The educator helps students create annotations that are selective, metacognitive, textually dependent, and useful.
Expert readers employ several key strategies to monitor their comprehension and engage with the text as they read: summarizing, asking and answering questions, concept mapping, activating prior knowledge, and recognizing patterns. Non-expert readers greatly benefit from explicit instruction in these strategies, particularly when the strategies are used to study meaningful course content.
Annotation is one of the best ways to instill these reading strategies and make them visible for both students and teachers. Because annotation encourages students to read texts closely and actively, it is one of the primary ways to deepen learning.
Educator explains and models key annotation strategies through a think-aloud, projecting a document for the class and annotating it or sharing photocopies of an annotated document. The annotation strategies will vary according to the objectives of the assignment and the particular text being read.
Key strategies to highlight:
Educator asks students to annotate a text on their own with specific guidelines that target the objective of the reading and the type of text being annotated. Students may be asked to summarize key passages, identify examples of figurative language, take note when they do not understand the meaning of the text, and/or generate questions for discussion using specific passages from the text.
Educator then assesses these annotations, either by circulating the room, collecting students’ annotations and giving written feedback, or by prompting students to share their annotations in a group setting. Educator uses annotations to inform instruction by investigating what students found most compelling in the text, what they were confused by, etc.
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a äóìYesäó for each component in Part 2.
(450-word limit total):
Activity Description: What text(s) were students annotating, and what was the deeper learning objective?
Activity Evaluation: How did you know that students were effectively annotating the text(s)?
Please submit evidence toward your demonstration of competency in teaching effective annotation strategies. This may be in a photocopy of student annotations from an assignment, a copy of your instructional guidelines for annotations, or a video of your class annotating a text together.
Please submit two student-created reflections on their experience of using annotation strategies. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned using the following questions as a guide (200-word limit):
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