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Annotating for Deeper Understanding (1).pptx

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Annotating for Deeper Understanding
Purpose of Annotation Students monitor their inner conversation and annotate the text to leave tracks of their thinking. Leaving tracks like this gives them a place to hold and remember their thoughts. Harvey & Goudvis, 2017
Annotation for Surface Understanding (Recap) Texts that Entertain Texts that Inform Identify the characters, setting, problem(s) and solution(s) Identify the main ideas and supporting details Linking the pronouns/other noun phrases with their referents using double-headed arrows For words/phrases that we do not understand
Connecting Thoughts on Texts Making connections to personal experiences facilitates understanding. Our prior experience and background knowledge fuel the connections we make. We teach students to activate their background knowledge and think about these connections. Harvey & Goudvis, 2017
Progression of Annotation from Middle to Upper Primary As students progress from the middle primary levels to the upper primary levels, they work towards deeper comprehension of a text by asking questions, making connections and identifying surprising information.
Ask Questions 01 Make Connections 02 Look for Surprising Information 03 Form Opinions 04 For deeper understanding of the text, encourage students to:
Ask Questions 01
Why do we get students to ask questions? To get them to wonder about their reading To gain information and find out the answers to their questions To help students make inference Harvey & Goudvis, 2017
Ways to ask questions about the text Possible question stems I wonder... Why...? How...? I'm confused... My big question is...
Ask Questions When students wonder about what they read, they learn new information and answer their questions (Harvey & Goudvis, 2017). P4U6 Dinosaurs Exist! Reading Comprehension
Ask Questions Asking questions often leads to inferential thinking. We let students know that inferring involves taking our background knowledge and combining it with clues in the text to come up with a reasonable idea of what is going on. (p. 142) P4U5 Ruby's Sunflower Close and Critical Reading 1 Background knowledge Clue from the text
Make Connections 02
Make Connections: Activate, Connect, Build We teach readers to: refer to prior personal experience; make connections between texts and media; activate background knowledge of the text; connect the new to the knownuse what they know to understand new information; and merge thinking with new learning to build a knowledge base. Harvey & Goudvis, 2017, p. 17
Make Connections: Activate, Connect, Build When children understand how to connect the texts they read to their lives, they begin to make connections between what they read and the larger world (Harvey & Goudvis, 2017). P4U5 Rubys Sunflower - Close & Critical Reading 1
Make Connections: Activate, Connect, Build When we make text-to-self connections to the text, we merge our prior knowledge with what we are learning from the text. P4 Supplementary Text Rats' Nest Reading and Viewing
Look for Surprising Information 03
Look for Surprising Information As readers pay attention to unusual information, it helps them understand how to make connections. (Harvey & Goudvis, 2017). P5U5 A Game of Emails - Reading and Viewing 1 (Draft) In this context of a persuasive email, the identification of surprising information enables readers to pay attention to the points that influence the teachers decision of having a gaming CCA in the school. I didnt know that gaming can improve our thinking skills. !
Look for Surprising Information Looking out for surprising content nudges readers to pay attention to unusual details. Paying closer attention to unusual details enables readers to think more critically about the text, and infer the context based on their prior experiences. P5U3Ten - Reading and Viewing (Draft) The reader highlights information that is out of the norm: a dislike for her sibling. This prompts the author to pay closer attention to the events which are to be elaborated.
Form Opinions 04
How do readers form opinions? Connect prior experiences and knowledge with the given context. Gain a deeper understanding of the text. Support the opinion with evidence from the text.
How do readers form opinions? P4U1 A Nasty Accident (Supplementary Text) Step 1: Activate prior knowledge, i.e., what constitutes danger on the road Step 2: Form an opinion with evidence from the text, i.e., minibus turning quickly at the junction is dangerous.
Modelling Through Think-aloud to Form Opinions P4U1 Making Ice Cream - Reading Comprehension As readers learn to read more deeply, modelling through think-aloud can complement annotations to connect evidence to their thought(s) about the text. Leaving trails of these thoughts through annotations makes thinking visible to learners, so that they are able to see the connection between an opinion and the text.
Using Sentence Starters to Form Opinions Identifying information at the literal level 1 2 Using sentence starters
Let's Reflect! How do readers work towards monitoring their own comprehension of the text?
Using Sentence Starters to Form Annotations P4U1 Rubys Sunflower, Close and Critical Reading
Use of Checklists During Annotation P4U7 Heartbeats in the Dark, Reading Comprehension When readers monitor their comprehension, they use a repertoire of strategies to maintain and further their understanding.
Summary In Part 1 of the series, we learnt about the knowledge bases and how annotation is used in STELLAR 2.0. In Part 2, we learnt how annotation is explicitly taught in STELLAR 2.0. In Part 3, we learnt how to guide our students to annotate a text for deeper level of understanding.
CREDITS: This presentation template was created by 際際滷sgo, including icons by Flaticon, infographics & images by Freepik Thank You!

