Loralee ChevoneGarrett and Beth Dibble ANNOTATION IS NOT A coloring assignment A detailed analysis Exact or correct Busy work Teachercentered WHAT IS ANNOTATION RESEARCH SAYS A writingtolearn strategy for use while reading and rereading ID: 625454
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Annotation: A Means to Improve & Assess Student Reading and Writing
Loralee Chevone-Garrett and Beth DibbleSlide2
ANNOTATION IS NOT
A coloring assignment
A detailed analysis
Exact or correctBusy workTeacher-centeredSlide3
WHAT IS ANNOTATION?Slide4
RESEARCH SAYS...
A writing-to-learn strategy for use while reading and rereading.
Form of free writing that allows one to
place his or her initial reactions on paper.Slide5
RESEARCH SAYS...
It allows one to examine ideas and develop insights.
It is a way to discern a writer’s methods or logic.
It forces the reader to dig in and reflect on what the author is saying. Slide6
HOW DOES ANNOTATION
IMPROVE STUDENT LEARNING?
Critical thinking
Provides ownership of learningStudent-centeredScaffolds learning
Allows for (and helps correct) student misconceptions
Aids comprehension
Shows what students know
Identifies areas of need (reteaching)Slide7
METHODS OF ANNOTATION
Highlighting and underlining (least active)
Pencils (different colors for different purposes)
Post it notes (comments/responses)Slide8
METHODS OF ANNOTATION
Descriptive outline (depends on purpose for reading)
Paraphrasing main ideas
Key information chart (cover page)Slide9
POSSIBLE APPLICATIONS
Literary Device Analysis
Evaluating author ideas
Revision in writingSilent DiscussionPeer Feedback
360 degree classroom
Guided Charts (ex: TPCASTT)Slide10
STANDARDS
All standards can be met through annotation :)Slide11
HOW DOES ANNOTATION AFFECT OUR PRACTICE?
More student driven discussion
Chunking of reading assignments
More modelingContinuous assessment
Targeted instruction/Flexible GroupingSlide12
HOW IS ANNOTATION A FORMATIVE ASSESSMENT?
Allows us to monitor student reading comprehension
We can see their thinking on the paper
Allows us to target areas of student need in both reading and writingWe can see skills that need to be strengthened and evaluate progress
Allows us to see mastery of skills in both reading and writing
We can see when it is time to increase rigor without leaving students behind.Slide13
PRACTICE
So, what does it look like?
Small Group AnnotationEach group will receive text(s) and a purpose.Let’s see what you can do with it!Slide14
SHARE (EXIT SLIP)
Briefly explain assignment
What did you like about it?
How can it be adapted to your classroom?How can it help you assess student learning and progress?Slide15
DisclaimerReference within this presentation to
any specific commercial or non-
commercial product, process, or service
by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.Slide16
CONTACT INFORMATION
Loralee Chevone-Garrett
lgarrett@kgcs.k12.va.us
Beth Dibble bdibble@kgcs.k12.va.usSlide17
BIBLIOGRAPHY
Brown, Matthew. “I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts.”
English Journal
. Volume 96, No. 4. March 2007.“How to Annotate a Book.” http://www.wikihow.com/Annotate-a-Book.Otten, Nick. “How and Why to Annotate a Book.” AP Central.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/197454.html
.
Porter-O’Donnell, Carol. “Beyond the Yellow Highligher: Teaching Annotation Skills to Improve Reading Comprehension.”
English Journal.
Volume 93, No. 5. May 2004.
Stuart, Dave Jr. “Purposeful Annotation: A Close Reading Strategy that Makes Sense to My Students.” Teaching the Core. October 11, 2014.
http://www.teachingthecore.com/purposeful-annotation-close-reading/