Annotating Texts How To Take Notes Talking to the Text Today Warm Up TERM TUESDAY Annotating- Spelunking Article of the Week
HOMEWORK REMINDERS ANNOTATE AOW Brain Rules Content Objective Students will demonstrate the pre-reading FIVE FINGER strategy and the annotating strategy of NAMES using a one page text Spelunking Language Objective Students will discuss the article Spelunking and
write a summary of Spelunking with an opinion response using third person language. Looking Ahead Warm Up Word Wednesday Rhetorical Prcis Article of the Week Annotation
CCSS: Speaking and Listening 1 Initiate and participate effectively in a range of collaborative discussions, building on others ideas and expressing their own clearly and persuasively. RI. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.2. Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.10. Read and comprehend nonfiction texts, with scaffolding as needed. Essential Questions: How does previewing a text help a reader begin to think about the text?
How can using a strategy such as NAMES help increase a readers understanding of the text? Warm Up TERM TUESDAY
ANNOTATION SPELUNKING Article of the Week On Tuesday of each week, you will have three slides of ELA Academic Terms to copy. This is a 4 minute assignment. After 5 minutes, I will send
a student, T.A. or myself to stamp your paper. If you have not copied the sentences, you will not receive a stamp. We will review the terms and you will have a TERM QUIZ on the second Friday of each month. Also known as a PLOT DIAGRAM or PLOT MAP Can you name the parts? Also known as a PLOT DIAGRAM or PLOT MAP
Mortimer Adlers How to Mark a Book 1. The first one is those who own the books but never get to read the contents, for example, the sellers or the libraries. 2. The second one is those who own the book. They may get through with reading quickly but nothing absorbs in
their brains. The book is more likely to be used for entertainment purpose. 3. The third one is what the author strongly recommends, the one uses active reading technique to process their deep thought throughout the book. They constantly communicate with the author by jotting down notes on the books. They are the one truly own the books. 1
2 3 Challenge Time Match number with
the letter and create an analogy. A B C
Previewing the Text IDENTIFIERS: title, headings, subheadings CONTENT: 1st and last paragraph VOCABULARY: type forms=boldface, italics, etc. VISUALS: all graphics (pictures, graphs, & captions) SUMMARY: end of text questions
Previewing: Before You Annotate Find a quiet place with no distractions (this means no music, cell phone, or TV) Look at the title Usually includes authors subject or method Who is the author? What you already know helps you guess something about the writing
If biographical sketch is provided, read it Adapted from The Bedford Reader and The Little, Brown Reader Adaptation by Laura Hayes Previewing: Before You Annotate In what was it published? Would you be more likely to believe Living Mermaids: An Amazing Discovery if it were published in Scientific American or The National Enquirer?
Indicates for whom it was written When was it published? If its about mermaids, will you find it more reliable if written in 1988 or 1788? Adapted from The Bedford Reader and The Little, Brown Reader Adaptation by Laura Hayes CATEGORIES OF TEXT
RESPONSE Now, you can begin to make connections to what you already know. You can also begin: Making predictions Asking questions Stating opinions Studying of the authors craft Making connections
Reflecting on content or the reading process If you do not have paper copies available for students to mark up, have them use sticky notes or keep notes with references t o page and paragraph numbers. I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. You shouldnt mark up a book which isnt yours.
Mortimer J. Adler How to Mark a Book N-A-M-E-S Annotating Text Annotating Strategy N-A-M-E-S
In this class you are expected to follow this strategy for all the texts you read. When they are in the text book, you will need to use post-it notes. N-A-M-E-S Number the Paragraphs Arrange in Chunks Mark for Understanding and Questions Use the symbol chart on the bookmark Write in left margin what the author says (THEY SAY)
Write in right margin your response to the authors word (I SAY) Establish Main Idea and Purpose Summarize Chunks Symbols / Meaning SYMBOL KEY WORDS
Unfamiliar words ? ! Comments MEANING
Important Key Words I Get It! Unfamiliar Words I do not understand I am surprised Connection
I am thinking Annotations: An Overview No one right way to annotate as you read General principles for good annotating to keep in mind Look up words you do not understand Write marginal notes in the text Make connections to ideas you already know
Let Us Practice Preview the Text Read the Text and Annotate! Spelunking, by B. Wilkins TIME TO READ & ANNOTATE
Reading with Pen/Pencil in Hand HOMEWORK Annotate the article of the week Questions and Answers
Sur le temps d'engagement moteur. - « le temps d'apprentissage demeure la composante vitale de l'efficacité de l'enseignement » (M.Bourgeois, Didactique de la gymnastique, PUF, Paris, 1998) Les possibilités matérielles peuvent autoriser la multiplication des ateliers ou des circuits.
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