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Copy of Notice & Note

Strategies for Close Reading

Dana Howard

on 11 November 2013

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Transcript of Copy of Notice & Note

Notice & Note
design by Dóri Sirály for Prezi
When you closely read a text, you are expected to STOP at any NOTICE & NOTE signposts.
To independently, confidently, and competently notice those points in the story that might yield the most insight into the text, the author's intentions, and the character's motives; to notice those moments that trigger your own memories and thoughts about your own lives, about other texts you have encountered, and about events in the world.

(Beers & Probst 5)
Strategies for
Close Reading

Contrasts and Contradictions
STOP and Notice and Note
When you're reading and a character says or does something that is the opposite of (contradictory to) what s/he has been doing all along.
Anchor Question
"Why is the character doing that?"
The answers could help you make a prediction or make an inference about the plot and/or conflict.
Stop and Notice and Note
When a character suddenly realizes, understands, or figures something out.
Stop and Note and Notice
When another character (usually one who is older and a lot wiser) takes the main character aside and gives serious advice
Stop and Notice and Note
When you're reading and you notice a word, phrase, object, or situation mentioned repeatedly.
Aha Moment
Anchor Question
How might this moment change things?
If the character figures out a problem, you probably just learned about the conflict.

If the character understood a life lesson, you probably just learned about the theme.
Tough Questions
Stop and Notice and Note
When you're reading and the character asks him/herself a really difficult question or has to deal with a really difficult problem. This can also be a tough question that is raised in the mind of the reader.
Anchor Question
What does this question make me wonder about?
The answers will tell you about the conflict and might give you ideas about the plot.
Words of the Wiser
Anchor Question
What's the life lesson, and how might it affect the character?
Whatever the lesson is that is shared, you've probably found major clues about the theme for the story.
Again and Again
Anchor Question
Why does this keep showing up again and again?
The answers may reveal key information about theme or conflict. Additionally, answering those questions may help foreshadow what will happen later.
Memory Moment
Stop and Notice and Note
When the author interrupts the action to tell the reader about a memory.
Anchor Question
Why might this memory be important?
The answers will tell you about the theme, conflict or may help foreshadow what will happen later in the story.
A character behaves or thinks in a way we don't expect.

An element of setting is something we would not expect.
"Suddenly, I understood..."

"It came to me in a flash that..."

"The realization hit me like a lightning bolt..."

"In an instant I knew..."
"What could I possibly do...?"

"I couldn't imagine how I could cope with..."

"How could I ever understand why she..."

"Never had I been so confused..."
The main character and another are usually off by themselves, in a quiet serious moment, and the wiser figure shares his/her wisdom or advice in an effort to help the main character with a problem or decision.
A word is repeated, sometimes used in an odd way, over and over in the story.

An image reappears several times during the course of the book.
• The narrative (story telling) is interrupted by a memory that comes to the character, often over the course of several paragraphs, before we are returned to the events of the present moment.
Close Reading Strategies
Lara Morris, Anne Kreider, and
Sarah Patterson

Note & Notice
Contrasts and Contradictions
Tough Questions
Aha Moment
Words of the Wiser
Again and Again
Memory Moment
“The text was hard, the work was painful, and those who attempted it struggled mightily. But the struggle wasn’t productive, and therefore the reading wasn’t rigorous.”

“They weren’t wrestling with theme, with the picture of a time presented by the story, with the issues of danger and the courage it demands, or with any other ideas that might have been awakened by the text. Doing so would have been rigorous reading.” (Beers & Probst 22)
In your interactive notebook:

Exit Slip
DRAW: Compass Graphic Organizer

WRITE: What are your 4 cardinal
directions to navigate a text?
Text Selection
Their Answer: Choose texts based on student interests
"If the reader isn't interested in the text and can't be enticed to take an interest in it or at least give it a try, then [qualitative and quantitative] factors hardly matter" (Beers & Probst 57).
Is there a disconnect between Atwell, Burke, Beers, and Probst's emphasis on text selection and reader choice and the reality of the classroom?
What can you do when text choice is limited by school policy?
Full transcript