More Related Content

Annotating for Deeper Understanding (1).pptx

  • 2. Purpose of Annotation Students monitor their inner conversation and annotate the text to leave tracks of their thinking. Leaving tracks like this gives them a place to hold and remember their thoughts. Harvey & Goudvis, 2017
  • 3. Annotation for Surface Understanding (Recap) Texts that Entertain Texts that Inform Identify the characters, setting, problem(s) and solution(s) Identify the main ideas and supporting details Linking the pronouns/other noun phrases with their referents using double-headed arrows For words/phrases that we do not understand
  • 4. Connecting Thoughts on Texts Making connections to personal experiences facilitates understanding. Our prior experience and background knowledge fuel the connections we make. We teach students to activate their background knowledge and think about these connections. Harvey & Goudvis, 2017
  • 5. Progression of Annotation from Middle to Upper Primary As students progress from the middle primary levels to the upper primary levels, they work towards deeper comprehension of a text by asking questions, making connections and identifying surprising information.
  • 6. Ask Questions 01 Make Connections 02 Look for Surprising Information 03 Form Opinions 04 For deeper understanding of the text, encourage students to:
  • 8. Why do we get students to ask questions? To get them to wonder about their reading To gain information and find out the answers to their questions To help students make inference Harvey & Goudvis, 2017
  • 9. Ways to ask questions about the text Possible question stems I wonder... Why...? How...? I'm confused... My big question is...
  • 10. Ask Questions When students wonder about what they read, they learn new information and answer their questions (Harvey & Goudvis, 2017). P4U6 Dinosaurs Exist! Reading Comprehension
  • 11. Ask Questions Asking questions often leads to inferential thinking. We let students know that inferring involves taking our background knowledge and combining it with clues in the text to come up with a reasonable idea of what is going on. (p. 142) P4U5 Ruby's Sunflower Close and Critical Reading 1 Background knowledge Clue from the text
  • 13. Make Connections: Activate, Connect, Build We teach readers to: refer to prior personal experience; make connections between texts and media; activate background knowledge of the text; connect the new to the knownuse what they know to understand new information; and merge thinking with new learning to build a knowledge base. Harvey & Goudvis, 2017, p. 17
  • 14. Make Connections: Activate, Connect, Build When children understand how to connect the texts they read to their lives, they begin to make connections between what they read and the larger world (Harvey & Goudvis, 2017). P4U5 Rubys Sunflower - Close & Critical Reading 1
  • 15. Make Connections: Activate, Connect, Build When we make text-to-self connections to the text, we merge our prior knowledge with what we are learning from the text. P4 Supplementary Text Rats' Nest Reading and Viewing
  • 17. Look for Surprising Information As readers pay attention to unusual information, it helps them understand how to make connections. (Harvey & Goudvis, 2017). P5U5 A Game of Emails - Reading and Viewing 1 (Draft) In this context of a persuasive email, the identification of surprising information enables readers to pay attention to the points that influence the teachers decision of having a gaming CCA in the school. I didnt know that gaming can improve our thinking skills. !
  • 18. Look for Surprising Information Looking out for surprising content nudges readers to pay attention to unusual details. Paying closer attention to unusual details enables readers to think more critically about the text, and infer the context based on their prior experiences. P5U3Ten - Reading and Viewing (Draft) The reader highlights information that is out of the norm: a dislike for her sibling. This prompts the author to pay closer attention to the events which are to be elaborated.
  • 20. How do readers form opinions? Connect prior experiences and knowledge with the given context. Gain a deeper understanding of the text. Support the opinion with evidence from the text.
  • 21. How do readers form opinions? P4U1 A Nasty Accident (Supplementary Text) Step 1: Activate prior knowledge, i.e., what constitutes danger on the road Step 2: Form an opinion with evidence from the text, i.e., minibus turning quickly at the junction is dangerous.
  • 22. Modelling Through Think-aloud to Form Opinions P4U1 Making Ice Cream - Reading Comprehension As readers learn to read more deeply, modelling through think-aloud can complement annotations to connect evidence to their thought(s) about the text. Leaving trails of these thoughts through annotations makes thinking visible to learners, so that they are able to see the connection between an opinion and the text.
  • 23. Using Sentence Starters to Form Opinions Identifying information at the literal level 1 2 Using sentence starters
  • 24. Let's Reflect! How do readers work towards monitoring their own comprehension of the text?
  • 25. Using Sentence Starters to Form Annotations P4U1 Rubys Sunflower, Close and Critical Reading
  • 26. Use of Checklists During Annotation P4U7 Heartbeats in the Dark, Reading Comprehension When readers monitor their comprehension, they use a repertoire of strategies to maintain and further their understanding.
  • 27. Summary In Part 1 of the series, we learnt about the knowledge bases and how annotation is used in STELLAR 2.0. In Part 2, we learnt how annotation is explicitly taught in STELLAR 2.0. In Part 3, we learnt how to guide our students to annotate a text for deeper level of understanding.
  • 28. CREDITS: This presentation template was created by 際際滷sgo, including icons by Flaticon, infographics & images by Freepik Thank You!

Editor's Notes

  1. Dear participants, You are encouraged to view Parts 1 and 2 of the Annotation series in the appended link before embarking on this asynchronous session. https://www.opal2.moe.edu.sg/csl/s/stellar-teacher-mentor-20-community-page/wiki/page/view?title=2022+STELLAR+2.0+%28Lower+Primary%29+Packages Thank you.
  2. It is vital for teachers to model how to make inferences. This could be done through a think-aloud as shown in the example from the guidelines.
  3. In this Reading and Viewing lesson, students read how the characters, Jun Ling and Boon Chong, persuade their teacher in allowing them to start a new co-curriculum activity (CCA) in school. In their attempt, they have included a piece of surprising information to support their stand of why gaming can be beneficial. As students mindfully sift out information that is surprising to them, it encourages them to pause and make the connection, i.e., it aids in persuading the teacher, Ms Zahara, to start a new CCA in school.
  4. As students form an opinion based on their prior knowledge before substantiating it with evidence from the text, that enables them to gain a deeper understanding of it.
  5. Once readers are able to visualise the process of forming opinions based on evidence at the surface level, the use of sentence starters provides a structure to build on their thoughts. It also guides them to connect what they have read to prior experiences and knowledge.