As we’ve been working through our rigorous standards, we’ve noticed the need to have students dig a little deeper with texts than ever before. We might do this type of work with a whole group where we read and reread a text, noticing more and more of the complexities within, discussing bits and pieces as we go. However, we might scale it down with the expectation that students do this work independently. How does this look? What can we provide to students to scaffold this learning? We can teach them the art of annotation, but it all has to be done with purpose.
Annotation is a great strategy that can allow students to organize their thinking during and/or after their readings of a text. This can be done with symbols, questions, “aha” moments, and connections to other text or life. Again, what we have students annotating and closely reading should be well thought out and purposeful.
David Stuart Jr. says it best, “The big idea is this: what we do when reading should align with
- why we’re doing the reading in the first place and
- what we’re going to do with the reading after we’re done.”
Want to read more about annotation as a close reading strategy? Check out David’s Link where he shares how he uses Kelly Gallagher’s “Article of the Week” method as a close reading with an annotation strategy. Happy Reading! Purposeful Annotation Within Close Reading