nerodg.blogg.se - october 2023

Annotating non fiction how to#

Synthesize evidence from multiple documents to answer an essential question.Use evidence from the article in a class discussion.Respond to a prompt, using evidence from the text.Step Five: Have students revisit the purpose for reading and respond to the text using their annotations. Start with one strategy at a time and as they get confident, add additional ones as needed.

Don’t give them all of these at once – I have learned this the hard way. I teach my students different strategies depending on my purpose and the text they are reading. My one bit of advice is to pick and choose which annotation strategies will work best for your students.

Example of repeated words/ideas, chunking, and noting the author’s techniques.

Note the evidence he/she uses to support those claims.

Underline the author’s claim and subclaims.

Annotate the 5Ws and use those to figure out the main ideas.

Write down why they think the author used that in the text?

Note of the techniques/”moves” the author makes in the margins.

Star* ideas that clarify, explain, describe, and illustrate the main idea (examples, quoted words, reasons, numbers and statistics, etc.) and ask themselves if these support the main idea or are just minor details.

Circle repeated words and phrases in each chunk and look for common ideas.

“What challenged, changed, or confirmed what I already knew?”.

“What did the author think I already knew?.

Respond to the three “big” questions from Reading Nonfiction (Beers & Probst) in the margins:.

The ones I have found most helpful for students to improve comprehension are: Step Four: Model and practice annotation strategies.

From Reading Nonfiction by Kylene Beers and Robert Probst.

Sometimes there are subheadings to make it easier and sometimes they will have to do this on their own.

Annotating non fiction how to#

Step Three: Teach students how to chunk the text into smaller parts to help them break up the information. Pay attention to the layout of the text (subtopics, sections, chunks of text, etc).Look at the type of text (news article, textbook, research abstract, etc).Look at headnotes, abstracts, graphics, etc.Strategies that I have found easy for students to use:

Step Two: Teach students how to preview the text and use to predict what they think the text will be about. Students need to know WHY they’re doing the reading in the first place and what they’re going to do with the reading AFTER they’re done. Step One: Give students a purpose for reading the text. As an instructional coach, I work with our English teachers and other content area teachers to give students simple strategies to help them break down difficult texts and make them more manageable to read and understand. Students across all levels and in all content areas are expected to read and comprehend difficult informational texts.