I have found that students find ways to annotate that they’d never discover if I had modeled my way first. Instead of modeling, I look for strategies and tools students are using when given the task, and I give them opportunities to share. And I also want to build the idea that different annotation strategies and tools work for different purposes. Instead I want them to find annotation strategies that work for them, that help build understanding. With something so new to so many of them, they would see my modeling as a template of what I expected them to do. If I modeled, I know my students would merely mimic what I model. I am often asked whether I model all of this before we begin annotations. I continue to ask, “How is this helping you understand what you read?” To Model or Not to Model Did anyone create columns? Did anyone use another type of graphic organizer? Who is using both words and sketches? Quick shares of these things give students more options for their own annotations. I am also looking for new ways students are organizing their annotations and keeping an eye out for how they are using new digital tools. This time, I am looking for things that add to what we have on our chart. I often share this video ( ) as a way to show students some possibilities with some digital tools that are available on our classroom devices.Īgain, my role is to watch and listen. But they can also choose to use a regular-size notebook or one of the digital apps that I’ve shared or that they know of on their device. For this read aloud, I let students know that they can continue to use the small notebook. Moving Beyond the Small NotebookĪfter that first read aloud, we build our understanding of what is possible as we move into our second read aloud. It is also a time to sit back and discuss how each of these strategies helps us understand the text, the ultimate goal of annotating. It also invites them to try something not on the chart, because part of building the chart together is understanding that it will grow as we find more ways to annotate. This chart gives students ideas for new ways to annotate. After a week or two, we highlight a few possibilities by sharing under the document camera or collecting possible ways to annotate (using student examples) on a chart. I notice which students focus on summarizing what happens and which add their own thinking to their annotations. I look for patterns across the class and also unique ways of annotating that I might share. This first experience with annotations tells me whether students are comfortable writing as they read as well as the kinds of things they notice. Often in the intermediate grades, students have experience writing after they read but writing during reading is a new experience.ĭuring this first jot, I am watching closely to see all that they do. It helps set the stage for this routine as part of our read aloud, and it helps me see the ways in which they think while reading. Several times each day I’ll stop reading and give them time to stop and jot. During our first read aloud I give each child a very small spiral notebook and ask them to jot while we read. Our first experiences with annotating are during read aloud. It builds an intellectual curiosity that leads to deeper understanding. Second, deciding how to annotate gives them a way to think about what the book offers and what things they might think about as the book progresses. As books become more complex, they learn to read at a very surface level without support. Too often, students read books quickly without considering all there is to them. First of all it helps them get into the habit of stopping to think. I am not so worried about the actual annotations, but I’ve found that supporting annotations does a few things for readers. These are often sticky notes, notebooks, or handheld devices that they are using to annotate their thinking. Whether you pop into the classroom during read aloud or independent reading time, many students have tools with them as they read. Add notes to (a text or diagram) giving explanation or comment.
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