Marking a Text

Marking a Text is an analytical reading strategy that helps students identify and isolate essential information in a text like key terms and claims. Marking a Text requires students to read carefully as they evaluate the importance of ideas in a text. When students read with purpose, their comprehension and retention of essential ideas increases.

Supports Common Core Anchor Standards

Literacy Skill Zoom

View the interactive student presentation.
Marking a Text Student Presentation

Step 1: Check In and Review Marking a Text Student Presentation Step 1

Student Presentation

Marking a Text
Check In
Discuss the following questions and record your
answers in your notes.

New to the Skill

  1. What do you know about this skill?
  2. Predict how you might use the skill?
  3. Where have you used it before?

Experience with the Skill

  1. What are the steps to this skill?
  2. Why is this strategy useful?
  3. How does it help you?
  4. How do you use this strategy in other classes?

What Teachers Do

Asks a few questions to assess what students know about the skill.

Teaching Tips

Questions can be answered individually or in pairs/small groups.
Have students use the skill with little to no guidance in order to assess what they know.
Have students explain each step either verbally or in writing.

Step 2: Instructions Marking a Text Student Presentation Step 2

Student Presentation

Marking a Text
Instructions
  1. Use your prompt and your Reading and Writing Plan to guide what you circle and underline.
  2. Number each paragraph.
  3. Circle key terms or words relevant to the reading task.
  4. Underline claims or other ideas relevant to the reading task.
  5. Discuss your markings with someone in class.
Activity
Guide

Additional Student Activities

Fiction
History
Science
Across Content
Guide in Spanish
Rubric in Spanish

What Teachers Do

Go over the instructions and explain the activity.

Teaching Tips

Consider modeling how to complete the activity/steps before students do it on their own.
Consider having students complete the activity/steps in pairs or small groups.
Consider printing or projecting the Guide to review with students.
Consider using a timer to pace each activity/step.

Step 3: Set Expectations and Explain Grading Criteria Marking a Text Student Presentation Step 3

Student Presentation

Marking a Text
Expectations
  • Number all paragraphs.
  • Circle the key terms.
  • Underline the claims and/or essential information.
  • Share your markings with others in the classroom.
Rubric

Options for Formative Assessment

Collect student work and use the rubric to assess how the students are applying the strategy.

Have students read a text and talk in groups about how they would mark the text. Have groups share their ideas with the whole class.

Call on students to share their markings with the whole class. Encourage students to place their texts under a document camera and have them share what they underlined and circled.

Walk around the room and assess what students are doing. This informal assessment takes only a few minutes but can give the teacher valuable information.

What Teachers Do

State the expectation for task completion and review how students will be assessed.

Teaching Tips

Consider printing or projecting the rubric and go over grading criteria with students.
Model expectations so that all students are clear on what is expected of them.
Consider having students demonstrate the expectations for their classmates.

Step 4: Model Marking a Text Student Presentation Step 4

Student Presentation

Marking a Text
Samples and Videos
This slide contains samples and
videos to help learn and master this skill.

Samples

Sample 1
Sample 2
Marking Table

Videos

Marking Demo

What Teachers Do

Use the samples and videos to model the skill and support student learning.

Teaching Tips

Use pre-assessments from Step 1 to drive what is modeled and supported.
Modeling should meet students where they are in the learning process.
Consider asking students to model this work for their classmates.

Step 5: Support Marking a Text Student Presentation Step 5

Student Presentation

Marking a Text
Support
This slide contains support resources and
other materials to help you learn and master this skill.

Support Resources

Discussing Markings

What Teachers Do

Use the resources to support student learning.

Teaching Tips

Consider printing or projecting the language resources.
Explain and demonstrate how to use the language resources.

Step 6: Students reflect on their learning Marking a Text Student Presentation Step 6

Student Presentation

Marking a Text
Reflection
  1. What did we do today (or the past few days)?
  2. What was the purpose of this lesson?
  3. How did this skill (or lesson) help you meet the learning objectives?
  4. How did today’s learning build on what you already know and are able to do?
  5. How will this lesson help you in the future?

What Teachers Do

Close the lesson with a debrief. Give students time to think about and process their learning.

Teaching Tips

Select one or two questions from the menu and have your students discuss the questions in groups of two to four.
Have students write their reflection on a lined piece of paper or in a journal.
Ask students to chart their progress, assess growth, and set new goals for the next lesson.
Strategically select scaffolding techniques to maximize growth.
Rehearse skills as often as possible to ensure students move toward mastery.

College and Career Readiness Anchor Standards

Get moving with the Common Core Standards. The literacy resources on this page help educators implement the following College and Career Readiness Anchor Standards.

R1
Read closely to determine what the text says explicitly and to make logical inferences from it; and cite specific evidence when writing or speaking to support conclusions drawn from the text.
R2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Need A
Hand?

LiteracyTA
You have clicked on premium content only available through TA membership.

Sign up today for your FREE 7-day
TA membership.