Notice and Note: Strategies for Close Reading by Kayleen Beers and Robert Probst
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They share my suspicions nearly the motives of the authors of CCSS, and they feel confident about their own practice and professionalism to make the instance, once more, for transactional reading...reading that insists the reader create meaning, not just regurgitate the significant the teacher has found. I rememb
Sometimes books detect you when you demand them the well-nigh. I feel that way about NOTICE AND Notation. I saw Beers and Probst talk about this book a couple of years ago, and was excited to see I could buy it.They share my suspicions virtually the motives of the authors of CCSS, and they feel confident nearly their own practice and professionalism to make the case, over again, for transactional reading...reading that insists the reader create meaning, not just regurgitate the meaning the teacher has plant. I call back when I finally defenseless on in college, that, to quote David Coleman, my professors didn't "give a sh*t about what I thought," and they only wanted me to tell them what THEY thought. New Criticism in a nutshell...instructor holds the knowledge and the right answers. Students scramble to figure out what the instructor thinks. Hated it and so, hate it at present.
Find AND NOTE gives the power of reading dorsum to the students, with some keen 'signposts' to wait for. For each of the six signposts, there is one anchor question that teachers can model for students...The signposts are so beautifully simple: 1.Contrasts and Contradictions ("Why would the character human action that way?"); two.Aha Moments ("How might this alter things>"); 3.Tough Questions ("What does this question make me wonder near?"); 4.Words of the Wiser ("What'due south the life lesson and how might it affect the character?"); v.Once more and Again ("Why might the writer bring this upwardly again and again?"); and 6.Retention Moment ("Why might this memory be of import?").
The authors show model lessons for each signpost, showing how to gradually give responsibility to the students. They include peachy dialogues of kids, and they include the tough questions teachers similar me, suspicious of every 'new answer' volition ask.
Man, this is a jiff of fresh air...their attitude almost teaching and learning is that they, too, are transactions...that sometimes a learner'southward answer might non exist the instructor's, merely every answer is to be honored and respected. The journeying TO the answer is as important and meaningful as the reply.
The respect Beers and Probst take for teachers and students made my heart swell...not a lot of that around right now.
My 1 business, and they address it likewise, is how these questions could exist used in other content areas as well the ELA course...some of the questions could easily translate into the history and social studies classes...also narratives in science and math...but I wonder well-nigh expository texts. They brand no claim that the signposts could be used equally is...only smart teachers (and they KNOW teachers are smart) could easily adapt.
LOVED the handouts in the appendix, and online. Great resources. I've already shared the bookmarks, and am thinking of ways to comprise these signposts into our Reading Logs next semester...
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I recommend this book to teachers and instructor educators, but with two caveats. One, this is a book that advocates approaches that might best be considered "introduction to close re
Beers and Probst offer a unique and useful arroyo to close reading. After hearing their presentation in San Antonio at the International Reading Clan, I went straight to the Heinemann booth to buy the book--and lucky me considering I bought the 2nd to concluding re-create available before the residue of the oversupply got at that place.I recommend this book to teachers and instructor educators, simply with two caveats. One, this is a book that advocates approaches that might all-time exist considered "introduction to close reading." It is for teachers who work with students who really are merely learning to work with text-dependent questions in a robust way. Second, in that location are few indicators to testify how teachers tin motility their students at varying grade and proficiency levels (there are a few, but just a few)to progress beyond these signposts. The danger with any generalizable set of strategies is that teachers and students won't movement across exactly what is prescribed.
I practice look forward to reading Beers and Probst'due south side by side volume, hinted at early on in the present book, about working with expository text. If I could offer a suggestion, it would exist not to treat all expository text every bit benefiting from the aforementioned features or qualities--what works for young adult novels may not work among the variety, depth, and breadth of expository texts every bit elegantly.
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This volume is a fantastic companion text to Penny Kittle's Book Love. While Kittle emphasizes independent choice in reading, Beers a
Notice & Note offers a framework for moving students away from teacher-generated-question-dependent reading toward independently noticing aspects of texts. Their simple half dozen-signpost system gives students physical features to discuss and notice as they read. Beers and Probst offer this as during reading work and it's a manner of seeing texts that can exist used immediately.This volume is a fantastic companion text to Penny Kittle's Book Love. While Kittle emphasizes independent option in reading, Beers and Probst's work can be used with short whole-grade mentor texts (as well as longer works) to help students talk over literary elements in meaningful ways. Though I cannot say I have implemented either Kittle or Beers & Probst fully in my own classrooms, I run across a synergy hither that promises richer text discussion of both selection and class literature.
Though I take skimmed through the sample lessons and don't usually count a book as "finished" until I've read each and always word, I know I will reread this book and then many times, I volition never exist done with it.
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Looking forward to reading the non-fiction companion. ...more
This book is SO applied. Kind of one of those books that every bit y'all read it you popular yourself upside the caput and think, why oasis't I been doing this????????????????
EXCELLENT book and very excited to be having a twitter book chat nearly it June 6,13,20 at 8pm CST. Hashtag is #NNNchat. Come join the party! We have besides created a facebook group.
I say it again. It.Just.Makes.Sense. :)This book is SO practical. Kind of one of those books that equally you read it yous pop yourself upside the head and think, why haven't I been doing this????????????????
EXCELLENT book and very excited to be having a twitter book chat about it June 6,13,20 at 8pm CST. Hashtag is #NNNchat. Come join the party! Nosotros have besides created a facebook group.
