Question Detail

Interacting with text without writing on text

Aug 12, 2013 9:06am

Many of the reading selections I will be using this year are in a textbook. In order for students to close read, analyze text and use it to support their writing, do I have to make copies? How do I get students to interact with text when they can not write on it?

  • English Language Arts
  • 9-12
  • Common Core / Differentiation / Planning / Special Education


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    • Sep 9, 2013 4:34pm

      Have you tried using write-on transparency pages and vis-a-vis? As long as the students don't try to wipe them off with a wet paper towel while the transparency is still in their book the colors shouldn't transfer to the books pages. Or you could make a copy of the page and put in it a page protector and use vis-a-vis or dry erase markers to mark the text. That way both the copy and the page protector can be reused.

      • Sep 2, 2013 6:55pm

        Julie, your follow-up question is a great one. Some students will get too focused on using stickies/organizer instead of reading for meaning. However, some readers might like the option of "marking" the text as they go along, kind of creating a roadmap that allows them to "own" the text meaning.

        • Sep 7, 2013 7:22pm

          I have a few damaged textbooks that I saved from last year. I plan on putting them in groups and teaching them how to read a math text by tearing out the pages of a section, and teaching them how I would interact with the text.....I will be allowing them to highlight them, and write on the pages as if it were a college text that they purchased and owned. Of course as high school students, they know they cannot write in their texts, or the class texts.

          • Sep 26, 2013 2:26pm

            Julie, your follow up question is great. I teach my students the difference between "surface" or "first-draft" reading and reading for complex meaning. We usually read the first couple of passages together then mark up the text for deeper meaning. As time goes on, I release them to do this on their own. I use the analogy of a favorite movie: the second time you watch it you notice so much more!

            Kelley Gallagher's Deeper Reading also has lots of interesting strategies for deeper reading without marking the text -- mostly having students make their own annotations or graphic organizers.

            • Aug 14, 2013 4:24pm

              I use graphic organizers like T-charts or four squares.

              • Aug 15, 2013 8:19am

                Follow- up question: should students read the text through one time first before using stickies/organizers? Make notes while they read? or a combination of both? Read, make notes on what strikes you, then go back and search? I'm afraid they'll get caught up in trying to comprehend the story, they won't "find anything" or so busy looking they won't comprehend. Thoughts? This is an English 9 pull out resource room.

                • Sep 26, 2013 8:47pm

                  Great ideas...thank you. When I first posted this question I was expecting a different group than what I found in my classroom on day 1. Am in the process of finding new materials. Ugh....such is life as a special ed teacher.

                  • Sep 26, 2013 9:24pm

                    Highlighting tape! It is not permanent and is great to highlight vocabulary or important sections. It comes in a number of colors and sizes. When done, it can be removed with no harm to text. I also like post-its for adding notes. And the students enjoy using it :-)

                    • Sep 29, 2013 3:26am

                      Thank you for the question and the sticky note idea. I will definitely begin using them. Great idea

                      • Nov 5, 2013 8:04pm

                        Sticky notes are a great way to read more deeply. So is creating a double entry journal in their notebooks.