teaching resources

Developed by: DR. JEREMIAH C. FAMERONAG

How to do Interactive Reading

Rev.0 | 11Jan21

Directions:
1. Download the specific Learning Guide before reading the specific material.
2. Use the Learning Guide outcomes/ questions as your basis in reading the given
material.
3. Check the specific materials you will need to read for the class.
4. Highlight, write annotations, encircle, and interact with the material. Remember to
only focus on the specific section(s) of the material as outlined in the Learning Guide
Outcomes.
5. For Interactive Reading evidence, choose one which applies to you:
A. If you read and annotate the given PDF resources electronically, ensure that
you save your annotated files. Either do a screenshot of ALL the pages with
annotations/ highlights, etc or save them into ONE PDF. This is what you will
submit as your Interactive Reading evidence.
B. If you choose to download the given PDF resources, print them, and then
manually highlight or write your annotations, make sure that you scan/take
pictures of the annotated pages only. This is what you will submit as your
Interactive Reading evidence.
6. Upload your Interactive Reading evidence on or before the deadline.
7. Check the Rubric how your Interactive Reading will be assessed.

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“A true teacher is not satisfied with a second-rate work!” – Ellen White

 teaching resources
Developed by: DR. JEREMIAH C. FAMERONAG

1
Interactive Reading Rubric
Perfect Score: 50

ANNOTATION, QUESTIONS, OBSERVATION

Pts Criteria
22 • Text has been thoroughly annotated with questions, observations, and
connections to the text.
15 • Text has been reasonably well annotated with questions, observations, and
connections to the text.
10 • Text has been somewhat annotated with a variety of comments.
5 • Student made little to no effort to annotate the text

COMMENTS / EVIDENCE OF UNDERSTANDING OF THE TEXT

Pts Criteria
16 • Comments show thoughtfulness and a thorough understanding of the text.
12 • Comments show an understanding of the text, but at a basic, surface level.
8 • Few and inconsistent markings throughout the text. Markings show
comprehension, but not analysis.
4 • There is no understanding of the text demonstrated by the student markings.

CHALLENGING WORDS/ CONCEPTS

Pts Criteria
12 • Frequent and consistent markings throughout text (not bunched in one section).
9 • Margin notes are inconsistent throughout the text; may be well done in some
chapters, but not in others.
6 • Text may be highlighted, but lack written notes in the margin
3 • There is no understanding of the text demonstrated by the student markings.

Note: Most pages should have notes, underlining, etc., but you don’t have to write on every
single page. Some pages may have fewer notes than others, and that is okay. Just be
consistent and thorough. Remember, the point is to analyze as you read, and to record your
conversation with the book.

1https://www.bdcs.org/uploaded/Bishop_Dunne/Summer/Assignments/MS_Reading_Annotation_Rubric.pdf
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“A true teacher is not satisfied with a second-rate work!” – Ellen White