Staff

Development
Annotation and Close Reading

Anchor Standards for Reading

Anchor Standards for Reading

Anchor Standards for Reading

Anchor Standards for Reading

What is annotation?

Why annotate?
Reading text on a Chromebook or
tablet is different than reading from a
book
Annotation engages us --so we learn
more and can remember better
Annotation forces critical thinking

Merceds
Annotation
Guide is a
tool to help
interact
with text.
It can be
used
digitally or
on paper

Annotation can
look like this:
or like
this:

The MHS Annotation Guide allows you to

use symbols or colors to interact with the
text

Symbols Example: The Declaration of

Independence
Brackets= Main Idea
Underline= Supporting information
Circle= Essential Vocab
Box= Challenging Vocab
We hold these truths to be selfevident, that [all men are created equal,
that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty and the pursuit of Happiness. ]That
to secure these rights, Governments are instituted among Men, deriving
their just powers from the consent of the governed, That whenever
any Form of Government becomes destructive of these ends, it is the
Right of the People to alter or to abolish it, and to institute new
Government, laying its foundation on such principles and organizing its
powers in such form, as to them shall seem most likely to effect their
Safety and Happiness.

Color Example: The Declaration of

Independence
Green= Main Idea
Blue= Supporting information
Pink= Essential or Challenging Vocab
Yellow= Other important information

Comments can
also be added
when annotating

Instructional Norm #1: Learning objective is MEASURABLE and understood by each

student
Objective is written, in measurable terms: Demonstrate, List, Show, Define,
Evaluate, Explain, Identify, Match Key Terms, Summarize, Paraphrase, Write,
Solve, Simplify, etc) stated, and restated in student-friendly language throughout
the lesson, including closure
Students demonstrate understanding of the learning objective
Daily objective and unit objective is clarified through the Unit and Course
Organizer
Objectives are tied to Standards and essential questions in Unit Organizers.

Instructional Norm #2: Students are engaged in daily activities that integrate all
FOUR DOMAINS of language: reading, writing, speaking, and listening
Students receive instructionally appropriate development of academic vocabulary
Students participate daily in:
reading (tests, textbooks, strategies RT-SQ3R, handouts, real documents, peer
review, etc
writing (exit slip, daily journals, homework assignments, lab work, essays/reports,
article summaries, note taking, sentence starters, moodle. .
speaking (pair/share, responding to questions, answering in complete sentences,
presentations, group work, reading aloud, etc)
listening ( peer editing, pair/share, lecture, oral presentation critiques etc)

Instructional Norm #3: WRITING SKILLS are consistently integrated into all
disciplines
All students in all disciplines receive instruction and feedback in writing mechanics
(pre-writing, outlines, grammar mechanics, thesis, etc)
All students in all disciplines will demonstrate daily some form of writing (letter
writing, word problems, journal, closing activity, summarizing, paraphrasing,
quick writes, sentence starters, etc)

Instructional Norms #4: Questioning techniques ensure students demonstrate

HIGHER ORDER THINKING SKILLS (HOTS)
Students demonstrate Higher Order Thinking levels (cause/effect,
comparison/contrast, define, evaluate, explain, identify, etc)
Students receive adequate wait time
Probing questions are used to expand on low level and abstract questions
Students have an opportunity to ask/write questions
Students actively engage in class discussions with established ground rules
Questioning strategies used ensure all students have an equal opportunity to
demonstrate higher order thinking skills
Students answer essential questions that are scripted

Instructional Norm #5: Teachers employ frequent, purposeful, CHECKING FOR

UNDERSTANDING
Students will demonstrate their understanding of content by using a variety of
response strategies (whiteboards, precision partnering, think pair/share, thumbs
up/down, quick write, exit/entry slips, warm- up/reviews, pre-quiz, tests/quizzes,
quick presenters/report outs, test reviews, focus lesson, remote response
system, etc)
Random selection is used throughout the lesson in all classrooms (popsicle
sticks, cards, hat software, etc)

How to add Kami to Annotate

Digitally:

Open Google Chrome Store

Type in Kami in the Search Box

Select: Add to Chrome
Accept any prompts
Begin using Kami!