During this same session, we move onto partner highlighting. Partners will trade highlighters. The first child will read what they highlighted while the second child highlights what the first child reads. If it's something they already highlighted, they still highlight it. It's so powerful because it builds fluency and gives students practice with such a meaty text. It also forces that partner to really hone in on those listening skills and really focus on what their partner is saying. I encourage my students to get that collaborative piece in and share why they highlighted what they did. That part is so important!
I don't want them to annotate just to do it. I want them to share their annotations and make sense of it. Depending on time and my purpose, I have my students share a few of their annotations with their shoulder-partner at their table group. They read the part of the text they annotated and then add their annotation.
Using the example from the picture above:
“The story said, Hurit went to see Strong Wind and he pulled at her hair. made me think, ‘Ouch!' because that seemed like it hurt.” There's a lot of meaningful conversation and collaboration happening here. This often leads to the partner chiming in about what he or she said during that same part.
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