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Transcript of Notice &Note
A Brief Explanation of each Signpost
Features Worth Teaching...
"We have to be alert for those noticeable moments in the text that trigger the connection, and then we explore the significance of that interaction"
The 10 Questions
Defining the Signposts
Began by reading novels teachers said they commonly taught.
They looked for features that helped the reader understand character development, internal conflict, and even theme.
As they were looking for those features, they developed a criteria that had to be met in order to conclude the feature was worth teaching.
Notice and Note Signposts:
Contrasts and Contradictions,
Aha Moments, and Tough Questions
Monday, February 17, 2014
Vol XCIII, No. 311
Questions to Ponder
Strategies for Close Reading
This book begins with questions the authors asked- "How the shape and nature of reading today, about what it means to be literate in the 21st century, about the new emphasis on text dependent questions and rigor and text complexity." These questions helped them to develop
to help students notice something about the text that would lead them to a deeper understanding (within the text as well as themselves).
Goal: To create "alert, observant, responsive, responsible, self-reliant readers, respecting their own perspectives and values but also willing to change their minds when evidence and reason demand".
The signposts and anchor charts that were created are a scaffold to help move children to meet that goal.
Is Reading Still Reading?
Does it matter if you are reading a book or using digital media?
changing ways of highlighting and annotating test; jump from one text to another
Still reading on facebook, twitter, Youtube, Wikipedia to learn about others and the world.
We must still question what was written, not written, and make connections between the text and ourselves and the world around us.
Question #2 What is the Role of Fiction?
Common core- 50/50 reading fiction and non-fiction
"Nonfiction lets us learn more, fiction lets us
Appeals to many students
Fiction effects the way we interact with one another; gives the reader a "chance to think about issues such as love, hate, hope, fear, and other emotions, problems, situations, and experiences of living".
Question #3 Where Does Rigor Fit?
The term is easily misinterpreted- Doesn't mean to just "teach harder books"
Should be a characteristic of our behavior with the text.
Should reside in the energy and attention given to the text, not in the text itself
The more painful the text does not equal more rigor.
The essential element is engagement
Student need to be committed to understanding something; an intriguing character, solving some problem, figuring out what the writer belives and how it compares to their own beliefs, etc.
Question #4 Intellectual Communities
Not focused on "Days Until Test" but on intellectual communities
Focus on real education and not the test scores
Students should be encouraged to be risk takers, curious, willing to try and fail, more interested in asking questions than providing answers.
Question #5 What is the Role of Talk?
Want students to be questioning and exploring
Conversation is important- not lecture
Students feel inspired when they feel like their voice matters
Must be engaging, interested, and committed to grow intellectually.
This helps them think about their perspectives, arguments, and how to cite evidence in a text
Fact: When teachers ask questions about a text, almost all know the answer; when students ask questions, they almost never already know the answer.
Question #6 What is Close Reading?
"Meaning is created not purely and simply from words on the page, but from the transaction with those words that takes place in the reader's mind".
Rigorous reading and close reading go together.
We bring the text and the reader
Suggests: "close attention to relevant experience, thought, memory of the reader; close attention to the responses and interpretations of other readers; and close attention to the interactions among those elements."
Question # 7 Do Text-dependent Questions Foster Engagement?
The text is important, but the reader is critical in creating the meaning.
Really cool text-dependent lesson on page 43!
Question #8 Must Everyone Read the Same Book?
YES, at least from time to time.
Allows students to share the same experience- hard to be a community without such moments.
The most challenging books require conversation, guidance, and interaction with others.
Think about book clubs- adults get together to read the same book
Just be prepared to help students through the text in multiple ways- some students will read the book on their own, others won't so they'll need time in class, others will need you to read parts to them and listen to some of it on tape.
"The problem isn't that we ask all students to read the same book. It's that we expect them to read it in the same way".
Question #9 Judging Text Complexity
Think about vocabulary and syntax and tell you something about the content
Use systems that take into account many factors
Question #10 Are We Creating Lifelong Learners
School should help students develop a passion for learning.
