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Notice & Note: Strategies for Close Reading ペーパーバック – イラスト付き, 2012/11/1
購入オプションとあわせ買い
-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.
- ISBN-109780325046938
- ISBN-13978-0325046938
- 版Illustrated
- 出版社Heinemann
- 発売日2012/11/1
- 言語英語
- 寸法19.05 x 1.75 x 23.37 cm
- 本の長さ274ページ
商品の説明
著者について
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.
登録情報
- ASIN : 032504693X
- 出版社 : Heinemann; Illustrated版 (2012/11/1)
- 発売日 : 2012/11/1
- 言語 : 英語
- ペーパーバック : 274ページ
- ISBN-10 : 9780325046938
- ISBN-13 : 978-0325046938
- 対象読者年齢 : 9 ~ 15 歳
- 寸法 : 19.05 x 1.75 x 23.37 cm
- Amazon 売れ筋ランキング: - 275,952位洋書 (洋書の売れ筋ランキングを見る)
- - 2,508位Instruction Methods
- - 5,581位Parenting & Families (洋書)
- - 26,560位Nonfiction Education (洋書)
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As an ELA teacher-in-training, I often busy myself with collecting various resources that will be useful to me before and while I begin my teaching experience. Always trying to acquire and appropriate simple, practical and thought-provoking lesson ideas that are effective and helpful for students, I was happy to have come across the “signposts” and “anchor questions” concepts in the text—two ideas I think we can all benefit from as future ELA teachers. The signposts, as I have mentioned earlier, serve as literary nodes which students can learn to intuitively follow (using some of the questions provided by the text) to not only read their texts more closely, but to get into the habit of asking relevant questions and looking for key details. Some examples of signposts would include the “Aha Moment,” in which a character in a text is personally changed by a profound realization or experience (71), or, similarly, “Contrasts and Contradictions,” in which thoughts or actions of a character contradict what the reader might normally expect (71). Additionally, the anchor questions provided with each signpost—such as “Why might the author bring this up again and again?” or “Why might this memory be important?”—help keep students on point when reading for signposts (76). In addition to providing teachers with these tools, the text also provides supplementary materials used for teaching students to recognize and work with the signposts; this is provided in the form of lesson ideas listed next to each signpost, as well as corresponding lesson activities provided in the appendix.
I find the methods the text provides for teaching each of the signposts to be especially useful. It offers simple and realistic explanations we can provide to our students to explain each signpost—such as getting students to realize the importance of patterns in everyday communication for the “Again and Again” signpost (163-4). It then provides ways for us to incorporate the signpost into our instruction, as well as ways students can practically apply the learned knowledge with their work. It provides teachers with examples from popular texts (mostly canonical, but useful nonetheless). On the subject of popular texts, Notice & Note also provides teachers with ways of assessing the complexity of texts, and provides information teachers will need to help plan the instruction of their chosen text(s) using the signposts and anchor questions. I found this to be an especially useful tool, as well. Overall, though, I think that Notice & Note is an excellent tool that every ELA teacher should have, as it equips teachers with the tools they need to more effectively teach close reading and comprehension to students.
I received the book on a Thursday, started reading it that weekend--with many "AHA!" moments--and on Monday morning I started in with my first signpost lesson. I knew INSTANTLY that my students were "getting it!" Seriously, I have had moments of giddiness and chills while working with the kids on the different signposts. I have never been this excited about a book.
It is incredibly easy to read. The six introductory lessons are there for you, scripted even, so you easily get the idea of how to teach the signposts, and the text selections are in the back of the book for copying. The authors are very "real" with their comments and how their signpost implementation in the classroom panned out. Lots of "Bwahaha!" moments where I laughed that they were keeping it real with me!
Notice and Note is a perfect fit with the CCSS. My students are easily citing text evidence with the signposts and focusing on the accompanying questions. The questions really bring home the deep thinking that I've struggled with (how to teach) since the advent of the term "close reading." We have been studying The Boy in the Striped Pajamas, and without a doubt, these signposts have deepened my students' understanding and questioning of the novel. We are using our iNotebooks along with the signpost implementation. The kids have easily begun to internalize the signposts, cite evidence (from the signposts), and deepen their thinking with the questions--keeping up with it all in their notebooks.
The six strategies have made me a better reader, as well. I told my students the other day that I would no longer be afraid to join my neighborhood book study (my fear has always been that profound thoughts and ideas would be expected of me because I teach reading!).
I could say soooo much more about how in our discussions we have even gone back to other novels we have studied or that students have read independently and talked about the signposts we realize were in them...PLUS... although I am not an English teacher, I can say that these signposts would fit perfectly in a writing program to help add voice and style to narrative pieces. Have I sold you on this yet?
I just can't say enough about this book. #lifechanger
A lot of this is really creating a reader's mindset -- read, pause and notice, think, move on. That inner monologue is the goal: read, re-read, what's just happened, why it just happened, what it might mean to me, what seems to be coming, what is a surprise and what is satisfyingly predictable. This nurturing of this mindset is necessary to supporting our children as they decide how (or if) reading will remain a part of their lives now and in the future.
Weak spots? I think the authors may have spread themselves a little too thin. They lock horns a few times with Common Core, toss in a useful but perhaps irrelevant section about readability scores and the extent to which they need human as well as computer-evaluated data, and include some incomplete reflection on how we might read e-books differently than we read print . . . but it's almost churlish to mention these because of the practical and powerful content of this very good book.
I've been an upper-elementary general classroom teacher for more than 45 years. I teach in a private, Progressive school with amazing colleagues as well as wonderful children and their families. We don't have to worry about Common Core, and we believe that no child should be left indoors. So we worry about learning and about teaching. This book has dangled a lot of new things in front of this old dog's nose, and I am panting for school to start so I can put them into practice.