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Annotating Text “How to Take Notes in Science”

Annotating Text “How to Take Notes in Science”. District Learning Day 9:15-10:30 August 5, 2015. Do Now. Using the article on your table, highlight the main points. Discuss your findings with a partner and observe whether there were any discrepancies. Be prepared to discuss. Norms.

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Annotating Text “How to Take Notes in Science”

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  1. Annotating Text“How to Take Notes in Science” District Learning Day 9:15-10:30 August 5, 2015

  2. Do Now Using the article on your table, highlight the main points. Discuss your findings with a partner and observe whether there were any discrepancies. Be prepared to discuss.

  3. Norms • Be present and engaged. • Be respectful of differences in perspective while challenging each other productively and respectively. • Monitor “air time.” • Make the most of the time we have. • Stay focused on students.

  4. Objectives Know: What annotating the text is Understand: How to use text in a critical way And Be Able to Do as a result of this presentation? Guide students in interpreting texts more closely

  5. What’s the connection? • Annotation is connected to the science curriculum because it helps to explain and draw connections between ideas. • Learning is supported in the content areas by annotating. (Journal of Adolescent & Adult Literacy 2008)

  6. Annotation is not highlighting

  7. How is the thinking process affected? • Annotation slows down the reader in order to deepen understanding.

  8. Airtight Activity:MODELING • This TEM 4.0 game will begin with your prior knowledge and that gained during session. • You will be provided with a TEM checklist and the list that most closely matches my list of applicable TEM points with this session will win a very small, non-essential prize!

  9. Middle school student’s annotation of connotative meanings in Charlotte’s Web

  10. ActivityANNOTATION: PEER REVIEW

  11. Annotation Guidelines Create your own code / symbols, cont.Mark main idea supporting detailskey termscause and effectexplanations(Now brainstorm key concepts with your table) Underline/highlight – CAUTION: Use this sparingly. Underline/highlight only a few words. Never underline an entire passage.At the end of each chapter, bullet-point the key events as a summary or write a short summary.

  12. Annotation guidelines cont. A strong vocabulary comes from reading, not from memorizing lists. -Your text includes many words that will be new to you. -Mark these words. -Try to determine meaning from the context.-If you are really puzzled by a word, look it up.

  13. Teach the students a notation system appropriate for your content area

  14. Annotation Guidelines Have a conversation with the text. Talk back to it.Take your time as you begin a new text.Ask yourself many questions as you begin

  15. Reflection:MODELING • What resonated with you? • What is similar to your current practice? • What is different than your current practice? • What are you going to change as a result?

  16. How does annotation in Grades 6-8 look? • Underline the major points. • Circle keywords or phrases that are confusing or unknown to you. • Use a question mark (?) for questions that you have during the reading. Be sure to write your question. • Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. • Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

  17. Airtight Activity In groups of three (3), we are going to critique a middle school student’s annotations of an article on global warming.

  18. Reflection:Application • What was easiest for you? • What was most difficult? • What else do you need to learn/do prior to applying to your classroom?

  19. ClosingWriting SummationsInformative – TIDET- take notes then write the topic sentenceID- Discuss 3 important details in next sentencesE- end by wrapping up and restating all details

  20. Revisit Objectives Know: What annotating the text is Understand: How to use text in a critical way And Be Able to Do as a result of this presentation? Guide students in interpreting texts more closely

  21. Next steps and activities for follow up Use a shoulder partner to discuss how to annotate text. Write how you will include in your classroom lessons. Attend PLC meetings to gain additional support.

  22. Reflection: One minute paper on post-it • Jot down your “Take-Aways” • Consider what you need to know and be able to do to successfully implement what you have learned in this session. • What is still unclear? • What professional development or additional resources do you need?

  23. References Armbruster, B.B., & Anderson, T.H. (1988). On selecting“Considerate” content area textbooks. Remedial and SpecialEducation, 9(1), 47–52.Conley, M. (2008). Cognitive strategy instruction for adolescents:What we know about the promise, what we don’t know aboutThe best reference for teachers are teachers; please exchange emails. Create a mailing group. Send good strategies, ideas, what work, what did not work…bobote@scsk12.org

  24. District Contacts ShalandaSaulsberry Science Instructional Advisor saulsberryst@scsk12.org 901-416-7984

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