![]() Then, keeping in mind the need for safe physical distancing, I hung up the big post-it notes around the room. I set them to work independently, and while they were annotating I wrote each annotation on a large piece of post-it paper. Then, I explained to them that they were going to read the text on their own and annotate, or mark up, the text with the symbols that they saw in the graphic.ĭownload the images in Spanish + Blank text Maaaaaaybe they rolled their eyes and maaaaaybe I loved that because it let me know that they were listening.Īfter I read the text to them, I projected the Annotation guide from The Comprehensible Classroom website. I began class by reading aloud the story La cebra y el león to my students using a cringeworthy amount of “voice acting”. copies of a text that students can mark up (if you are reading novels, you can't make copies as per copyright law - instead, have the students use sticky notes and attach them to the pages of the nove).different color markers 1 for each student.large post-it notes or butcher paper, 9 total.I happened to have these materials I needed on hand: Well, I already gave away my little secret: there was no prep work for me before class started! I had already read the text, and I had a list of the annotations that I was going to ask students to make on their copies. This simple story is told in the past tense and isthe featured story in the Level 2 Unit 1 Somos and Nous sommes curricula, both traditional and Flex versions. My students ended up reading the text FOUR TIMES without losing interest through the personalized conversation and connections that resulted from our discussion. By working through this sequence, I ended up "tricking" my students into listening, reading, and "writing" (copying a text - which is Novice Low-level writing on the ACTFL Proficiency Guidelines). An Annotation Walk brings together a mix of many strategies that I have seen Comprehension-based teachers use. I mean, I love annotation–it helps students make connections and exercise higher order thinking, and it gives them a reason to re-read the text–but what was I even thinking when I wrote that in my plan book?! How was I planning for that to fill an entire class period? Was that seriously it? I needed to do more, but time was not on my side.īy the seat of my pants I somehow spun that single line in my lesson plan book into an activity sequence that filled the entire class period: an activity that I am now calling an Annotation Walk. In other words: have students read a one-page story and make a few marks on it. ![]() One Monday morning, I looked at my plan book and saw that all I had written was, “La cebra y el león and annotation”. Maybe they even try out a little writing! And, I want watch this magic of comprehension and connection happen right before my eyes without a ton of work on my end. In my dream lesson sequence, my students would read a comprehensible text, then read and interact with it again–possibly several times–until they understand it and create connections with it. There are times when my students see right through all of my tricks to get them to read a text again. ![]() Read on to learn more about this simple activity and download resources to help you implement it during Virtual instruction!Īnnotation Walk Reading Activity Guest post by Meghan Loveless Meghan Loveless, who is a teacher in Colorado, designed this activity to get more mileage out of Annotation activity ( click here!) in Somos 2 Unit 1 with the story of the Lion and the Zebra. An Annotation Walk is a simple reading activity that will help learners process and connect with a text and provide them with an opportunity to move around the room and maintain a safe distance between classmates.
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