Nonfiction Annotation Stations for ANY Piece of Informational Text Activities

The purpose of these annotation stations is to help students analyze, evaluate, and apply a variety of different skills when annotating an informational text. The standards met for this activity include RI.9-10.4, RI.9-10.5 and RI.9-10.9. NOTE: This resource works for ANY informational text passage.

NOTE: This resource is included in my 9th and 10th grade ELA Resources BUNDLE so if you have already purchased that, there's no need to purchase this resource! If you're looking for more resources like this at a discounted price, you might want to look into the bundle!

As of September 17, 2020, there is a DIGITAL version of this resource included for distance learning. It is compatible with Google Slides and Google Classroom.

This resource includes:

• Detailed teacher directions
• Eight (8) station cards covering
  • Historical context
  • Vocabulary
  • Important quotes
  • Author’s main idea
  • Figurative language
  • Unclear passages
  • Passage project
  • Author’s word choice
• Clear markings for the annotation process for students
• Station numbers

Station directions:

1. The annotation station task cards are in the zipped file titled “Annotation Stations”. Download them and print them for the number of students you have. NOTE: There are 2 to a page, so if you have 20 students, you only need to print 10. Also, if you’re trying to save paper, just print one per station and ask students to complete their answers on their own sheet of notebook paper or directly on the informational text article.

2. On the last 2 pages of the “Annotation Stations” document, there are labels. I use small bins from the dollar store to put all of the materials and the station task cards (see the picture below). Label them 1-8. I included highlighters, sticky notes, colored pencils, pens, etc. in the bins for easy access.

3. There are 8 stations. Divide students into 8 groups and assign them to a station. I would suggest at least 15-20 minutes per station (may run for 2 days considering how long your class period is).

4. At the end of the stations, each student should have 8 cards (or a completed notebook if you’re using a notebook instead of the cards). Have students staple their cards or paper to their article and turn them in to the tray.

At each station, each student will complete a variety of different annotating techniques to successfully analyze and evaluate the deeper meaning of the informational text.

Check out what other teachers, just like you, are saying about this resource:

⭐⭐⭐⭐⭐ "Awesome, engaging resource! I used this with my 8th graders and my tutorial classes. I used different articles in my classes to match their particular interests. My students really liked it and stayed on task!" -Katelyn J.

⭐⭐⭐⭐⭐ "Students often perform better with fiction texts than nonfiction texts. This resource allows me to help students understand nonfiction texts by breaking them down into various stations. The elements help them better understand how to approach informational texts." -Amber B.

⭐⭐⭐⭐⭐ "I use this resource with my higher tiered 7th graders, and we love it. They have all the tools they need to work and learn independently. Then we can all come back together to share out what we've noticed. I feel that this resource is definitely high-reaching for most middle schoolers, but they can't go crashing through ceilings if you don't give them the tools and set that expectation. I would purchase used grocery lists from The SuperHERO Teacher if she put them on TpT. Her resources dot every possible i, cross every last t." -Lit With Whit

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