QUESTION: How do you help your 7th/8th graders learn to bookmark/annotate as they read?

I am currently working with a 7th/8th grade English teacher, and hopefully I can get her on this site soon to ask some more questions. In the meantime however, is there any way you have helped your students learn to read texts critically? To take notes, write in the margins, annotate as they read, and just all-around digest the text they are reading to a deeper level? We are open to any kind of idea at this point, and would love your feedback!

Thanks!

Replies to This Discussion

Permalink Reply by June Yazel on October 8, 2012 at 9:51am

I start out giving the kids a few annotation makrks they can use and model using them on the first few paragraphs of a text. Some of the marks include:

! - something important, ? - I have a question, :) - I agree, :( - I disagree, LOL - that's funny

Students will add more as they practice. It is important to discuss the reading after the annotations asking what di you find that was shocking (OMG) or funny? What questions do you have. This way they see a purpose immediately to annotating.

At times, I have them read for a specific purpose, so I add marks to mirror that expectation.

We talk that this initially slows them down, but they notice they aren't rereading as much -therefore saving time

Permalink Reply by Greg Williams on October 8, 2012 at 10:03am

Thanks! These are great ideas

Permalink Reply by Danielle Levy on October 8, 2012 at 10:02am

I have some great materials on active reading and annotating text. If you send me a gentle reminder tomorrow, I will forward it all along (everything is on my school computer and I am out of town).

Danielle

Permalink Reply by Greg Williams on October 8, 2012 at 10:04am

Alrighty - I will set an alarm to remind me to remind you

Permalink Reply by Kori Atwood on October 8, 2012 at 10:16am

We use the INSERT method in my history classroom - it is very adaptable for different subjects and purposes. Students are asked to add markings to their book as they read (lightly in PENCIL). After they have been given some time to read-we will have group or class discussions based on their markings. I have attached Bookmarks that I give the kids for the year.

I also love using Graphic Organizers for note taking while they read. They have to think about the important ideas while they are reading...

Attachments:

Insert+Bookmark[1].pdf, 23 KB

Permalink Reply by Kori Atwood on October 8, 2012 at 10:17am

Just saw June's post - this is a similar idea.

Permalink Reply by Kori Atwood on October 8, 2012 at 10:21am

This is my Middle School History version

Attachments:

INSERT history.pdf, 61 KB

Permalink Reply by Greg Williams on October 8, 2012 at 10:31am

thanks! I look forward to look these attachments over

Permalink Reply by Ryan Goble on October 8, 2012 at 10:24pm

Greg, almost missed this - did you read this article I wrote living in the playlist? ANNOTATION & READING WITH YOUR PEN PDF & JOURNAL ARTICLE. There are about 20 annotation moves that look something like this..

Permalink Reply by Greg Williams on October 8, 2012 at 10:32pm

Wow this is great! Thanks a bunch Ryan

Permalink Reply by Danielle Levy on October 9, 2012 at 6:30am

Hi Ryan,

I teach 7th grade English, so active reading is a really important skill for my kiddos. I usually dedicate an entire unit to teaching active reading/marking up text. This year, I taught active reading during our short stories unit. I taught kids the elements of story according to Freytag and gave them a symbol to mark each part. I will attach the doc. without the symbols as I drew them in by hand and put a note at the bottom of this post about which symbols I use for what. That being said, at the end of the unit, I post the symbols on the board while they take the test (mark up an unfamiliar text) because my goal is not for them to memorize symbols but to engage with a text whilst they read it.

I also teach them reading lenses. I have a giant pair of comedy sunglasses that come with "plot lenses" when you buy them. Then, each day, I add a different lens that students read for. I will attach these too. The lenses I use are: Conflict (lightening bolt), Suspense/Foreshadowing (spider), Characterization (Direct-bullseye, Indirect-Approximate symbol), Rule of Hopes and Dreams (dream catcher), Setting (three mountains), Theme/So What (exclamation point). I will attach as many lenses as I have on the computer!

Finally, we read a novel. Kids mark up the novel as we go with post-its and as a writing assessment we create formal annotations. I differentiate these as they are hard. All students get the "challenge" worksheet with recommendations for annotations, but students with writing and comprehension disabilities get a modified annotation guideline. I will also attach those documents. I hope this helps. If you have any other questions, feel free to email!

(Exposition: EX. in a circle, Inciting Incident: Traffic light with green light shaded, Rising Action: Up arrow, Climax: Arrow pointing both left and right, Falling Action: Downwards pointing arrow, Denouement: F for fin)

Attachments: