![]() ![]() ![]() I then allow them time to read the piece independently, indicating they are finished by looking up. Beginning with questions allows all kids to move forward, even those kids who might be error-conscious. I distribute a copy to each student and ask them to first read the title and write three questions inspired by that title. They will have great notes to use when they are asked to write about the texts. They will have something to say if they are called in to contribute to a discussion. Every collected annotated text is a chance at a 100%. They will be stronger readers and better writers. I always open by telling kids what’s in it for them. This makes the process worth the instructional time it consumes. The selections have to be relevant to the core readings we share, non fiction I hope will enhance the reading experience. For my seventh and eighth graders, I try to find articles in The New York Times or Sports Illustrated or on-line. By the end of the first quarter of seventh grade, the kids are automatically picking up their pens. It takes experience before kids get the hang of this, but it is worth the effort and the time. Though I would never say this is the end-all and be-all of reading strategies, it is one element that has consistently been successful for all my students. Once again, annotating proved a win-win: kids who took good margin notes earned grade boosting quiz scores and their reading comprehension and written responses improved. When I decided to try my luck in a middle school classroom, I adapted the learning strategies that had been successful with high school students for younger pupils. To facilitate grading, I created a five point rubric. To be successful in AP Lit, kids had to scrutinize texts through close readings. The density of the texts we shared in that course and the level of analysis required on the AP exam demanded that students do more than scan a piece and provide a cursory summation, two things that the typical honor student seemed to have mastered. I first became a proponent of annotating when I taught AP Literature more than ten years ago. When it becomes habit, annotating improves comprehension by keeping students actively engaged, provides the necessary textual support for writing and gives kids courage to join in class discussions. Whatever name we give it, annotating is one of the best reading tools we can give to our students. ![]()
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