This tool helps remind students to use some key annotating symbols as they negotiate complex texts. Annotating text ensures active engagement during the reading process and is an essential element in close reading. Annotating, or leaving “thinking tracks,” enhances and deepens the reader-text interaction by encouraging students to make connections between the text and their personal experiences, another text, or between sentences and sections within the same text (chain link symbol), visualize (eye symbol), and pose questions (question mark). Moreover, these symbols remind students to attend to their own understanding of the text as well as encouraging them to be aware when they lack understanding. The “rewind” button, for example, signifies a point in the text where students realize they are confused or not paying attention to their reading and recognize the need to go back and reread in an effort to clear up their misunderstanding. This kind of metacognition is imperative for cultivating independent readers who can help themselves. The equal sign is used when students use context clues to determine the meanings of unknown or unfamiliar words and may write a synonym or synonymic phrase with the equal sign next to or above the unknown word. The exclamation mark indicates a point where the student made an inference. It can be thought of as an “i for inference” flipped upside down to show the excitement of discovering a “hidden” message gleaned from clues left by the author. The star symbol is used to show a part of the text that states or gives evidence of the main idea. Teaching each of these reading strategies one at a time, and through plenty of teacher “think-alouds,” allows students to gain a deep understanding of their relevance and usefulness while reading and to provide ample opportunities for practice. The flip-side of this bookmark contains two “I notice…” “I wonder…” spaces in which students may (if laminated, use wet- or dry-erase markers to) record their observations about the text, including ways the author organized information or used craft and literary devices, and then write questions they have about those observations. Once students have annotated text, creating a record of their thinking, quality peer discussion, replete with direct references to the text, is possible and leads to an even deeper comprehension of the text. These annotations also provide assessment information as to students' level of active engagement as well as their ability to make meaning from text.