Reading is a complicated activity involving more than merely looking at words. Our minds sound out words, look for words we don’t know and try to find contextual clues, and search for the meaning of the words. All this takes place without us really knowing it is occurring. However, when reading takes on an academic purpose and becomes more difficult, it is harder to pay attention. This is where the strategy of Annotated Text comes into play. Using Annotated Text techniques allows a reader to become an active participant in the reading process, rather than passive. It helps a reader to stay focused on what they are reading and to remember what they have read afterward.
Most people have used the most common Annotated Text strategy – that of the simple yellow highlighter. But if you are like me or most learners, after awhile, I’m underlining everything, and enjoy the color more than what I’m reading. There are other methods of using this strategy that are innovative and keep attention better than the trusty yellow marker.
There are several different graphic organizers or mind maps that help with Annotated Text strategies. These include the Cornell Note Taker and The Main Idea mind map. There are various web sites that allow a user to print these for free. Other names for these are Academic Notes and Classification notes. If a specific reading strategy is desired during the reading process, then the graphic organizer can focus on this, such as Cause and Effect graphic organizers. These keep the student actively involved during reading.
Margin Notes
If the text book is your own, write all you want in the margins, but most text books won’t allow for this. margin notes can be actual margin notes, or completed as typical reading notes on a separate piece of paper. Margin Note bookmarks can also be created by using construction paper or ones can be printed from the Internet. I like to give a direction and headings to my margin notes, as many readers aren’t sure what to write. On my Margin Notes I list main idea, supporting details, important dates, important people, what I think, and what I’ve learned. By having specific questions, the reader stays more focused.
Create an Outline of the Reading
Often times, if a student can see how all of the reading material is related, they understand the main idea and concepts better. Having students create an outline of their reading often helps with this. For students who do not know how to write an outline, I provide a basic outline I have created and copied. After reading, we then go over the outline on the Smart board or Whiteboard. Sometimes I allow students to work in groups, creating a group outline for a collaborative learning activity.
Write New Words and Definitions
If there are words that a student does not understand, they can lose comprehension during the reading process. Students should be encouraged to write down any words they do not understand, look up the meaning and translate it in their notes to a statement they do understand. An excellent graphic organizer for this process is the Frayer Model, allowing a student to write the word, its definition, its characteristics, and non essential characteristics. This strategy should be gone over in practice several times before allowing a student to use it on their own. For students that are visual learners, they can be allowed to draw what the word means to them.
These are just a few Annotated Text strategies that might work for your classroom or home schooled students. If the trusty yellow marker words for you, so be it. However some students need a little something extra to help them interact with their text and remember what they have read.
http://www.dubois.cps.k12.il.us/Strategie_Charts_Documents.htm
http://www.bucks.edu/~specpop/annotate.htm
http://its.guilford.k12.nc.us/act/strategies/Frayer.htm
