More Than Just Highlighting: Using Annotated Reading to Connect All Readers to TextJessica Sitton, UPDN Instructional CoachSally James, Piute School District 3-4th TeacherJune 21, 2017Stack of 7 books

Session Outcome

Participants will engage in activities to provide basic understanding of teaching students to annotate text across grade levels to increase comprehension of fiction and non fiction passages.

1. Participants will demonstrate conceptual knowledge of annotated reading as a strategic instruction strategy through examples, research, demonstration and video models. Participants will explore and categorize specific annotated reading actions for narrative and informational text.

2. Participants will choose one standard from their grade UCS ELA standards that can be addressed through annotated reading and choose 2-3 narrative or information annotated strategies to instruct with a classroom of students.

Session Objectives

Participants will demonstrate conceptual knowledge of annotated reading as a strategic instruction strategy through examples, research, demonstration and video models.

Objective 1

Performance Objective 1Participants will: Sort sticky notes of types of annotation as “Fiction” or “nonfiction” and “Both”

How they will do it: separated into 3 groups on a poster sheet with a Venn Diagram while presenters are circulating to answer questions

How well they will do it: each group will share where their annotation makers were categorized with justification. Audience will give a thumbs up or thumbs down to agree or disagree. Will come to 100% consensus.

Trajectory of Strategic

Instruction Strategies

A type of Close Reading Strategy

A Conversation with the text for

a purpose

What is Annotation?

Response Opportunities

Strategic Instruction

ExplicitnessIntensity

Time

Adapted from: Mathematics RTI: A Problem-solving Approach to Creating an Effective Model by: David Allsopp, Patricia Alvarez McHatton, Sharon Nichole Estock Ray, Jennie L Farmer; 2010 LRP Publication

Think TIRES!!!

Five Anchors of Differentiated Instruction

Trajectory of Strategic Instruction Strategies

Think Aloud

Close Reading

Annotated Reading

What is Annotation?

Having a conversation with

the text, connecting personally to make

meaning

These interactions are vital to

comprehension and understanding

Makes visible the metacognitive

processes

“How can we help students see that

reading will help them understand the

confusing a d chaotic world in which they

live?”

Links the Thinking Aloud with recording

in inferences as notations

Brown, Matthew 2007 NCTE I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts

Purpose of ReadingWe need to give our students a purpose, a goal, for WHY they are reading this text.

Examples of purposes for reading (not limited to this):

•For fun, relaxation or entertainment•To find information•To learn how to do something•To figure out where to go•To understand directions (i.e. to a game)•To study for a test (review material or notes)•To understand how to write something

Part of teaching Annotating is alerting the students to assess the purpose for reading this text.

•Or we as teachers give them that purposePhoto: Two boys reading one book together under a blanket with a flashlight

Helping Students Make Connections

“Without allowing students to interact with text in a meaningful way, we miss the chance of allowing them to see the value of what they are reading and to form new ideas about who they are and how they fit into the world in which they live.”

Brown, Matthew 2007 NCTE I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts

Let’s look at the Vertical Align-ments

Reading Informational Standards Vertical Alignment K-5: http://www.schools.utah.gov/CURR/langartelem/Core/ReadingInformational.aspx

Reading Literature Standards Vertical Alignment K-5: http://www.schools.utah.gov/CURR/langartelem/Core/ReadingLiterature.aspx

Reading Informational Standards Vertical Alignment 5-12: http://www.schools.utah.gov/CURR/langartsec/Core/ReadingInformational.aspx

Reading Literature Standards Vertical Alignment 5-12: http://www.schools.utah.gov/CURR/langartsec/Core/ReadingLiteracture.aspx

Specific Purposes for Reading Linked to Core Standards

• 3rd : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

• 6th: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

• 9-10th: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Anchor Standard 1: Read closely to

determine what the text says explicitly and make logical inferences from it;

cite specific textual evidence when

writing or speaking to support

conclusions drawn from text

Standard and Purpose Example

Standard and Purpose Example

3rd: Ask Question, underline information from text that answers it. (annotation mark: underline supporting evidence)

6th, 9-10th: Draw (write) inference about a given topic, underline evidence from passage (annotation mark: underline supporting evidence, write inference in margin)

Annotating NonfictionWhat are the purposes for annotating nonfiction? (connect to grade level standards)•We want the readers to find

connections to self and world•Remember events and information•Find evidence to support a thesis or

opinion•Learn more about the world around

them in their interest

Photo: National Geographic Kids book about Penguins with photo of baby penguin

Photo: Book titles “First Freedoms” a documentary history of first amendment rights in America.

Insightful Annotations Suggestions

Summarize a section or

paragraph and highlight the supporting

details

Make an inference and

mark supporting

details; evidence.

Explain how the title connects

to the text.

Make text to self-text-world connections.

Explain how a text feature

(maps, pictures, charts)

connects to the passage.

Mark areas of confusion and

writing an “I wonder…” question.

Clarify what an author really means when

using figurative language.

