![]() ![]() 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. Although, it does help to have the information on hand to go back to later.Add notes to (a text or diagram) giving explanation or comment. The simple act of writing your notes in the first place helps you remember what you read. Rather than just taking the information in and letting it wash over you, you form new pathways in your brain by encoding the text. The thinking behind this conclusion is that annotating the text takes effort and forces you to interact with it physically. The Science of AnnotatingĪccording to research, annotation helps with memory, comprehension, and overall understanding for what you read. The general consensus is that annotation takes place on the page of the book and directly interacts with the text. For some, the difference is negligible, therefore the research significantly overlaps. Before we dive in, here is a brief clarification on annotating versus note taking. ![]() However, annotation is an incredibly useful tool. You might think of studying in the lecture hall, late-night cram sessions, or reading and rereading an assigned text over and over again. I, like most of you I’m sure, associate annotation with school. He lives with his younger brother, their dog Pogo, and his cat Matilda. His practice consists mostly of graphic novel work, scriptwriting, prose, and illustration. River Kero (he/him) is a queer Canadian artist who has just graduated with a BFA and lives in Vancouver, BC. ![]()
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