After students have read and annotated the text, break the students into groups for discussion.Įxplain to them that they will be working with their groups cooperatively to create a poster that identifies the main ideas of the text.Are you able to make a connection to something in the text? Draw an arrow and note the connecting idea or experience in the margin.What questions do you have about the text? Write your questions in the margin.Use a dictionary to define words unfamiliar to you and write their definitions in the margin. What terms are new to you, and what do they mean? Circle them.What ideas did you find important? Underline these points and note why you found each one important.What ideas did you find surprising? Use exclamation marks to identify these and note what caught your attention. Make a note in the margin about what was confusing. What did you find confusing? Identify key words, phrases, or ideas that you don’t understand with question marks.Using the Close Reading Annotation Symbols table as a guide, students can respond to the following questions as they annotate their texts: Share the Close Reading Annotation Symbols table with the class. Encourage students to make notes in the margins of the text to enhance the annotations. As they read the text they should underline and highlight key words and phrases in the text. Ask students to read the text a second time, much more slowly and focusing on specific details.This is sometimes called “reading for gist”. Instruct students to read the text quickly the first time, just to get a sense of the ideas expressed.Copy of the Collaborative Poster Rubric document | PDF. Students should have their own pen or pencil for annotating the text.Ĭlose Reading Annotation Symbols document | PDF displayed for all students to see.
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