1. Title of notes: Text Annotation page 7 right side (RS)
Bell work – 5 minutes
How do you mark the text? (be specific)
Title of notes: Text Annotation page 7 right side (RS)

2. I can effectively use text annotation on any article.
Learning target
I can effectively use text annotation on any article.
Today I am…
learning about actively reading.
So that I’ll be able to…
To use text annotation to become a more active reader
I’ll know I’ve got it when…
I can use the text annotation to understand any article.

3. Active Reading Active Reading: Interact Evaluate Apply
Active vs. Passive reading
a. “Passive” activities are those that do not demand work or thought from the participant. An example is watching television: watching a show on television usually involves no active, critical thinking, or questioning from the viewer.
b. “ Active” activities are those that demand work or thought from the participant. An examples would be playing a sport (not just physically active but coordinating and strategizing with your team mates), playing games (chess, scrabble, or even some video games), and reading. To actively read one must always be thinking. Reading is (and should be) thinking).
What does someone do to “read actively?”
Interact – treat reading like you would a conversation and interact with the text: agree, disagree, sigh, visualize and be involved with the information. Interacting is asking questions and paraphrasing.
Evaluate – not everything in every book is true. Some text is dated, others may include bias, and others may be just giving an opinion. Every time you read a text ask yourself “Is this information correct? Does it reflect what I know about the world? Why or why not?” Its OK to disagree with another person’s opinion and if you find wrong information be sure to bring it to your teacher’s attention.
Apply – constantly compare the new information the text is giving you to information, experiences, and ideas that you are already familiar with. When you finish reading, look for examples, and experiences that are explained by the information in your text.

4. What is Text Annotation?
While reading, students mark the pages for
Important information
Text meaning or key details
Ideas and questions
Some readers mark the text extensively; some readers only mark the parts they think are important or problematic. It’s not essential how MUCH students annotate, only that they DO annotate. The act of marking the page while reading makes it more likely that students will read closely and attentively.

5. What is Annotation?
Annotation is the process of marking a piece of text (whether it be a book, essay, or article) while reading.
A good annotation process includes two basic elements:
1) Intratextual marking – underlining, & symbols
help to zero in on what within the text is important (key words, ideas, phrases)
2) Marginal notes
Provide the why the intratextual marking is important
Asks questions
A good annotation strategy uses both types of markings: the intratextual markers help to zero in on what within the text is important (like key words or important phrases) A good place to start is every time you make an intellextual marking make a marginal note of why the intratextual mark you made is important.

6. Two Types of Annotation Remember you must use both!
Intratextual Markings
Marginal Notes
Underlining
Definitions
Circling
Examples
Numbering
Signs/Symbols
Sign/Symbols
Paraphrasing
Asking Questions
Underline, highlight, circle key terms, short phrases, descriptive words, names, dates, etc. Number steps in a process or lists of evidence in support of main ideas. Use markings and symbols to draw attention to and provide emphasis.

7. Developing your own Annotation Code or use mine
Annotation Code Main Idea or relevant information: underline and * in margin Other important ideas: underlined and in margin Unfamiliar words: circled Vocabulary words: box Interesting ideas: underline with ! In the margin Questions: ? In the margin

8. What About Highlighters?
No highlighters on any articles you read in this class. Sometimes you might not have or be allowed to use a highlighter
It’s important to note that highlighting may be part of student’s system for annotation but it is NOT effective if it’s the only system.

9. 5 Steps to Annotation Survey Determine Purpose
effective!
5 Steps to Annotation
Survey
Determine Purpose
Plan Annotation Strategy:
Intratextual Markings
Margin Notes
Annotate text and graphics
Ask questions
1.       Survey.
Look over the text you must read to see what is in store for you.
2. Determine purpose.
After looking over the text determine why you are reading it and what you need to get out of it. Are you familiar with the topic? Is it reviewed material or new material? Why do you have to read it: is it as part of required reading for a course, extra reading assigned outside the textbook, or research for a paper you must write?
3. Plan annotation strategy.
Decide BEFORE you start annotating how you will annotate. Your purpose will determine your annotation: must you focus on facts and dates that your instructor will give you more information on later? Or are you supposed to analyze the information for yourself and build it into your notes? Each time you read your purpose might be different and using the same strategy every time will really hurt your comprehension. Remember that once you start annotating you want to TRY to stay consistent but change your strategy as you need to.
Examples of things to annotate (you will probably have more):
Information your instructor mentioned in class.
Information in the text that you don’t understand.
Information in the text that is new, important or interesting.
4. Use intratextual markings.
Intratextual markings include underlining, highlighting, circling, and numbering. The help you to identify the main ideas and key points within the text, and make it so you can go back to specific lines and locate them later.
Write margin notes (marginalia) and paraphrase.
Marginalia and paraphrasing performs two functions: you can respond to what the author is saying and it allows you to stop and check that you understand what is being said. It does not need to be complete sentences and, often, short phrases and single words might be more effective.
Annotate graphics.
Don’t skip pictures and graphics while reading. The information provided usually ties together (visually) the ideas within the surrounding paragraphs. To read graphics:
Look at the caption(s) and read carefully.
Note any information presented as part of the graphic (notes, labels, keys, etc.)
Make sense of the graphic with the information provided.
Ask questions: what is the relationship(s) between the information? Why did the author put this here? How might this information be important to my class? What am I supposed to learn?
Write your questions and any answers you may have near the graphic.
5. Ask questions. When you come to something you don’t understand, slow down and read carefully. You may have to read a few times to understand a paragraph. If you’re still confused, then write questions in the margin: the more detailed the better. A question like “Will you explain chapter 3?” will be less effective in your class than a question like “On page 75, can you explain the process involved to go from information A to information B?” These planned, detailed questions will also signal to your teacher you at least attempted to read, and make sense of, the material.

10. Annotation Styles and Strategies
Outline main ideas in margin
and/or
Write margin notes (comments and questions)
Margin notes are essential and can include comments, questions, and symbols that the reader understands. By both reading AND writing while reading, comprehension is improved.

11. Annotation Styles and Strategies
Pneumonoultramicroscopicsilicovolcanoconiosis
Circle unfamiliar words
This is a real word. It’s a disease of the lungs caused by inhaling small particles of dust from a volcanic eruption. Circling unfamiliar words (and sometimes looking them up in a dictionary or glossary) if there are no context clues within the reading, helps the reader know what questions to ask about the reading to improve his/her comprehension. It’s also a step frequently ignored by poor readers who skip over unfamiliar words and who never review them, even when reading in context doesn’t work.

12. Annotation Styles and Strategies
Place asterisks or exclamation points next to unusual or surprising details
****
Using asterisks or exclamation points next to unusual or surprising details allows readers to attend to the details and then move on to the more important or key details in the reading.

13. Examples of Annotation

14. Mini article to practice
Tape the mini article to the left side (LS) of page 7 and practice your text annotations
No need to add color I already did that for you! You are welcome.