FBUSD Leveled Annotation Guide
Fundamental
Intermediate/ Advanced
Read title, author, and any other background, source, and/or publishing information.
Number paragraphs (for reference purposes).
As you preview the text, make predictions about what you think this text will be about.
Write the prediction at the top of the page.
Complete the following steps as you read. We recommend two readings of articles and shorter texts
whenever possible. When able to complete multiple readings, students can read the first time for
understanding, and to summarize. The second reading can be to evaluate, argue, and/or analyze.
Circle & define unknown words
Underline/ highlight main idea Underline/ highlight main claim or argument (thesis statement)
Underline/ highlight topic sentences
Underline/ highlight supporting examples or evidence
On the left, summarize each paragraph.
On the right, respond to each paragraph with associations, emotions, questions, etc.
Sample shorthand marks:
?
question, questionable, doubt
!
shock, surprise
+
agreement, “I like this,” strong evidence or support
disagreement, “I don’t like this,” weak evidence or support

At the high school level, students should be able to ultimately
identify the function of each paragraph (This is often called a
Descriptive Outline). Some types of labels include:
•Introducing an idea
•Adding explanation
•Giving examples
•Providing factual evidence
•Expanding or limiting the idea
•Considering an opposing view
•Dismissing a contrary view
•Creating a transition
•Stating a conclusion
(this is not an exhaustive list)
At the bottom of the last page, write a short summary of the entire text. This should include the
main idea of the text along with the author’s main supporting points.
Once a student has completed the first reading, s/he should then go back and check the prediction to
see if the article met expectations, or how those expectations changed as s/he read.