This fall my 8th graders have practiced Notice and Note annotation strategies as well as those from Cris Tovani. I have not required my 8th graders to annotate their independent reading, but earlier this month, I felt annotating their reading for an in-class reading day would be beneficial for my students. I also felt this might be a gentle way of starting to scaffold their annotating for TQE discussions that we’ll do in January 2020. I created mini-versions of notes/handouts I had already given the students and condensed them to “marry” them to a TQE framework, integrating our existing annotation strategies as well as Beers and Probst’s “3 Big Questions.” Here is the result:
You can make a copy of these handouts I created here:
Because I had lost my voice due to an upper respiratory infection, I had students engage in a quick partner reading of the instructions. Pairs then summarized the instructions and what they needed to do during their independent reading time. I then shared a completed model I did over Ordinary Hazards by Nikki Grimes.
Students were asked to complete 6 annotations: two “thoughts”, two “questions”, and two “epiphanies”. I provided a basket of Post-It notes in varying colors, sizes, and styles at every table area for students to use. In addition, I gave every student a file folder with his/her name on it to place their sticky notes. When students finished annotating at the end of the period, they organized and placed their notes in the folder to turn in to me. The folder system is something I am trying so that I can grade annotation work with Post-Its but not have to collect a zillion bulky composition books. When the folders are returned to students, they get a scored rubric of their work and can transfer the Post-It notes to their course binder.
I found this to be an easy way to nudge students to read a little more actively but not overwhelm them with the act of annotating. We’ll use this system of collecting and sharing annotations when we begin our literary nonfiction and memoir book clubs in January as well as with our independent reading next semester. I feel like the folders (which I keep once the students remove their work) are a simple but easy to use vehicle for collecting and checking the annotation as a formative assessment. You can make a copy of the rubric I created by clicking here.
How do you encourage active reading and annotating in a meaningful and manageable way?