Vocabulary Annotations

Circle an unfamiliar word• highlight context

clues in the text• write inferred

definition in margin

Use word-whacking strategy. • Identify baseword,

Greek/Latin roots, affixes to construct meaning of a word.

• Write definition of circled word in the margin.

Use a dictionary to look up a word. • Select the

definition that aligns with how the word is used in context of the text.

• Write the definition in the margin.

Student Examples

• Why do we want our students to annotate this text?

• What do we want them to annotate?

• Should we include a key?

Annotating FictionWhat are the purposes for Annotating Fiction?(Connect to standards)• Connect self-text-world while reading• Record insight and “aha” moments while

reading• Find evidence in the text to support

inferences• Draw/list/map out confusing parts of the

book to make it visual• Visualize and draw

events/characters/settings in a text• Learn new vocabulary words

Photo: picture book Stellaluna by Janell Cannon with a small bat clinging to a tree branch

Photo: novel The Outsiders by S.E. Hinton with headshot of the 4 main characters with the town in the background

Elements to Annotate with FictionDefine words or

slang

Make words real with examples

from your experiences

Infer why author used a particular word or phrase

Make connections to

other parts of text

Use direct quotes

Refer back to page numbers

Make connections to

other texts

Movies, comic or graphic novels

News/ community

events

Other books, stories, plays Informational

text

Draw a picture

Any visual Connection

Web or diagram

Elements to Annotate with Fiction

Re-write/Paraphrase

Summarize a difficult

passage

Paraphrase end of a

chapter or section

Connections to your life

Anchor in personal

experiences to make meaning

Connect with background information

Describe “ahas”

Describe an inference

Refer to specific

evidence

Elements to Annotate with FictionExplain

historical context

Customs

Traditions

Offer interpretation

Use evidence from this text/

other texts

Other informational

passages

Personal experiences

Point out Literary

Techniques

Metaphor/ Simile

Personification/ Hyperbole

Alliteration/ Assonance

Student Examples

Practical Tips on How to Annotate with Students

Using different colors (i.e. compare and contrast)

Arrows to connect context clues

Student created graphic organizers (i.e. T chart)

Left margin one character’s traits, right column another character’s traits

Wiki sticks to color (multi sensory)

Having a chart of Annotation Markers to refer to, and constantly add to

Practical Tips on How to Annotate with Students

Number the paragraphs

Draw a bubble cloud to write in thoughts

Draw a book if reader wrote a connection to another text

Draw a world if reader wrote a connection to current event or world

Draw a sick figure if reader wrote connection to self

Draw emoticons to show reactions to different parts of the text

Rubrics and Review GuidesWhat should be included in our Rubric?

Lets look at some examples, what do we like?

Write it on our board

• Include a space to write the “Purpose” the reason why student is reading and annotating this text

• Include a max of 5 types of annotations to look for (i.e. underline main idea, ? Above unfamiliar words, 1-2 sentences of inference, highlight supporting details to inference or main idea, arrows connecting information)

My Suggestions:

Determine common items to annotate and make a list (i.e. unfamiliarly vocabulary words, pictures, unfamiliar text, literary devices, etc)

Teacher or students (self or peer assessment) record each type of annotation under a grade level that would be appropriate

Create a blank rubric for students to fill in. Use the example for help.

Rubrics for Students

Rubrics and Review Guides

Formative Assessments

Just do it! Try it out

Date formative data on how it is working• Thumbs up, Thumbs down• Fist to 5• Checklists, peer and student rated• Utah Compose

“What worked, what didn’t work” with students

Adjust your instruction based on this formative data

ReadWriteThink.org Lesson Plan 9-12th model http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=4#tabs•Includes Annotation Peer Review Guide•Annotation Rubric •How would you teach this?•What text would you use?•What would be the purpose for annotating?•What 5 nonfiction elements would you have the students

annotate?

Annotating with Peer Reviews

Lesson plan in article “I’ll Have Mine Annotated, Please: Helping Students Make Connections with Texts” article by Matthew D. Brown 2007•How can we go further with using publishing notations?•What would the purpose be to take annotating one step

further?•How else could you take annotation to the next step?

•Cite references to other text•Cite references to other people

Publishing Notations

Performance Objective 1Participants will: Sort sticky notes of types of annotation as “Fiction” or “nonfiction” and “Both”

How they will do it: separated into 3 groups on a poster sheet with a Venn Diagram while presenters are circulating to answer questions

How well they will do it: each group will share where their annotation makers were categorized with justification. Audience will give a thumbs up or thumbs down to agree or disagree. Will come to 100% consensus.

Similarities with Nonfiction• Let’s sort Post its into a Venn Diagram

Nonfiction Fiction

Participants will choose one standard from their grade UCS ELA standards that can be addressed through annotated reading and choose 2-3 narrative or information annotated strategies to instruct with a classroom of students.

Objective 2

Performance Objective 2Participants will: decide on an annotation marker to introduce to their student connected to a chosen standard through developing an implementation checklist.

How they will do it: individually or in school/district teams, using the vertical alignments and example implementation checklist.

How well they will do it: attain 80% on rubric consisting of alignment to standard, connection to purpose for reading and actions to introduce to students.

