Annotation

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Why Annotate the Text

Annotation helps students locate information quickly and determine key elements.

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Why Annotate the Text

● Requires students engage in active reading.

● Encourages students to ask questions and read actively to find answers.

● Allows readers to quickly return to key parts of the passage to locate answer to questions about universal aspects of the text and key details.

“Annotating helps readers reach a deeper level of engagement and promotes active reading.”(Porter-O’Donnell 2004)

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How to Annotate: Before

Before Reading, Students Should:

● Review the title of the text.

● Review any pictures or visuals that accompany the text.

● Review an overview of the text, if provided.

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How to Annotate: During

During Reading, Students Should:

● Underline or highlight parts of the text.

● Be sure to annotate so that they can slow down.

● Keep track of any type of thinking so that they can revisit it later.

● Use a consistent structure and respond to prompts provided to ensure they are appropriately addressing the text.

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How to Annotate: After

After Reading, Students Should:

● Reread their annotations.

● Use their annotations and notes when responding to a prompt on the text.

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Strategies for Scaffolding Annotation

Encourage students to annotate with peers to deepen their understanding as well as perspectives on a text. For example,

consider a gradual release of annotation:

“I Do It”Project a reading and model the annotation strategy for students. Provide a variety of types of annotation (questions, comments, reactions) and acknowledge the importance and use of each of them.

Have students participate in annotation in a small group or whole class. Share out annotations and discuss the type of annotation that was done.

Have students annotate in pairs. Encourage students to take a different goal in their annotation so they can share their learning with their partner.

Have students annotate individually. Make sure to give them feedback promptly.

“We Do It” “You Do It Together” “You Do It Alone”

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Annotation Guidance

Provide students with guidance on what they should look for when re-reading the text to annotate.

In this example, students are asked to annotate considering the benefits and issues of mandatory voting.

Remind students that there are many reasons and ways to annotate, but this is one way to ensure students are ready to deliberately re-read the text.

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The Mechanics of Annotation: For Students

Do:

✓ Write your annotation as a quick note--fewer than two sentences.

✓ Highlight a few words or phrases for each annotation or close reading prompt.

✓ Work with classmates to share thinking; consider using a Think-Pair-Share or Turn-and-Face.

✓ Start annotating with a purpose or a goal answering a larger question or deepening your critical thinking.

Don’t:

✕ Write a lengthy full response to a question.

✕ Highlight the entire text.

✕ Work alone.

✕ Write only your reactions to the text.