Writing in the Margins

Writing in the Margins is a cognitive reading strategy that makes transparent six ways competent readers process and react to ideas in texts. The work that readers do in the margins depends on what the text says and what the text does. Mostly used as a reading comprehension strategy, Writing in the Margins will teach students how to think about and clarify ideas in the texts they read.

Where is this in the Reading Process: Step 3

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: Ideas for thinking in the margins stemmed from reciprocal teaching, Palincsar and Brown (1984).

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Writing in the Margins Step-By-Step Process

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Learning
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Planning Journal

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Instructions
Student Activity
Interactive Lesson

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Discussion Starters
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Rubric
Performance Tracker
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Activity in Spanish
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Example

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

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.
R4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
L5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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