Notice and Note: Strategies for Close Reading available in Paperback
"Just as rigor does not reside in the barbell but in the act of lifting it, rigor in reading is not an attribute of a text but rather of a reader's behavior-engaged, observant, responsive, questioning, analytical. The close reading strategies in Notice and Note will help you cultivate those critical reading habits that will make your students more attentive, thoughtful, independent readers."
-Kylene Beers and Robert E. Probst
Also available: Notice & Note/Reading Nonfiction Signpost Student Bookmarks
Notice and Note Book Club Facebook Page
In Notice and Note Kylene Beers and Bob Probst introduce 6 "signposts" that alert readers to significant moments in a work of literature and encourage students to read closely. Learning first to spot these signposts and then to question them, enables readers to explore the text, any text, finding evidence to support their interpretations. In short, these close reading strategies will help your students to notice and note. In this timely and practical guide Kylene and Bob:
- examine the new emphasis on text-dependent questions, rigor, text complexity, and what it means to be literate in the 21st century
- identify 6 signposts that help readers understand and respond to character development, conflict, point of view, and theme
- provide 6 text-dependent anchor questions that help readers take note and read more closely
- offer 6 Notice and Note model lessons, including text selections and teaching tools, that help you introduce each signpost to your students.
Notice and Note will help create attentive readers who look closely at a text, interpret it responsibly, and reflect on what it means in their lives. It should help them become the responsive, rigorous, independent readers we not only want students to be but know our democracy demands. A new Notice and Note Literature Log offers students practice finding the signposts-with over-the-shoulder coaching from Kylene and Bob. Save with 5-packs.
|Edition description:||New Edition|
|Product dimensions:||7.30(w) x 9.10(h) x 0.60(d)|
|Age Range:||9 - 15 Years|
About the Author
Kylene Beers, Ed.D., is a former middle school teacher who has turned her commitment to adolescent literacy and struggling readers into the major focus of her research, writing, speaking, and teaching. She is author of the best-selling When Kids Can't Read/What Teachers Can Do, co-editor (with Bob Probst and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and co-author (with Bob Probst) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. She taught in the College of Education at the University of Houston, served as Senior Reading Researcher at the Comer School Development Program at Yale University, and most recently acted as the Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College. Kylene has published numerous articles in state and national journals, served as editor of the national literacy journal, Voices from the Middle, and was the 2008-2009 President of the National Council of Teachers of English. She is an invited speaker at state, national, and international conferences and works with teachers in elementary, middle, and high schools across the US. Kylene has served as a consultant to the National Governor's Association and was the 2011 recipient of the Conference on English Leadership outstanding leader award. Kylene is now a consultant to schools, nationally and internationally, focusing on literacy improvement with her colleague and co-author, Bob Probst.
Bob Probst is the author of Response and Analysis, he is coeditor (with Kylene Beers and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and coauthor (with Kylene Beers) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. Bob has also published numerous articles, chapters, and monographs in national and international publications. Bob began his teaching career as high school English teacher and then became a supervisor of English for a large district in Maryland. He spent most of his academic career at Georgia State University where he is now Professor Emeritus of English Education. After retiring from Georgia State University, he served as a research fellow for Florida International University. Bob is now a consultant to schools, nationally and internationally, focusing on literacy improvement. He works in schools with his colleague and co-author, Kylene Beers. Bob has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, a member of the national advisory board to American Reading Company, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE's Exemplary Leadership Award, presented by the Conference on English Leadership.
Most Helpful Customer Reviews
As I read this book, subtitled Strategies for Close Reading, I kept thinking about the contrast between good readers—who have lots of experience with reading and use their background knowledge about genres to figure out what’s going on—and struggling readers, who don’t even know what to look for. Before you can find meaning in a text, you need to have some familiarity with the organizational elements that contribute to its messages. NOTICE AND NOTE tackles this problem head-on by describing and explaining six explicit strategies that readers can use to notice significant moments in novels and ask anchor questions in order to make sense of what they are reading. For example, the “Contrasts and Contradictions Signpost” indicates when a character does or thinks something unexpected, or an element of the setting strikes the reader as unexpected. The corresponding anchor question is: “Why would the character act/feel this way?” This question, in turn, should lead to conversations about character motivation, a key to unlocking the meaning in any novel. The other five signposts and anchor questions have the potential to lead to equally profound discussion and analysis. Beers and Probst rightly take pains to clarify that they are not proposing a scavenger hunt; while they acknowledge that readers must find clues in order to make meaning, they don’t believe reading should be viewed as a “Where’s Waldo?” exercise. Their goal is for readers to become more alert and better able to express their understanding. The authors offer ample evidence that their approach can have impact, offering numerous “before” and “after” examples of students who at first stammered and struggled to talk about a text, then a few months later could articulate with much greater fluency and confidence what they had gleaned from the text. In the first half of the book, Beers and Probst lay the groundwork for their approach, and in the second half, they drill down on each strategy, providing models of the lessons they teach along with pages and pages of graphic organizers and other tools needed to teach these lessons. It’s a lot to digest, but I’m not complaining. My guess is that most teachers will gobble down the first half very quickly and revisit the second half when they sit down to write unit plans and lesson plans. As much as I love the concept of signposts and anchor questions, I think my favorite part is their section on “Letting Students Create Text-Dependent Questions.” With a few simple steps, they demonstrate how to teach students to ask questions about texts to drive comprehension and learning. I love this approach because it makes texts accessible to everyone—after all, we can all think of questions as we read—but more importantly, it signals the importance of INQUIRY in learning and ENCOURAGES students to ask questions while reading, which is, in fact, what good readers do. All in all, this book makes a vital contribution to the ongoing discussion about how to help students become stronger readers. Sarah Tantillo, Ed.D., LLC (author of THE LITERACY COOKBOOK: A PRACTICAL GUIDE TO EFFECTIVE READING, WRITING, SPEAKING, AND LISTENING INSTRUCTION)
As a teacher, I have a lot of resource materials for teaching but too many of them only have a couple of pieces of information I actually put to practice. When I started to read NOTICE & NOTE, I found I couldn't put it down and my pages are full of Post-Its that mark pieces I want to use in class. This is probably the best resource book I've seen for a long time, especially for close reading. It's well worth the money.
This is a great book about how to teach children to read closely. I was able to put ideas in this book immediately to use in my classroom!