![]() ![]() She doesn’t show her thinking at all, and as her teacher, I can’t track with what she’s figured out or not figured out. Notice that this student just jotted down things she noticed, providing no explanation or understanding. In the second one (below), the student came in with a solid idea and explained how the evidence supported it. So she RE-IMAGINED that “hate” and “fireworks” are actual symbols for “passion” and wrote an interpretation at the bottom that was consistent with her reading. And then she noticed that the other person’s “fireworks” seemed more loving than hateful. Annotation increases your odds of remembering what youve read, because you write those annotations in your own words, making the information your own. Then she noticed that the images of the speaker’s fireworks were too pretty to be about hate. These student really showed their thinking and how it changed over time! In the first one, she started off thinking that “I hate you” meant “I hate you.” In line two, she asked a question about why someone would be polite to someone they hated. Notice that the “student” wrote down things she noticed AND explained why she though those things were meaningful.Īnother set of “good” annotations, this one from a poem we worked on together. If you do better with examples, here are two. Point out the red flags with no explanation….Use “English teacher speak” with no meaning.Inserted at random so it “looks finished”.Describe what the red flags are there for.Show me the connections and evidence you’re using.Now that you’ve had a little practice annotating stories, poems, and songs, I want to take a step back and talk about what makes an annotation GOOD. A quick reminder that our day’s schedule is in the previous post. ![]()
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