Close Reading Annotation Marks Chart

Pencil Underline Important Ideas
Pink Highlighter Circle Unknown Words
Yellow Highlighter Highlight the Central Idea
Red Pen Write the letters Ex when you find an example or evidence that supports the Main Idea
Red Pen Connection symbol ...this reminds me of...

 

It Seems 

I Test

People

    By James Berry, p. 196

Words to Know

My skin sun-mixed like basic earth (line 1)

my voice having tones of thunder (line 2)

my laughter working all of me as I laugh (line 3)

my walk motioning strong swings (line 4)

it seems I test people (line 5)

Stanza 1

Always awaiting a move (line 6)

waiting always to recreate my view (line 7)

my eyes packed with hellos behind them (line 8)

my arrival bringing departures (line 9)

it seems I test people (line 10)

Stanza 2

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S_____ L____ 1.) In "It Seems I Test People," the speaker wants other people to...

 

S_____ L____ 2.) In "It Seems I Test People," the speaker seems to feel that he is...

 

S_____ L____ 3.) The speaker in "It Seems I Test People" suggests that he makes people feel...

 

S_____ L____ 4.) In "It Seems I Test People," what do other people do when the speaker appears?

 

Combination of Close Reading Strategy and Lotta Lora Strategy

Common Core:
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the impact of a specific word choice on meaning and tone.
6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
6.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single or day or two) for a range of discipline-specific tasks, purposes, and audiences.
6.SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6.L.2b Spell correctly
6.L.6 Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.