I said, “Well, I think it’s about how water goes up in the air.” I looked at the students and said, “There was a lot of information in this article and that’s all I can really recall. When he did, I paused and looked out at the group with a bewildered look. Phase Two Meet the Strategy – Annotating to Understand Better And Me Playing the Part of a Striving Reader in Front of the Class 😉ĭuring Phase 2, I started by asking one students to come up and be the teacher while I pretended to be a student. I handed him a sticky note with a prompt a teacher might use to check for understanding – “Describe the process of condensation that you learned about in this article.” I asked him to ask me this question. What I’d learned during the reading conferences, confirmed for me that annotating to make sense of and recall details would be helpful to many of the students. I closed by asking them to turn and talk with a partner about a new piece of information they’d learned from the article. Together we went back and reread and discussed. (The author uses a real life example of a puddle of water that appears to be shrinking but in reality…) The student had nothing to say, could not recall how the author did this. Then I asked him to describe to me how the author explained evaporation. I asked him to describe to me the process of evaporation and noticed he was probably drawing from his background knowledge to respond because there was no connection to the text in what he said. When I leaned in, he informed me that he’d read the article twice and, basically, understood it all. He’d pushed the article away and was on to other things. I noticed that while several individuals were able to name the topic they’d read about and give a few general details, they were not describing, in detail, what they’d learned. As you’re reading, I want you to think about new information you are reading that you can add to what you already know.” I encouraged them to put a + sign by new info, but to not spend energy on annotating yet.Īs the students read the article, I leaned in to confer (and assess). I gave them a purpose for reading, “You have been studying condensation and evaporation in science. Then we briefly previewed and made predictions. I followed four steps: define, associate, turn & talk, connect to the source. Understanding this word helps a reader understand many parts of this source better. To start I introduced the vocabulary word “process” - a word that is located in the source. Phase 1 Meet the Source + Conferences to Assess “Are they recalling key details? Are they able to explain what they are learning?” What follows is a description of this three phase lesson. These students were studying the conservation of matter in science so I located a NEWSELA article that described condensation, boiling, and evaporation. I had the honor of teaching a class of 5th grade students with this objective in mind.
Annotating can help us make sense of the details and remember what we read. If we can understand and remember what we read, then we are more likely to be able to engage in critical thinking. “Why can’t I just highlight? Why do I have to annotate?” Ever heard that from a student? I don’t have to convince you of the value of annotating, but we do need to remind (and even convince) students that annotating a source can help us monitor for meaning.
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