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I wouldn't heed them if they were just... reading tools or another suggested metaphorical reading guideline to use until students gradually discover what reading strategies work all-time for them. Just signposts aren't just that... They're treated like some sort of organized religion in schools and it drives me bonkers. Unpopular educator stance, only sorry (not sorry). However, there is a lot of merit to this volume bated from signposts, and I think my dislike by and large stems from schools pra
I. Dislike. Signposts.I wouldn't mind them if they were just... reading tools or some other suggested metaphorical reading guideline to apply until students gradually discover what reading strategies work best for them. But signposts aren't just that... They're treated like some sort of religion in schools and it drives me bonkers. Unpopular educator opinion, just sorry (not sorry). Yet, there is a lot of merit to this book bated from signposts, and I think my dislike mostly stems from schools praising/taking signposts as well far.
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Beers and Probst requite clear, physical examples of what the strategies are likewise as entire sample lessons to take and use.
Equally someone who uses reading equally a core of lesson planning in upper level Spanish classes, I found some great nuggets here of means to encourage pausing in students, creating moments to reflect on the deeper aspects of the piece.
Information technology does utilise a typical-in-education-work "numbered organization" (half dozen signposts), which I always find This was a pretty solid book about literacy strategies.
Beers and Probst give clear, concrete examples of what the strategies are too every bit entire sample lessons to take and use.
As someone who uses reading as a core of lesson planning in upper level Spanish classes, I institute some great nuggets here of means to encourage pausing in students, creating moments to reverberate on the deeper aspects of the piece.
It does employ a typical-in-education-work "numbered organization" (vi signposts), which I always find cringey. But, if you look beyond that, in that location is a lot of good here. ...more
when: start seven/17, finish 7/19
how: I read this in hard copy once again. I did lots of reading sitting outside at Thousand Teton National Park with the dogs while my traveling companions were checking out attractions in the park that the dogs could non visit. I finished reading it in the rider seat of the auto en route from Grand Teton to Yard Mesa, Colorado.
thoughts:
why: I accept been wanting to read this for a while, but information technology'southward likewise a text I demand to review for the course I'm teaching at CU this fall.when: start 7/17, end 7/19
how: I read this in difficult copy once again. I did lots of reading sitting outside at Grand Teton National Park with the dogs while my traveling companions were checking out attractions in the park that the dogs could non visit. I finished reading it in the rider seat of the car en route from Grand Teton to Chiliad Mesa, Colorado.
thoughts: I'm impressed by the process that became this book. Beers and Probst read dozens of the novels typically assigned in high schoolhouse and eye schoolhouse and kept annotation of when they paused as readers to think about what they were reading. From these notes, they identified half-dozen mutual signposts where engaged readers may stop to think about a text and inquire questions of information technology (for example, when at that place is a contradiction from something expected or when a character has an aha moment or when something in the text repeats again and again). The idea is that yous can use these signposts to teach students to do more than just decode the words--you can use them to teach students to really think nearly a complex text, which is something that students absolutely must be able to exercise on their own. I call up this will be a very useful text for my CU students, and I'm looking forward to integrating this work into my ain classroom. The signposts may supervene upon the tricks of successful readers I've been using for the last few years. The signposts are way more concrete and specific and really testify students what to do.
review haiku:
find and notation your
questions, connections, and thoughts
unpack complexity
The system the authors promote is designed for emerging/kickoff close readers though. My "gifted" high school seniors would impale me if I required them to apply some of these strategies while they read something like Dostoyevsky's Crime and Punishment. They already know too much for these charts to be useful and not wearisome. Yet, if you teach reading this is a expert book to have on the shelf.
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At the beginning of the book, the writer addresses why reading novels is important for kids' evolution and how the reading tin help. I cannot agree more to what the author advocates here. Surrounded by figurer geeks at piece of work place, I definitely see the needs to take literature instruction to foster empathy and some common sense in the early phase of one's instruction life.
And so the writer brings forward the half dozen signposts of Contrasts and Contradictions, Aha Moment, Tough Qu
This book intrigues me.At the get-go of the book, the author addresses why reading novels is important for kids' development and how the reading tin can assist. I cannot hold more to what the author advocates here. Surrounded by computer geeks at work place, I definitely see the needs to have literature education to foster empathy and some common sense in the early on phase of ane's education life.
Then the author brings forward the six signposts of Contrasts and Contradictions, Aha Moment, Tough Questions, Words of the Wiser, Once again and Again, Memory Moment. I am certain there are more than than one method to teach kids read the novels, and this signpost approach will be merely i of them. Just I am amazed by the rationale behind this framework. My instinct is that this framework can brand the intangible reading skills tangible to the both the adults and the kids, and brand those un-teachable skills teachable.
I am excited by the approach proposed by this book. Will definitely attempt it myself and likewise inquire my girl try it.
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Pros-
1. discussion on rigor: should I agree how this volume has a keen style of helping struggling readers with strategies replacing the former remainder literacy type strategies. The lessons provided are not mini-lessons, which many schools are looking for when observing. While each model lesson is provided, these texts are non a one size fits all arroyo for teaching. Most of the model lessons are excerpts from novels, so I'k not sure if students will understand or need to empathise the premise.
Pros-
1. discussion on rigor: should be shared. Many administrators and those in higher "educational activity roles" don't know what rigor ways and when teachers ask they tin can't really explain.
2. The types of discussions nearly a text teachers have with their students. ...more
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