This report describes a program that uses annotations in the teacher's editions of existing reading programs to indicate the characteristics of black English that may interfere with the reading process of black children. The first part of the report provides a rationale for the annotation approach, explaining that the discrepancy between written words and the way a black child reads them does not necessarily mean that the child does not understand what he or she reads. The second part describes the annotation approach and outlines many of the consistent characteristics of black spoken English to which the annotations can alert the reading teacher. The third section explains the procedures and criteria used in annotating the teacher's editions of the Ginn 720 and the Houghton-Mifflin reading programs. (HTH)