NCULR Annotation

Why annotate?Students who interact with a text on a deep level

retain more information as they read

Annotation has been proven to increase reading comprehension scores on standardized testing

When you annotate you make it easier to return to the text later and find essential information as you write an essay, prepare for an exam, or create a presentation

Good annotation helps you see how pieces of writing are structured and can give you models to use in your own writing

What does NCULR Mean?It’s an acronym

N = number

C = chunk

U = underline and circle with a purpose

L = left margin

R = right margin

CLICK THROUGH THE REST OF THIS POWER POINT TO FIND OUT WHAT EACH STEP MEANS

Number the paragraphs.

The CCSS asks students to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph or paragraph in the left hand margin. When you refer to the text during discussion, you will be required to state which paragraph you are referring to. The rest of the class will be able to quickly find the line being referred to.

Chunk the text.When faced with a full page of text, reading it can quickly becomeoverwhelming. Breaking up the text into smaller sections (orchunks) makes the page much more manageable. Students dothis by drawing a horizontal line between paragraphs to divide thepage into smaller sections.

Look at the paragraphs to see where natural chunks occur.Paragraphs 1-3 may be the hook, introduction, and or thesisstatement, while 6-8 may be the paragraphs where the authoraddresses the opposition. It is important to understand that thereis no right or wrong way to chunk the text, as long as you canjustify why you grouped certain paragraphs.

Underline and circle…with a purpose.Telling students to simply underline the “important stuff” is toovague. “Stuff” is not a concrete thing to say that is easily identified.Instead, direct the students to underline and circle very specificthings, depending upon the subject matter and the readingpurpose.

The important information will vary from text to text. What youcircle and underline may change depending on the text type. Some information that students may want to underline wouldinclude:

• Main idea of paragraphs, sections, and the text as a whole• Author’s purpose/thesis/claim• Evidence• Notable passages• Points of confusion

Circling (still part of underlining and

circling with a purpose)specific items is also an effective close reading

strategy. It is a good idea to circle “key terms” in the text. Key terms are words that:• Are defined• Are repeated throughout the text.• include people, places, dates, etc.• If you only circled five key terms in the entire text, youwould have a pretty good idea about what the entire text isabout.

Also, direct the students to circle vocabulary that is unfamiliar tothem and ask them to define the word(s) in the margins near theterm.

Left margin: What is the author SAYING?

It isn’t enough to “write in the margins.” You must have a very specific game plan for what you’ll write.This is where chunking comes into play. In the left margin, summarize each chunk in approximately 10 words. The chunking allows you to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.

Right margin: Dig deeper into the text.

In the right-hand margin, complete a specific task for each chunk. This may include:• Making connections to course content, other readings, etc.• Commenting on what the author is saying -whether youagree with the author or not.• Making inferences.• Representing the information with a picture or symbol and briefly explaining it.• Asking questions that dig deeper into the text like you would ask in a Socratic Seminar.

Sample of what NCULR Annotation Might Look

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