Annotating the text is when students write directly on the text as they read. While students are reading, they are identifying central ideas, noting confusing/unknown words, and jotting down questions, reactions, or examples of a specific concept in the margins of a text. Annotations serve as a means of scaffolding reading. Students must slow down their reading, and prepare the thoughts he/she may share as they discuss the text with others after reading.
All students and benefit from annotation, however annotation may vary based on grade level. Students in K-2 may not benefit from writing directly on the text. The basis for annotation is that it should help the reading during and after reading. It provides students with a purpose for reading, if the annotations are aligned withe the post reading assignment (a best practice). Once you have finished reading and annotating, looking back on your notes should make the assignment easier. Another benefit of annotating the text is that it keeps student engaged, and keeps their purpose for reading in mind.
Annotating does have its challenges. Teachers may fall into the “busywork hole.” Annotating should not be used as busywork: it needs to be purposeful and engaging in order for students to reap the benefits. Also annotating needs to be explicitly taught. In early grades, teacher may need to implement highlighter tape, or a tactile means of note taking, but it is not impossible for younger students. Finally, finding a text worth annotating may be a challenge. The text needs to be complex and deep enough for students to need to make meaning of it. Keep an end goal of a discussion or project in mind when finding a text.
In order to teach this strategy, model it. Students should be involved in the process of annotating a class text. It is also beneficial for students to come up with their own symbols for the annotations. The “I Do, We Do, You Do” strategy is a good model for teaching annotating because it provides breaks and discussion time.
All students and benefit from annotation, however annotation may vary based on grade level. Students in K-2 may not benefit from writing directly on the text. The basis for annotation is that it should help the reading during and after reading. It provides students with a purpose for reading, if the annotations are aligned withe the post reading assignment (a best practice). Once you have finished reading and annotating, looking back on your notes should make the assignment easier. Another benefit of annotating the text is that it keeps student engaged, and keeps their purpose for reading in mind.
Annotating does have its challenges. Teachers may fall into the “busywork hole.” Annotating should not be used as busywork: it needs to be purposeful and engaging in order for students to reap the benefits. Also annotating needs to be explicitly taught. In early grades, teacher may need to implement highlighter tape, or a tactile means of note taking, but it is not impossible for younger students. Finally, finding a text worth annotating may be a challenge. The text needs to be complex and deep enough for students to need to make meaning of it. Keep an end goal of a discussion or project in mind when finding a text.
In order to teach this strategy, model it. Students should be involved in the process of annotating a class text. It is also beneficial for students to come up with their own symbols for the annotations. The “I Do, We Do, You Do” strategy is a good model for teaching annotating because it provides breaks and discussion time.