a bubble cloud to write in thoughts
Draw a book if reader wrote a connection to another text
Draw a world if reader wrote a connection to current event or world
Draw a sick figure if reader wrote connection to self
Draw emoticons to show reactions to different parts of the text
Rubrics and Review GuidesWhat should be included in our Rubric?
Lets look at some examples, what do we like?
Write it on our board
• Include a space to write the “Purpose” the reason why student is reading and annotating this text
• Include a max of 5 types of annotations to look for (i.e. underline main idea, ? Above unfamiliar words, 1-2 sentences of inference, highlight supporting details to inference or main idea, arrows connecting information)
My Suggestions:
Determine common items to annotate and make a list (i.e. unfamiliarly vocabulary words, pictures, unfamiliar text, literary devices, etc)
Teacher or students (self or peer assessment) record each type of annotation under a grade level that would be appropriate
Create a blank rubric for students to fill in. Use the example for help.
Rubrics for Students
Rubrics and Review Guides
Formative Assessments
Just do it! Try it out
Date formative data on how it is working• Thumbs up, Thumbs down• Fist to 5• Checklists, peer and student rated• Utah Compose
“What worked, what didn’t work” with students
Adjust your instruction based on this formative data
ReadWriteThink.org Lesson Plan 9-12th model http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=4#tabs•Includes Annotation Peer Review Guide•Annotation Rubric •How would you teach this?•What text would you use?•What would be the purpose for annotating?•What 5 nonfiction elements would you have the students
annotate?
Annotating with Peer Reviews
Lesson plan in article “I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts” article by Matthew D. Brown 2007•How can we go further with using publishing notations?•What would the purpose be to take annotating one step
further?•How else could you take annotation to the next step?
•Cite references to other text•Cite references to other people
Publishing Notations
Performance Objective 1Participants will: Sort sticky notes of types of annotation as “Fiction” or “nonfiction” and “Both”
How they will do it: separated into 3 groups on a poster sheet with a Venn Diagram while presenters are circulating to answer questions
How well they will do it: each group will share where their annotation makers were categorized with justification. Audience will give a thumbs up or thumbs down to agree or disagree. Will come to 100% consensus.
Similarities with Nonfiction• Let’s sort Post its into a Venn Diagram
Nonfiction Fiction
Participants will choose one standard from their grade UCS ELA standards that can be addressed through annotated reading and choose 2-3 narrative or information annotated strategies to instruct with a classroom of students.
Objective 2
Performance Objective 2Participants will: decide on an annotation marker to introduce to their student connected to a chosen standard through developing an implementation checklist.
How they will do it: individually or in school/district teams, using the vertical alignments and example implementation checklist.
How well they will do it: attain 80% on rubric consisting of alignment to standard, connection to purpose for reading and actions to introduce to students.
Video examples
Lesson plan examplesDig into some
examplesPhoto: Six children digging with trowels
3rd/4th Grade: Annotating for a Debate
https://drive.google.com/file/d/0BwKTGdE06iUIcm56d0tFbW16dlE/view?usp=sharing
Annotated Reading in Piute School District
Establishing what is
Annotated Reading
Giving examples
Using current curriculum and
materials
Specific annotation
markers
Using student rubrics to measure progress
Citing resources
Transferring information to
note cards
Constant Practice and
exposure
Connect to purpose: Debate
Coaching Annotated Reading
Repeat Cycle with new targets
Post Conference (teacher and coach discuss lesson, check for student and teacher learning targets, brainstorm for next coaching cycle.)
Observation (observing elements discussed during preconference i.e. establishing a purpose, annotating comparing and contrasting
Pre Conference conversation (planning, conversation about what to expect in observation)
PLCs to learn content, plan and practice
• List things you like
• List things you dislike or would do differently
• Talk aloud as a group while watching, stopping periodically
• https://www.youtube.com/watch?v=QE9YbeCkLeQ
6th grade lesson on Annotating
• List things you like
• List things you dislike or would do differently
• Talk aloud as a group while watching, stopping periodically
• https://www.teachingchannel.org/videos/student-annotated-reading-strategy
9-10th Grade lesson on Thinking Notes
Close Reading Lesson from achievethecore.org “The
Wind” K-2 Model http://achievethecore.org/pa
ge/18/the-wind-by-james-reeves
ReadWriteThink.org Lesson Plan 9-12th model http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=4#tabs• Includes Annotation Peer Review Guide• Annotation Rubric
Lesson Plan Examples
3rd/4th Grade Student Results: Piute School District
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Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17
16-17 Utah Compose Scores
A B C D E F G H
Student Results
150
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500
A B C D E F G H I
SAGE ELA Growth
Fall 2016 Spring 2017
DemonstrationRoles: Jessica and Sally will be the teachers, participants will be students
Objective: Establish a purpose for reading, Circle the main idea and underline 5 sentences to support that idea
Procedure:
• Define Objective• Review/Display annotate marker poster• Whole group: read and identify main idea• Students in pairs: Read passage and identify main idea through
circling • Students in pairs: Underline 3-5 sentences to support main idea
(Teachers circulate, choose 3-5 students to share out in whole group)
What types of annotation markers can you teach your students with nonfiction and fiction text?
Discussion
How do we get started?
Photo of road with word “start” and starting line.
Use current curriculum
Embed into lessons with
nonfiction and fiction text
Example Implementation Checklist
Use list previously
made
Create a checklist that is
general together
General Implementation Checklist
Online Resources• Google Doc of UT Reading Lit standards with annotation ideas
for each standard: https://docs.google.com/a/usu.edu/document/d/1Tyl7AuVfvxpaoePikzd1EOMAxPJpnUwCT1n-n3l4Vbc/edit?usp=sharing
• Google Doc of UT Reading Informational text standards with annotation ideas for each standard: https://docs.google.com/a/usu.edu/document/d/1vjkD8pBA3_0zek2kJLUoJ0_LyhptBzprTNPoBN27KfY/edit?usp=sharing
• http://achievethecore.org/category/411/ela-literacy-lessons
Performance Objective 2Participants will: decide on an annotation marker to introduce to their student connected to a chosen standard through developing an implementation checklist.
How they will do it: individually or in school/district teams, using the vertical alignments and example implementation checklist.
How well they will do it: attain 80% on rubric consisting of alignment to standard, connection to purpose for reading and actions to introduce to students.
Your Turn!• Look through the
resources
• Choose a annotation marker to teach your students
• Use the Implementation Checklists to plan
• Ask us questions!
Photo: Hand with pencil writing in lesson plan book with stake of 4 books in background.
Resources• Allsopp, D., McHatton, P. A., Ray, S. N. E., & Farmer, J. L. (2009).
Mathematics RTI: A problem-solving approach to creating an effective model.
• Brown, Matthew D. (March 2007). I’ll Have Mine Annotated, Please: Helping Students Make Connections with Text. National Council of Teachers of English, English Journal Vol. 96 No. 4.
• Johnson, Tristan E. Archilbald, Thomas. (June 2010). Tenenbaumb, Gershon. Individual and team annotation effects on students’ reading comprehension, critical thinking and metaconitive skills. Educational Psychology and Learning Systems.
• Porter-O’Donnell, Carol. (May 2004). Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension. National Council of Teachers of English, English Journal Vol. 93 No. 5.
• Wolfe, Joanne L. (May 2000). Effects of Annotations on Student Readers and Writers. Division of Rhetoric and Composition, University of Texas at Austin.
Thank you!
Jessica Sitton UPDN Instructional Coachjessica.sitton@usu.edu
Sally James Piute School Districtsally.james@piutek12.org
Photo: Five children laying in the grass reading books
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