To implement this strategy, the teacher needs to decide what features of the text will be important for students to look out for. For younger students, there should be only a few features that they should be looking for. The teacher will have to create corresponding symbols to go along with the text features they want their students to identify (see examples below for annotation symbols ideas). A visual (anchor chart, reference paper, bookmark, etc.) needs to be created to act as a key to explain the symbols and what they mean in the text. Coding the text will need to be modeled for the students and explicitly taught to them before they are able to use this skill. After it is modeled for them, students should begin to read their own texts and search for places where they can code it. After reading, students should skim through the codes that they placed in the text to remind themselves of what they read. The codes can be used to guide discussions about the text.