1. A Close Reading Strategy for Better Comprehension
Text Annotation
A Close Reading Strategy for Better Comprehension

2. 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.

3. What is Text Annotation?
Connection between language and ideas.
Noting words that strike you, phrases that confuse you or thrill you, or places where you want to talk back to the speaker, a character, or even the author.
It is your running commentary as a reader.
It is your observations.
Your 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.

4. Purpose
Why bother to do this? In their best-selling book, How to Read a Book, scholars and avid readers Mortimer Adler and Charles van Doren sum it up:
Why is marking a book indispensable to reading it? First, it keeps you awake—not merely conscious, but wide awake. Second, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The person who says he knows what he thinks but cannot express it usually does not know what he thinks. Third, writing your reactions down helps you to remember the thoughts of the author.

5. What About Highlighters?
Students often think text annotation simply involves highlighting almost every word in a text.
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.

6. What About Highlighting?
Harvard University puts incoming students on notice about the effectiveness of highlighting…
This comes from Harvard University Advice to Incoming Students.

7. Highlighting Dilutes Comprehension
“First of all, throw away the highlighter in favor of a pen or pencil.
Highlighting can actually distract you from the business of learning
and dilute your comprehension”(2005).
Please point out how distracting and complicated this seems. Also, if the reader doesn’t remember the color code, this could be meaningless later.

8. Improves Comprehension
Note-taking activities have a positive impact on reading comprehension
Twenty-one of twenty-three studies (91%) showed a positive outcome
From Writing to Read—annotation is considered a note-taking strategy, something students must learn to do—and something that is taught infrequently in school.

9. Learning different annotation styles helps you discover what works for you.
Teachers need to both teach annotation explicitly and teach multiple annotation styles. One reason students resort to only using highlighters is that they don’t know any other to note important information while they read.
It’s important to be exposed to different ways to annotate texts while you read. Over time, you will gravitate to those that fit your individual needs best. However, you need to learn that there are MANY styles and strategies.

10. Annotation Styles and Strategies
Bracket [important] passages
The following seven slides illustrate multiple annotation styles. Move quickly through these as they are fairly self-explanatory. All of the annotation styles can be used at the same time by students while they read, depending on the purpose and comprehension level of the reader. Bracketing works for larger sections of text (like quotes, lines from other works, text within text). Labeling by the the brackets helps identify why the bracketed text is important.

11. Annotation Styles and Strategies
Connect related ideas with lines
Underline important ideas/details
Underlining important and key ideas allows readers to find essential information without having to reread the entire text. When sections of text are connected, drawing lines or arrows between connecting ideas allows the reader to “see” those connections without having to reread the entire text. It also helps readers make critical text-to-text connections while they read.

12. 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.

13. Annotation Styles and Strategies
Pneumonoultramicroscopicsilicovolcanoconiosis
Circle unfamiliar vocabulary
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.

14. 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.

15. Annotation Styles and Strategies
Use symbols, drawings, and small drawings(text coding) to highlight important details
When using text coding, consistency is important. Students need to understand the key.
If students are using text codes, emphasize that there needs to be some consistency in the coding so that students remember what the symbols mean.

16. Annotation Styles and Strategies
Can’t write in books?
Label with sticky notes— Students can use all the same strategies by placing their annotations on sticky notes on the pages of their books.
Copy important sections from text (doesn’t break copyright if used for educational purposes)
This strategy works best with limited amounts of text. It can also be cost prohibitive because someone has to buy the sticky notes.

17. Challenges and Tips
Annotation slows down reading but increases comprehension.
Some readers don’t believe it works or don’t think it’s necessary but their AP scores are generally lower than those who do annotate.
Have students read short, complicated material without requiring any annotation. Don’t allow students to refer to the text during the quiz. After the quiz, see what details students forgot. Use this as the basis for your discussion about the necessity of writing while reading. After students complete a reading assignment with required annotations, evaluate if they did better. Allow them to use their annotated texts on tests, etc. Students discover that annotations allow them to find essential information quickly.

18. Challenges and Tips
Annotation is best for poems or prose excerpts like those on the AP English exams. Annotation for longer works is difficult. Focus your annotation on only the most meaningful chunks of text.
All students should be held equally accountable for completing reading with annotations. Struggling readers need to learn how to monitor their own comprehension and annotating text helps them do this.

19. Objective & Purpose
Read the short story, “The Rememberer” by Amy Bender and annotate the text.
Practice annotation, but also to continue our exploration of the contemporary short story. What can the short story achieve?

20. Intermittent Closure
Write a paragraph summing up your observations.

21. Intermittent Closure
Share annotations with peer. What did you annotate and why?
Look at Mr. Mirano’s annotations.

22. Intermittent Closure
Share your summary of observations with your peer.
What did you gain from this discussion with your peer?
How did annotating help you in performing in the discussion?
Listen to Mr. Mirano’s summary.

23. Bellwork 4 October 2018
Read the introduction to “The Rememberer”. Annotate the text.
Continue to practice annotation. What does this introduction add to your understanding of the short story?

24. Intermittent Closure
Write a paragraph summing up your observations.

25. Intermittent Closure
Share annotations with peer. What did you annotate and why?
Look at Mr. Mirano’s annotations.

26. Intermittent Closure
Share your summary of observations with your peer.
What did you gain from this discussion with your peer?
How did annotating help you in performing in the discussion?
Listen to Mr. Mirano’s summary.

27. Homework Read chapters 10-13 of Jane Eyre. Quiz after break.
Find one passage approximately the same length as a prose passage response on the AP Exam.
Print this passage or copy it onto a separate sheet of paper.
Annotate the passage.
Write a summary of your observations.
Next quiz on
Terms Final…

28. Have out your annotations to “The Rememberer”
Have out your notebook and a separate sheet of paper.

29. Share annotations page by page with the people in your group.

30. Intermittent Closure
What annotations did your peers make (or Mr. Mirano) that you did not, that you can apply to your annotation repertoire?
Why do you think that summarizing your observations is a helpful and key part of the annotation process?

31. Homework Read chapters 10-13 of Jane Eyre. Quiz after break.
Find one passage approximately the same length as a prose passage response on the AP Exam.
Print this passage or copy it onto a separate sheet of paper.
Annotate the passage (Refer to the Annotation Rubric on the Website).
Write a summary of your observations **.
(Next quiz on 14-20)
(Begin prepping for terms final)
EXTRA CREDIT—Complete one of the writing prompts to “The Rememberer”; minimum 650 words. +10 to Major Writing Assignments Category if it demonstrates command of college level composition and is done with care and effort.