Text Coding
Text coding is a during reading strategy that helps students to monitor for meaning. It is perfect for those readers who often say, "I don't know what I just read." When students find something they need to be sure to remember or want to respond to, they draw a small symbol. Then, they can write a quick note to explain why they coded the text. Text codes are also sometimes called metacognitive markers, thinking notes, and logographic cues.
On this page you will find information about how this beneficial strategy can be implemented in reading classes as well as in other content areas. There are also printable resources and tips for differentiating so that the needs of all learners are met.
R = Reminds me of
T-T = Text to text connection
L = New learning
? = Question
* = Key Idea/Important
! = Surprising information
I = Inferences
Huh? = Confusion
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. (2nd ed.). Portland, ME: Stenhouse.
Text Codes!
Why should I use this strategy?
Text coding allows readers to capture their thinking while they read (Harvey & Goudvis, 2007, p. 57). Readers can note important aspects of the text and explain their significance. As they look back over their codes, students remember their reactions to the text. Text coding allows teachers to "see" their students' thoughts about what they read.
Content area teachers can also use this strategy since it can be used with fiction as well as nonfiction texts. Codes can be created to fit the needs of each class. For example, the class can decide on a certain symbol to use when they find an unknown word in science class or when they discover a topic they want to research further during history.
This strategy offers a lot of flexibility. Teachers do not have to use all of the text codes. They can change them or create their own. If students cannot write on the text they are reading, teachers can decide if they want students to record their codes in a notebook, on a recording sheet, or on sticky notes. Not only does text coding aid in comprehension, it can also increase student engagement.
Students explain how text coding
has helped them with
reading across content areas.
Introducing and Modeling Text Coding
Introduce the strategy by explaining its purpose. Make sure students know that this will help them keep track of their thinking as they read.
Choose a couple of text codes that you want to focus on in the beginning and explain them to the class. You can introduce more as they become more comfortable with this strategy. Create a poster of the symbols to post in your classroom or give each student a copy of the text codes.
Model the strategy by reading aloud a text and pause to think aloud as you add text codes. For example, "This part made me think of the text we read last week, so I'm going to write 'T-T,' the symbol for text to text connection. Now I'm going to write a few words about my connection." Be sure to pause and think aloud multiple times. It is important for students to see that you would have multiple text codes with notes on a page. When you finish reading, model how to look back at the text codes to remind yourself of what was read.
At this point teachers may want to introduce the rubric so that students are fully aware of the expectations. Discuss what text codes and notes for each rating would look like.
Text Coding Rubric
Practice and Differentiation
After modeling the strategy, give students a passage to read and practice text coding. They can work with partners. The teacher can conference with students during this time and offer additional support. After they have practiced applying the strategy, ask students to share where they used the codes and discuss what they wrote. They can use the rubric to self-evaluate.
Continue giving students opportunities to use text codes when they read with a partner and when they read independently. Meet with them and offer specific feedback.
English Language Learners and struggling students may need additional modeling and support in small groups. Teachers can focus on particular text codes they feel the students would benefit from the most. This will prevent struggling students from becoming overwhelmed. Work with struggling students to create a specific goal, such as "I will have five text codes with notes to go with this passage" or "I will use two types of text codes."
Below are a few prompts Serravallo (2015) suggests using to help students with this strategy.
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Check the chart of symbols. How would you respond to this part?
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Make sure you're reading just a chunk. Stop and jot!
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Think of the words the author wrote. What is your response?
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When you get to the end of the page, go back and skim the symbols to remind yourself of what you read.
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Let's go back to your jots. Use them to explain your thinking.
Students can design their own symbols so that the images have meaning to them (Beers, 2003, p.130). When students create their own codes, they should also make a key so that teachers know the meaning of each symbol.
Posting examples of students' text codes in the classroom has multiple benefits. When teachers display outstanding work, students who have had difficulty text coding can refer to it to see what their work should look like. Teachers can attach a sticky note to the work explaining specifically what made it a great example for other students. Also, students are excited to see that their hard work is being used as an example. Because of this, teachers should often update the work display. Posting students' text codes gives administrators a simple way to hold teachers accountable for using the strategy. They can enter the classroom then see the student work and know that the teacher has been implementing the text coding strategy.
Resources
Text Codes Chart -
Harvey & Goudvis
Text Coding Recording Sheet
The links below have additional text codes that could be used in your classrooms.
http://toolsfordifferentiation.pbworks.com/w/page/22360123/Text%20Coding
http://www.heinemann.com/shared/companionResources/E03087/47_TextCodes.pdf