Video examples

Lesson plan examplesDig into some

examplesPhoto: Six children digging with trowels

3rd/4th Grade: Annotating for a Debate

https://drive.google.com/file/d/0BwKTGdE06iUIcm56d0tFbW16dlE/view?usp=sharing

Annotated Reading in Piute School District

Establishing what is

Annotated Reading

Giving examples

Using current curriculum and

materials

Specific annotation

markers

Using student rubrics to measure progress

Citing resources

Transferring information to

note cards

Constant Practice and

exposure

Connect to purpose: Debate

Coaching Annotated Reading

Repeat Cycle with new targets

Post Conference (teacher and coach discuss lesson, check for student and teacher learning targets, brainstorm for next coaching cycle.)

Observation (observing elements discussed during preconference i.e. establishing a purpose, annotating comparing and contrasting

Pre Conference conversation (planning, conversation about what to expect in observation)

PLCs to learn content, plan and practice

• List things you like

• List things you dislike or would do differently

• Talk aloud as a group while watching, stopping periodically

• https://www.youtube.com/watch?v=QE9YbeCkLeQ

6th grade lesson on Annotating

• List things you like

• List things you dislike or would do differently

• Talk aloud as a group while watching, stopping periodically

• https://www.teachingchannel.org/videos/student-annotated-reading-strategy

9-10th Grade lesson on Thinking Notes

Close Reading Lesson from achievethecore.org “The

Wind” K-2 Model http://achievethecore.org/pa

ge/18/the-wind-by-james-reeves

ReadWriteThink.org Lesson Plan 9-12th model http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html?tab=4#tabs• Includes Annotation Peer Review Guide• Annotation Rubric

Lesson Plan Examples

3rd/4th Grade Student Results: Piute School District

10

11

12

13

14

15

16

17

18

19

20

Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17

16-17 Utah Compose Scores

A B C D E F G H

Student Results

150

200

250

300

350

400

450

500

A B C D E F G H I

SAGE ELA Growth

Fall 2016 Spring 2017

DemonstrationRoles: Jessica and Sally will be the teachers, participants will be students

Objective: Establish a purpose for reading, Circle the main idea and underline 5 sentences to support that idea

Procedure:

• Define Objective• Review/Display annotate marker poster• Whole group: read and identify main idea• Students in pairs: Read passage and identify main idea through

circling • Students in pairs: Underline 3-5 sentences to support main idea

(Teachers circulate, choose 3-5 students to share out in whole group)

What types of annotation markers can you teach your students with nonfiction and fiction text?

Discussion

How do we get started?

Photo of road with word “start” and starting line.

Use current curriculum

Embed into lessons with

nonfiction and fiction text

Example Implementation Checklist

Use list previously

made

Create a checklist that is

general together

General Implementation Checklist

Online Resources• Google Doc of UT Reading Lit standards with annotation ideas

for each standard: https://docs.google.com/a/usu.edu/document/d/1Tyl7AuVfvxpaoePikzd1EOMAxPJpnUwCT1n-n3l4Vbc/edit?usp=sharing

• Google Doc of UT Reading Informational text standards with annotation ideas for each standard: https://docs.google.com/a/usu.edu/document/d/1vjkD8pBA3_0zek2kJLUoJ0_LyhptBzprTNPoBN27KfY/edit?usp=sharing

• http://achievethecore.org/category/411/ela-literacy-lessons

Performance Objective 2Participants will: decide on an annotation marker to introduce to their student connected to a chosen standard through developing an implementation checklist.

How they will do it: individually or in school/district teams, using the vertical alignments and example implementation checklist.

How well they will do it: attain 80% on rubric consisting of alignment to standard, connection to purpose for reading and actions to introduce to students.

Your Turn!• Look through the

resources

• Choose a annotation marker to teach your students

• Use the Implementation Checklists to plan

• Ask us questions!

Photo: Hand with pencil writing in lesson plan book with stake of 4 books in background.

Resources• Allsopp, D., McHatton, P. A., Ray, S. N. E., & Farmer, J. L. (2009).

Mathematics RTI: A problem-solving approach to creating an effective model.

• Brown, Matthew D. (March 2007). I’ll Have Mine Annotated, Please: Helping Students Make Connections with Text. National Council of Teachers of English, English Journal Vol. 96 No. 4.

• Johnson, Tristan E. Archilbald, Thomas. (June 2010). Tenenbaumb, Gershon. Individual and team annotation effects on students’ reading comprehension, critical thinking and metaconitive skills. Educational Psychology and Learning Systems.

• Porter-O’Donnell, Carol. (May 2004). Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension. National Council of Teachers of English, English Journal Vol. 93 No. 5.

• Wolfe, Joanne L. (May 2000). Effects of Annotations on Student Readers and Writers. Division of Rhetoric and Composition, University of Texas at Austin.

Thank you!

Jessica Sitton UPDN Instructional Coachjessica.sitton@usu.edu

Sally James Piute School Districtsally.james@piutek12.org

Photo: Five children laying in the grass reading books