Annotations show a process of thinking on paper. It makes the invisible cognitive work visible to not only the teacher, but the student. The purpose of annotations is to slow down the reader's metacognition and digest the material, rather than just inhale it. Using annotations during reading supports student with text evidence after reading, making scanning for information during discussions more efficient. Annotations shines light on student thinking.
To build this practice in students, some teachers may provide readers with a coding anchor chart. It is imperative to state that annotations do not happen by osmosis, and therefore, need to be explicitly taught to students. Otherwise, readers will perform on autopilot, taking in a procedure but not solidifying a practice.
Annotations, sometimes called ink thinks or pencil talks, are not limited to intermediate grade levels. Wikki Stix, highlighters, and sketching are encouraged in all grade levels as students build the practice of annotation.
Students are interacting with the text when they annotate the language. This avoids the passive reading process and encourages active reading - true reading - where students are questioning the author, making connections, and determining importance during reading. Marking up the text allows students to witness their own thinking, often enabling to "see" their own thoughts and how their thinking changes throughout the text.
To annotate, by definition, means add notes to (a text or diagram) giving explanation or comments to the it. Students are apt to remember more as they read, not only because they are naturally slowing down their thinking process, but because they are incorporating writing. The natural process of reading (taking in information) is balanced with the process of writing (pushing out information). The interaction with the text leaves a trail of breadcrumbs for when students need to later reference the text to provide evidence for the text dependent questions. As with any strong reading habit, this trail marking habit need to be explicitly introduced and modeled, prompted and reinforced in conferences and small groups - all before students can naturally demonstrate this reading behavior.