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Collaborative blog post by Mike Fisher and Jeanne Tribuzzi, of the Curriculum 21 Faculty.
The companion LIVEBINDER OF INTERACTIVE TOOLS IS HERE.
Expecting students to read deeply and draw meaningful conclusions is at the heart of the Common Core ELA standards. Students are asked to read closely, cite evidence, and make evidence based inferences when they read. They are expected to deepen their learning by valuing textual evidence and reading critically. Annotating text is one way students can cite textual evidence, infer and deepen meaning as they read..
Annotations make thinking visible for teachers and students. We can use the words and features of a text to better comprehend it, ask questions, and note our thoughts while reading. One goal of comprehension is that students will be proficient annotators of texts to understand more deeply by interacting and making thinking transparent while they read.
There are many reasons to ask students to annotate text: for basic comprehension, to show evidence of conceptual understanding, to show what is implied, to identify the claims in an argument, to read like a writer and identify characteristics of genre, to notice the nuance of language…and many other reasons. Giving guidance as to what we want students to annotate for will be beneficial for the reader. Otherwise, they will annotate everything that comes to mind, and the work may not be helpful to the reader or the teacher.
Annotations are often a singular, individual experience. Annotexting ups the ante all around.
Annotexting is a process that involves the collection of thoughts, observations and reactions to reading that show evidence of critical thought. These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate, both locally and globally, around the conclusions that they will ultimately draw from their reading.
Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively. They could be looking for main ideas, thematic and literary elements, or big ideas from the work. They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
In addition, students could reflect on the collective evidence as a metacognitive activity to assess their own learning. Perhaps the collaborative exercise raised new questions for them or offered them new ways of thinking about the text. Perhaps there is something else the student wants or needs to know?
Metacognition can be strengthened when citing evidence in text. Textual evidence that supports the thinking behind what they are thinking is a gigantic first step into the depth and complexity that the Common Core is asking of students. Annotexting kicks that up a notch by engaging task specific tools that offer opportunities for strategic thinking and globally connected opportunities.
Consider THIS ANNOTATED TEXT.
The student wrote all over this poem. The student underlined specific words and wrote annotations about them in line with the text. This student is engaging in a thoughtful, albeit singular, analysis of this poem.
What changes with multiple perspectives?
We have our own ideas about squat pens and writing utensils as weapons (based on the student’s annotations) but they are different than this student’s collection of evidence. What would have changed in the interpretation of this poem if our perspectives were woven together? Does the collaborative process of conversation yield a greater product? Does the thinking extend when multiple perspectives are mixed? Does the evidence yield to strategic thinking when multiple viewpoints are involved?
Besides the strategic and capable use of digital tools, annotexting offers students the opportunity to value evidence, think critically and engage with different perspectives. Rather than working independently to read, comprehend and analyze text, annotexting will allow students to engage with other audiences in tasks with an expanded purpose, supporting college and career readiness.
We’ve created an example of what this could look like in Corkboard using William Blake’s poem, “The Tyger.” (Click on the Corkboard tab in the Livebinder. The example is in a subtab.) You can see other examples in several of the tabs in the binder. We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
The college and career ready student (on page seven of the ELA Common Core document) is expected to attend to audience, task, purpose and discipline in both reading and writing. The standards also expect students to think critically and value evidence. The document goes on to explain that the college and career ready student should use digital media strategically and purposefully. Annotexting is at the intersection of all of these capacities.
In addition to collecting evidence with web tools, there are also digital APPS that we’ve come across that would work for Annotexting too. (These are represented in the LiveBinder as well.) Some are notetaking apps that let you collect evidence and annotations with a digital device and some let you edit and annotate PDF files and documents. There are resources in the binder for both iTunes and Android Market Apps.
Some Youtube tutorials:
PaperPort (this one’s free) it let’s me import my pdf files…and annotate them!
Note Shelf- for notetaking
If you would like to explore this and other Modern Learning moments more in depth, check out Curriculum21’s Webinar Series and our all new LEAD21 Academy at this year’s Curriculum Mapping Institute. We will also be exploring the Common Core as it relates to Curriculum Design at the upcoming Ohio Regional Conference in May. (Space is limited!)
