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But when it comes to deciphering the meaning of a more complicated text, we might need to paraphrase/ summarize by paragraph, or go even smaller to the sentence/ phrase level. This, of course, depends upon the complexity of the text because there are times when we can look at a text and immediately decipher the message (say, a car advertisement, for example-“buy the car!”). These are all tips to keep in mind when having your students highlight and annotate with this process.īefore we can analyze a text and/or interpret the meaning of a difficult text, we must first take a look at the “moving parts.” We need to see what’s there, get an idea of the overall topic before we attempt to analyze or interpret it. But this takes lots and lots of practice, and sometimes students think they can do it all at once, only to find out later on that they’ve misinterpreted the text because they moved through the close reading process too quickly. Once they have mastered the strategy, they can then begin to allow the process to become more organic by highlighting and annotating recursively, meaning that they can highlight and annotate for these three items all at once as they read. However, it is important to note that students should move through these annotations in the order listed below, especially when close reading a complex text with a complex message, because the order of these steps will expose the reader to the multiple layers of reading and comprehension. It goes backwards and forwards and skips around because we tend to complete some of these processes in a different order for different texts, and sometimes even simultaneously. I will discuss each of these three annotations in further detail as we go, but please note that although the Three Levels of Thinking are listed in numerical order-from making observations to drawing conclusions (much like the Scientific Method)-I discussed in my blog from last week that this process is recursive. Finding rhetorical relationships in the text and considering what they emphasize
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Making connections in order to brainstorm abstract topics that will become thematic claimsģ. Making observations by paraphrasing & summarizingĢ. The three annotations for deeper reading include:ġ. For each step in the process of our thinking, students can make annotations that will facilitate their comprehension of a text’s message and purpose. The three simple annotations for deeper reading accompany each step of the Three Levels of Thinking. In order to fully comprehend the usage of these three simple annotations for deeper reading, please read my blog about the Three Levels of Thinking. These three annotations accompany the reading strategy Three Levels of Thinking, which I blogged about last week.
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To do this, there are three simple annotations that I use with my students for all texts in order to take our reading to a deeper level. While there are various annotation guides and strategies, I like to keep things simple and efficient for my students. Of course, there is an ongoing conversation as to whether or not highlighting in particular detracts from comprehension (here’s looking at you, Harvard), but most people agree that marking key information and observations is overall very helpful in the process of deciphering a text. Active and purposeful highlighting and annotating is an important skill that can enable greater success in being able to comprehend a text.