Annotate the Text

Reading Comprehension strategy: Making Connections

Grade Level: 9-12

AASL Skill 2.1.1: Continue an inquiry based research process by applying critical thinking
skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to
construct new understandings, draw conclusions, and create new knowledge

AASL Benchmark: Critically examine and analyze relevant information from a variety of
sources to discover relationships and patterns among ideas

Summary: The students will use annotation marks as they complete a close careful reading of
texts in various formats. The annotation marks will be utilized during the second and third
reading of text as students are reading for meaning and understanding. The students will use
annotation marks similar to the attached page to show that they are making personal connections
to the text. If the school uses the AVID program, then students will use the “Marking the Text
strategy.”

Why It Works: According to an article in the English Journal (from the Read-Write-Think
Lesson Plan), the author Matthew Brown “uses the avenue of personal connection to facilitate
valuable outcomes that can result with reading and interacting with the text.” By allowing and
encouraging students to utilize annotation marks, the students will have a deep understanding of
what they have read. The deep understanding will allow students to utilize the information in an
accurate and efficient manner.

Assessment: The students will be assessed depending on how they have utilized the annotation
marks. According to ReadWriteThink, “students should be able to move beyond surface
connections (word definition, summarizing the story) and make deeper connections (explaining
feeling, connecting to actual life events).” Therefore, students who make several annotations that
relate to themselves and the text demonstrate mastery of the skill. There will be an emphasis
placed on the quality of the annotations rather than quantity.

Teacher/Librarian Role: The teacher and the librarian will need to work together to devise a
list of annotations to use across the grade levels (the attached document is a sample). The teacher
will need to model how to properly use annotations and give students time to practice the skill.
The librarian will need to reinforce and support use of the annotations when assisting with
research. The librarian will also have the annotation marks posted in the library for quick
reference. The librarian will also post a screencast of how to use Skitch (an app available on all
WCPS iPads) for the purpose of annotating texts in print and electronically.
 Annotating Text

Overview: You are to make notes as your read and after you read an assignment. You will note
things that are important, interesting, and confusing. Codes are used to make these notations and
these codes are written on sticky notes or in the margins of the text. Doing this helps you have a
deeper understanding of the text and be better prepared for class discussions and activities.

The codes that we will be using in English are:

? I have a question about this/confusing

! Interesting or important point

LT Literary Term

ML Metaphorical Language

V Vocabulary word

TT Text to another text you’ve read

TS Text to yourself

TW Text to the world

Source: https://www.teacherspayteachers.com/FreeDownload/Annotating-Text-
Bookmarks-778548
 WORKS CITED

“Annotating Text Bookmarks.” Teachers Pay Teachers,

www.teacherspayteachers.com/FreeDownload/Annotating-Text-Bookmarks-778548. Accessed
25 July 2017.

Marking the Text. AVID, http://www.sps186.org/downloads/blurbs/23663/Marking The

Text.pdf. Accessed 26 July 2017.

Standards for the 21st Century Learner in Action. American Association of School Librarians,
2009.

“Teaching Student Annotation: Constructing Meaning Through Connections –

ReadWriteThink,”Readwritethink.org, www.readwritethink.org/classroom-resources/lesson-
plans/teaching-student-annotation-constructing-1132.html?tab4#tabs. Accessed 25 July 2017.
 GIST Strategy
Reading Comprehension Strategy: Summarizing

Grade Level: 6-8

AASL Skill 1.1.6: Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.

AASL Benchmark: Evaluate, paraphrase, and summarize information in various formats.

Summary: Using the GIST strategy from ReadWriteThink, students will be able to summarize
what they have read. Students will identify who, what, when, where, why, and how to determine
the important components of the text they are reading. Once students have identified the 5Ws
and 1 H, they will write a summary using approximately 20 words. With practice, students will
be able to summarize automatically without having to use the GIST strategy.

Why It Works: The GIST Strategy is effective because it gives students a tool and a framework
for constructing summaries. In the article “Mindful reading: Strategy training that facilitates
transfer,” C. Roder explains the students “benefit from strategy instruction. Too many strategies
taught in a short amount of time do not lead to transfer.”

Assessment: The summaries written by students will show whether or not students have
mastered the GIST strategy. Student summaries must contain all of the components including the
who, what, when, where, why, and how to demonstrate mastery. The following scoring rubric
aligns with the standards based rating scale used in the Washington County Public School
system. “Get the GIST: A Summarizing Strategy for Any Content Area” was also used to create
the rubric for scoring.

4 – The summary shows evidence of higher order thinking, has a clear vision and goes above and
beyond the 5Ws and H.
3 – The summary is accurate and contains the 5Ws and H.
2 – The summary is somewhat accurate and is missing some of the 5Ws and H.
1 – The summary is incomplete and does not show student understanding.

Teacher/Librarian Role: The teacher will be responsible for introducing the strategy and
helping students recognize why it is important to summarize the text during the reading process.
The teacher will also give examples and practice time for students to use the strategy. The
librarian’s role will be to reinforce the strategy being used during the research process. The
librarian will also help students put the strategy into use using multiple formats, digital and print
that are available in the library.
 WORKS CITED

“Get the GIST: A Summarizing Strategy for Any Content Area - ReadWriteThink.”
Readwritethink.org, www.readwritethink.org/classroom-resources/lesson-plans/gist-
summarizing-strategy-content-290.html. Accessed 26 July 2017.

Standards for the 21st Century Learner in Action. American Association of School Librarians,
2009.

“WCPS Standards Based Reporting.” WCPS Standards Based Reporting,

wcpsreportcard.weebly.com/. Accessed 26 July 2017.