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I am excited to try annotation with my second graders using thinking notes.  I think it will help them better understand the texts.  I am also going to share with my first year college daughter pointers for annotating that will help her study.

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I am excited to try annotation with my second graders using thinking notes.  I think it will help them better understand the texts.  I am also going to share with my first year college daughter pointers for annotating that will help her study.

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I like the idea of annotating DURING and AFTER reading, as that targets different types of reflection.

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Annotations are extremely important for readers to use. Readers should begin using annotations at an early age. By annotating, students can have a conversation with the text and have reminders of what they were thinking when they read through the text.

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We need to remember that annotation needs to be taught to our students.  We all forget how useful it is to our own success, and we need to share it with our students.  Students need to learn more than just highlighting.  They need to learn how to write in the margins of the text what they are thinking.  If they do highlight, they need to mark an explanation of why.  We teachers can also use their text-marking as a formative assessment of what they understand.

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We need to remember that annotation needs to be taught to our students.  We all forget how useful it is to our own success, and we need to share it with our students.  Students need to learn more than just highlighting.  They need to learn how to write in the margins of the text what they are thinking.  If they do highlight, they need to mark an explanation of why.  We teachers can also use their text-marking as a formative assessment of what they understand.

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Annotating is not just for college anymore. The younger students are taught to annotate, the more students will understand about what they are reading. Eventually, the understanding will become quite complex at a much younger age.

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Students often highlight a lot when they are annotating, but rarely write why they highlighted it.  First, I will scale back what I expect the students to annotate.  I plan to also require students to make a note if they highlight something.

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We use an annotation bookmark in my classroom, however students do need to be taught how to use them appropriately. They will either mark everything or nothing. Modeling, at this level, is the key to make annotation a great strategy.

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I was shown these great resources on annotation and the idea that it needs to be explicitly taught. Been assuming they (students) know how to do all of this, chances are they do not.

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Highlighting a text is not an effective practice because if a student goes back to the text later, they will not necessarily understand why they highlighted it. However, if they take notes with their hightlighting, they will be able to understand why they highlighted what they did.

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What have students learned already about annotation? Have they been taught explicitly how to take notes on the text? if so, what did their teachers call this? We need to be practicing this explicitly with them, and finding ways to do so with our class sets of novels too.

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Highlighting is not an effective practice if students aren't understanding why they are highlighting. I love the idea of having consistent annotated notes throughout the grade and vertically.

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It is very important to explicitly teach students how to interact with and talk to texts in meaningful ways. Practices that we think are natural, may not be to them

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During shared reading while reading big books, we can place sticky notes with ? ! or other symbols when we have a question, are surprised by something, or feel connected to the story.

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Too often do we assume students already know how to "talk to the text" when in reality, this should be taught explicitly.

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This is a way to simplify annotating. I have used it before, but backed off because it was a little complicated. I like that we can use our thinking and questioning to annotate. This will make a smoother transition to interacting with the text for comprehension. 

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This is a way to simplify annotating. I have used it before, but backed off because it was a little complicated. I like that we can use our thinking and questioning to annotate. This will make a smoother transition to interacting with the text for comprehension. 

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Annotating, for some of my struggling students, has been a 4 letter word!  They have said things like, " I understand it so why do I have to annotate it."

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Annotating, for some of my struggling students, has been a 4 letter word!  They have said things like, " I understand it so why do I have to annotate it."

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I think we should show both of these videos, first to all our teachers, and then in our first days of school, have every teacher have their students annotate their syllabi

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"Thinking notes" seems to be a fantastic idea. Not only does it teach a form of annotation, but it also acts as a great way to discuss the entire work.

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I think that the "thinking note" strategy will be a nice way to introduce relevant annotation to my students. Sometimes it seems that students want to highlight or underline the entire work because they have difficulty distinguishing what is important, and I think that this strategy will help them to prioritize how they interact with the text.

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Something that I have always felt, and this has validated my thoughts, is that it is important for students to think of annotating a text as having a conversation with the text.  If a student underlines something, they have to write something too.
While we cannot make copies of everything we read and students cannot write in their textbooks, I do wonder how effective annotating digital texts compares to traditional pen and paper.

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The videos both give excellent concrete strategies for how to annotate. Using simple punctuation in the Thinking Note strategies is an excellent strategy. I plan to start simply and eventually build toward more complex annotation such as enumeration and paraphrasing directly on texts.

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I want to incorporate the thinking notes strategy as I think it is so valuable to have students use their metacognition skills.  Students need to be challenged to think about why those chose a particular element. 

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I want to incorporate the thinking notes strategy as I think it is so valuable to have students use their metacognition skills.  Students need to be challenged to think about why those chose a particular element. 

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I'm really excited to try annotation with my first grade groups as well as my sixth grade groups and to be able to watch how they grow as annotators throughout the year!

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I'm really excited to try annotation with my first grade groups as well as my sixth grade groups and to be able to watch how they grow as annotators throughout the year!

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I have referred to annotation as so many different things when assigning jobs for literature circles. It is really interesting to see the other strategies people use. As we move our school into the 21st century with incorporating more and more technology I would like to figure out how to post samples of digital books from Project Gutenberg to Google Classroom so students can annotate digitally and access their notes from any device. They won't lose their notes and I would be able to check their progress:) Just an idea I had.

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I have referred to annotation as so many different things when assigning jobs for literature circles. It is really interesting to see the other strategies people use. As we move our school into the 21st century with incorporating more and more technology I would like to figure out how to post samples of digital books from Project Gutenberg to Google Classroom so students can annotate digitally and access their notes from any device. They won't lose their notes and I would be able to check their progress:) Just an idea I had.

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I'm anxious to work with you, Caitlyn, on figuring out "universal" annotating codes for us to use across grade levels!