Students should leave 12 years of schooling with sadness- "Where their primary obligation was to learn, discover, wonder, to try, to fail-and then try again."
The way to do this is by helping students become independent, engaged readers. Readers who always "
NOTICE & NOTE
1. The feature had to have some characteristic that made it noticeable, that caused it to stand out from the surrounding text.
2. The feature had to show up across the majority of books.
3. It had to offer something to readers who noticed and then reflected on it that helped them better understand their own responses, their own reading experience, and their own interpretation of the text.
Eventually they found features that met all three criteria, and they appeared in
young adult novel they read.
"Because these 6 features seemed to be particularly noticeable points in a text, passages that almost demanded the reader to pause and reflect, notice them and make note of them, they became the Notice and Note Signposts.
Contrasts and Contradictions
Words of the Wiser
Again and Again
This is the point in the text when the character's actions or thought clearly contradict previous patterns or contrast with patterns the reader would normally expect, suggesting a change or offering a new insight into the character.
Ex: The Watsons Go to Birmingham-1963 when Byron, the near juvenile delinquent, kills a bird. When he is alone, he cries. This tender behavior contradicts the tough guy exterior we've seen through the early pages of the book, suggesting he may be more than simply a bully.
Contrasts and Contradictions
Explanations and examples are taken from the book Notice and Note; Strategies for Close Reading By: Kylene Beers & Robert E. Probst
These are moments when a character's sudden insight or understanding helps us understand the plot's movement, the development of the character, or the internal conflict he faces. It's almost always revealed with very direct language students can be taught to watch for.
Characters say "I realized..." or "I suddenly understood...." or "It came to me that...." or "Now I knew..."
Among the Hidden
(Luke) "The answer was there instantly, as if he'd known it all along and his brain was just waiting for him to come looking"
When students notice and Aha Moment, they see the character figure out something that almost always changes the character and therefore the plot.
This is one lesson that is seen a lot in children's literature. It's the point when the main character-a child or teen-pauses to ask , of himself or a trusted other, tough questions. Sometimes they appear as statements, often with the word
what I should do about.... This gives the reader insight into the character's development , internal conflicts and possibly theme. Its easy to teach because you just have to teach students to be on the lookout for the big questions a character asks, which is obvious.
Example: Esperanza Rising: Esperanza asks herself "Why did Papa have to die? Why did he leave me and Mama?"
This is the scene in which a wiser and often older character offers a life lesson of some sort to the protagonist. It often emerges as a theme of the novel. Sometimes it consists of only one line. It's often announced in a novel when the younger main character is alone with the older, wiser character in a quiet, meditative, often solemn moment. It's usually obvious from the setting that a serious conversation is about to ensue, and that conversation is usually the Words of the Wiser. (Students gain insight into a theme)
Words of the Wiser
Example: (Tuck Everlasting) It's a wheel, Winnie. Everythings a wheel, turning and turning, never stopping. The frog is part of it, and the bugs, and the fish, and the wood thrush too. And people. But never the same ones. Always coming in new places, always growing ad changing, and always moving on, That's the way it's supposed to be. That's the way it is.
This is an image, word, or situation that is repeated, leading the reader to wonder about its significance. Repetition might provide information about a character, about the conflict, about the setting, or about the theme.
Again and Again
Example: (The Giver) readers see the word release repeatedly. (Hatchet) Brian keeps calling to mind something he calls "the secret"
This is a scene that interrupts the flow of the story and reveals something important about a character, plot, or theme. It's the intrusion of the remembered event into what's happening in the present that marks this moment for the reader.
Example: (The Outsiders) Ponyboy remembers when his friend Johnny was badly beaten. This memory gives readers important background about Johnny's fears, the situation in Ponyboy's community, and the relationship between two rival gangs.
Now you are armed with six lessons, six signposts, six anchor questions, and one goal. "To help students come to love thoughtful, reflective, engaged reading. To turn those mere ink spots on paper into an imaginary world that is more real than the world around us." We must teach students to notice what's happening in the text and take note of the possible answers.