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Annotation and Questioning Strategies

Annotation and Questioning Strategies. Practice and Application. First, what’s the point?. “Close-reading” is designed to encourage readers to be more focused. The goal is to become stronger readers.

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Annotation and Questioning Strategies

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  1. Annotation and Questioning Strategies Practice and Application

  2. First, what’s the point? • “Close-reading” is designed to encourage readers to be more focused. The goal is to become stronger readers. • The ultimate goal is not just to be a strong reader, but to be someone that can compete globally for jobs. If you cannot read well, you lack a fundamental skill that could cost you more than you realize now.

  3. So, what is annotation? • While you read, you are probably thinking. • Ask yourself questions? • Talk to yourself about the implications? • If you annotate, you actively write down the thoughts that cross your mind while reading. There are countless methods of how to annotate.

  4. Suggestions? • Label and explain the function of a literary device (metaphor, simile, imagery, personification, symbol, alliteration, etc.) • Label and explain the writer’s style: • Diction (word choice) • Tone (voice) • Structure (sentence types) • Label the main idea, supporting details, evidence that links to main argument of the piece • Questions that you have while readingor comments you have about explained ideas

  5. What should it look like?

  6. Okay, time to practice… • You are going to read a very small excerpt from Toni Morrison’s book Jazz. • We’ll read it again, and again, and again. Each time, we’ll focus on something new and different.

  7. A final reminder… • Write legibly. • Don’t abuse the ability to circle or underline. • Use brackets. • Color-coding never hurt anyone! • ABOVE ALL: Explain all your markings.

  8. Toni Morrison, Jazz I’m crazy about this City. Daylight slants like a razor cutting the buildings in half. In the top half I see distracted looking faces and it’s not easy to tell which are the people, which the work of stonemasons. Below is a shadow where any blasé thing takes place: clarinets and lovemaking, fists and the voices of sorrowful women. A city like this one makes me dream tall and feel in on things. Yep. It’s the bright steel rocking above the shade below that does it. When I look over strips of green grass lining the river, at church steeples and into the cream-and-copper halls of apartment buildings, I’m strong. Alone, yes, but top-notch and indestructible--like the City in 1926 when all the wars are over and there will never be another one. The people down there in the shadows are happy about that. At last, at last, everything’s ahead. The smart ones say so and people listening to them and reading what they write down agree: Here comes the new. Look out. There goes the sad stuff. The bad stuff. The things-nobody-could-help stuff. The way everybody was then and there. Forget that. History is over, you all, and everything’s ahead at last.

  9. Reading Tasks… Linguistic • Underline all the verbs. • Look at the word – does it imply action? • Review the verbs you see. On a separate sheet of paper, explain how the verbs are similar or are different. • Put a slash (/) after each sentence. • Look at the sentence length. On average, what would you say the sentence length looks like? Are they short, medium, long? • Circle words you do not know. • Look at the word in the sentence. What could it mean?

  10. Reading Tasks… Semantic • Look for words that have a strong connotation. • How would they impact readers that are young? Old? Answer these on a separate sheet of paper. • Underline words that act as imagery. • It has to be descriptive. Don’t abuse the underline… be critical!

  11. Reading Task… Structural • How does the author develop the view of the city? • Write your response on the back of the sheet. • Be prepared to talk. We’re going to randomly select you to share your response. “I don’t know” is unacceptable.

  12. Reading Tasks… Cultural • How does this piece connect to this image? Downtown Phoenix, AZ

  13. DOK/Questioning Strategies • Using the handout provided with the Depth of Knowledge chart and the Bloom’s taxonomy (Levels 4-6 Chart), draft one question that uses a DOK Level 2 verb.

  14. Prepare to Engage Yourself. • Using your shoulder partner, share your DOK Level 2 question/task. • Together, choose the better question/task.

  15. From 2, multiply to 4. • Turn to a pair in front or behind you. • Share your task. The other group must now respond to the task provided. • Use your notes from Morrison!

  16. Turn to the left/right… • Okay, one group has now looked at your task. Let’s see what another group thinks/says. • Rinse and repeat the cycle: share your task. Respond to that task.

  17. Share-Out

  18. Culmination • Answer the following questions on a separate sheet of paper using: • Textual evidence from Morrison • Complete sentences • Prompt: What is Morrison’s main point of the excerpt? What evidence can you find to support your answer?

  19. Response: Ticket Out The Door When you first read Morrison, you may not have understood the piece amazingly well. Do you now? On a scale of 1 (not at all) to 5 (completely), how well do you understand Morrison now?

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