4/6/2024 0 Comments Hot to annotate an articleYou can practice locating and labeling them using DIFS. Scott Fitzgerald uses several literary devices. In the short example text from "The Great Gatsby," F. When annotating using DIFS, you'll need four different colors of highlighter (one for each letter in DIFS) and a pen to write notes in the margins. DIFS stands for Diction, Imagery, Figurative Language and Syntax. One type of mnemonic device that you can use is called DIFS. Some of these kinds can be remembered with a mnemonic device. Techniques for Annotating a Textĭifferent types of texts call for different kinds of annotation. If you don’t remember the definition of one, write it in the margin with your pen. Using a highlighter, locate all of the keywords in your own notes. Start with notes you took during a lecture and compare them with other materials, such as textbook pages given to you by your teacher.Īnnotation example: For a biology class, you might find the list of keywords given at the beginning of the chapter you’re studying. Techniques for Annotated Notesįor annotated notes, your goal is to make them visually appealing and easy to study. Make sure you have something bolder, like a dark ink pen, so the notes you write in the margins are clear and legible. Highlighters are a staple of text annotation, but you can’t annotate an example text with highlighters alone. Have options from sports, animals, and any other interesting topics that you know your students will enjoy.To make annotated notes or any other kind of annotation, you'll need writing devices with ink or fluid that will stand out on your page. Students will like choosing a genre and topic that they enjoy. Have a few options of articles, short stories, or poetry for students to choose from and let them annotate. Annotations are not just for reading class, so find an excerpt, a poem, a story, or an article that goes along with the topic being taught in science class and let the students get to work. If you are teaching problem and solution, then their notes should identify the problem and events leading to the solution. Their annotations should connect to the skills you are working on in class for it to make sense to take a grade. This seems silly and so not fun, but when students realize that they can get a good grade annotating text, it really boosts them up. Let student’s take notes on construction paper or colored computer paper. If you are using a text book or library book that cannot be written in, then use post it notes to stick on the pages. Kids love having a choice and this gives them some freedom. Let the students pick their favorite color, or all the colors, to do their annotations. The opportunities for students to annotate is endless! Theme, character traits, problem and solution, etc. For instance, if you are teaching main idea, have students identify details that support the main idea. As you teach new skills in class, apply these to the annotations as well. It is also a great way for students to monitor their own comprehension.īe sure to discuss how students tracked their thinking while reading, so they will get ideas from each other. They should be able to explain that it is a way for them to better understand the text and develop a deeper understanding of their thinking. Make sure upper elementary students understand why they should annotate. The students can look up the unknown words at a later time. Start with writing down important facts, thoughts, questions, and unknown words. Students can track their thinking by writing in the margins of the text (if it is a consumable) or do their note-taking in a notebook as they read.Īs you begin to teach annotations to students be sure to keep it simple.
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