Annotation and

Close Reading of
Complex Texts
Learning to Read with
Highlighters and Pens

Close Reading: What is It?

Close reading is thoughtful, critical
analysis of a text that focuses on
significant details or patterns in
order to develop a deep, precise
understanding of the texts form,
craft, meanings, etc.
It is a key requirement of the
College and Career Ready
Standards and directs the readers
attention to the text itself.

What Does It Include?

Using short passages and excerpts
Diving right into the text with limited prereading activities
Focusing on the text itself
Rereading deliberately
Reading with a pencil/annotation
Noticing things that are confusing
Discussing the text with others: Think-PairShare, Turn and Talk, and/or Small Groups

What is Annotation?
Annotation is marking a text to show understanding. While
there are many ways to annotate, at Cordova, we are using
the following:
Highlighters:
* Yellow is used to highlight the claim of the text and
the
conclusion that mirrors or summarizes the claim
at the end
of the text. A claim is the argument
presented, and it may be called a thesis or central idea.
By using the term
claim (claim and yellow share the
letter L), we simplify the
language for all of us
teachers and students.
*Green is used to highlight the grounds (evidence)
upon which the claim is based. It is the proof that
supports the claim. Grounds and green share the letter G.

What is Annotation?
Pens/Pencils:
The color of the pen/pencil is irrelevant. It is the mark that
matters.
Underlining: The reader underlines words or passages that
he/she
thinks are essential to understanding the text.
Readers may underline text that has already been highlighted
in green, but one goal is to look
for words/passages in
addition to the grounds that reveal more specific information
about the grounds.
Additionally, readers will label the underlined text
(metaphor, simile,
allusion, quote, data, comparison/contrast,
counter-argument, etc) and briefly explain why/how the author
used it, the purpose it
serves, or how it supports the claim.
Circling: Readers circle words/text they do not understand or
find
confusing.

I Read the Text. Im Done,

Right?
No.
Our process requires three readings to
attain comprehension, understand the
significance of the text, and establish an
interpretation of the text.
While experienced readers often
combine steps, we want our readers to
use three separate readings.

1st Reading: Comprehension

The reader attempts this cold with no
preparation or help from the teacher other
than the directions.
In this step, the reader understands the
reading by answering one of the following
questions:
What happened? (fiction)
What is the author saying? (non-fiction)
What is the author trying to accomplish?
(non-fiction)

Reading #2: Significance

The reader annotates in this step using this process:
1. Highlight the claim and conclusion in yellow.
2. Highlight the grounds in green.
3. Underline important words/text. (No need to label or
explain it yet.)
4. Circle any words, ideas, or text that is confusing or
not understood.
The reader is trying to answer the following:
. What is the message?
. What is the argument/purpose?

Reading #3: Interpretation

The third read is to create an interpretation of the piece
at a higher, more analytical level. This can be
expressed in terms of social/political/cultural terms
and/or how the author develops this piece through
rhetorical strategies/devices and/or literary
techniques/devices.
Questions to address include the following:
What did the author do?
Why did he/she do it?
How/Why does it work?
In this step, the reader adds a label and explanation to
the underlined passages. The next step is writing an
essay that explains the interpretation.

Practice Time
1.Read to comprehend. Look for
the big picture.
2.Annotate to show understanding
with highlighters and
pens/pencils.
3.Interpret what you know.