I’ve had to start this article over so many times in the last week. I don’t know why I won’t just close it and start a different one. I just keep trying and starting over and trying again and restarting, all over again. 

I may need a different annotation text-code key to help me get through this. It’s not even too complex, it’s just me. I’m not focused. My mind is always on something else ...

I’ve been thinking about my students who read “on grade level” but do not want to annotate their texts. I taught them how to but I realize, I was not explicit enough about why they need to annotate, even if they understand the text. 

Maybe I need to try scaling up. What if I give them super complex text and teach them how to annotate it with a critical eye, in addition to using it for the purpose of answering comprehension questions from the curriculum? Then, have them go back to grade level texts that are less complex, and see how their efficacy and motivation to text code shifts....? I can incorporate this into my Nat Geo activities this week. I am using Nat Geo cert as a way to modify and differentiate our district-mandated curricula final task. It’s a writing project that allows a little room for this differentiation and our special educator and I are working on finding texts from Nat Geo’s resources that are on “on level”  of our struggling readers.

As far as my students that have the readiness skills, I need to take time to teach them about the term “complex text” and show them a plethora of examples. I learned about this during the Standards Institute presented by Unbound Ed.  If they know what they need the tool of annotating for, will it increase their motivation to use it? I’ve tackled this issue before but I need something that will “make it stick.” Thats from one of the books I am reading in my doctoral program. The authors guide readers to give really hard tasks, let students grapple and then, offer guidance—maybe this will work with my students who do not find annotating useful. 

Comprehension is one thing but critical thinking is another. These are two different skills that are equally important. I need to ensure my students know this difference. 

...9:38 now, going to start my reading again. Will switch to a new article and see if my attention span is different toward it. 
Excuse typos...did not proof read..this writing is my way of reflecting during tasks. It helps me to daydream less when I write everything I feel, and then, restart my work. 


  1. Try the title: ‘Notice and Note’ for fiction and nonfiction texts. Rigorous annotation method to enhance and accelerate readers. Saw great results .


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