Fisher, Michael L., Jr. and Nancy Cook. “Notice, Think, and Wonder: New Pathways to Engage Critical Thinking.” IN TRANSITION: Journal of the New York State Middle School Association. 25.1 (2007): 15-18. Web. 25 Feb. 2012. <http://www.nysmsa.org/associations/611/files/ITv25n1_Fall 2007.pdf>.
ASCD’s conference in Philadelphia on March 24-26, 2012 will also have a virtual participation component.
Heidi Hayes Jacobs, Curriculum21, Brandon Wiley from the Asia Society and Silvia Rosenthal Tolisano, Langwitches Blog, will be co-presenting a Real-Time Global Forum: How to Connect Your Classroom and Schools.
Connect your school with schools around the world in purposeful teaching and learning experiences! Through interactive technology, participants will meet virtually with a global team of teachers and students from places like China, Argentina, India, and the United States to examine a thoughtful and stimulating set of award-winning projects, global learning partnerships, and media presentations. Leave with a wealth of resources to globalize your classroom and school while aligning to common core, provincial, or national standards.
Virtual Conference registration is just $129 for ASCD members and $159 for nonmembers. That’s less than $8 per session!
For bulk registrations,please
contact our Service Center at
Silvia Rosenthal Tolisano had the opportunity to speak to Vicki Davis and Julie Lindsay, two educators who are making a difference in their students’ lives as well as thousands of other students and teachers from around the world.
Vicki is a teacher from Camila Georgia. She blogs on the Coolcatteacher blog and tweets under @coolcatteacher. Julie is the E-Learning Coordinator at Beijing International School. She blogs at E-Learning Journey and tweets under @julielindsay.
These two amazing women are the co-founders of the Flat Classroom Project and have co-authored the book “Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time“, due to be released in February 2012.
Don’t miss out listening to these dynamic and passionate teachers with concrete advice for any teacher embarking on global education and flattening of their classroom.
Links mentioned in the episode:
- Flat Classroom Project
- Flat Classrooms (A community for educators)
- Flat Classroom Book
- Flat Classroom Book Club
The Clearninghouse showcases selected resources for all subject areas, grade levels, Common Core Standards, Global Education, Professional Development and many more categories.
To contribute a link is easy:
1. Go to Curriculum 21 Clearinghouse
3. Fill out your registration
4. Once logged in, click on the “Submit Link” button
5. Fill out the resource by entering a title, description and choose from an available category. Then click “Save”.
Once submitted, the link will be reviewed by a Curriculum21 team member before it gets approved and becomes visible for everyone.
Thank you for taking the time in collaborating to create this unique resource for educators from around the world.
- Mike’s Social Studies Links in Diigo
- Common Core Live Binder
- Curriculum 21’s Video Conferencing Resources
- Curriculum 21’s Social Studies Clearinghouse
Jeanne Tribuzzi and Mike Fisher discuss considerations for school wide literacy initiatives in preparation for CMI 2011. They talk about recent sessions at the ASCD conference on Literacy and reflect on some of the learning moments with participants.
Silvia Rosenthal Tolisano and Mike Fisher had the opportunity to visit Stephen Wilmarth and his 1:1 iPad initiative at the Number 1 Middle School attached to Central China Normal University in Wuhan, China.
Mike Fisher and Silvia Rosenthal Tolisano discuss the iPad initiative and American education with Stephen Wilmarth and five young Chinese High School students in the International Experimental Class at the Number 1 Middle School attached to the Central China Normal University in Wuhan.
Silvia Rosenthal Tolisano and Mike Fisher are in Wuhan, China visiting the Number 1 Middle School attached to the Central China University. They had the chance to interview Lara Zhang, a teacher of Grade 1 (11th Graders), of the International Experimental Class, a program lead by Stephen Wilmarth.
Lara tells us about a typical day in a Chinese High School, the difference technology is making in her classroom and the intense desire of Chinese students to attend an American university for a chance of more opportunities.