![]() Probst have identified six major “signposts” we see so often in children’s/young adult literature. Have you ever read a book where you find yourself constantly nodding your head and agreeing? Or saying “oh my gosh!! I needed this LAST year!”. This past summer I read Notice and Note: Strategies for Close Reading. Hello my dear friends! I’m stopping by to share a little something I’ve made for my students…Īnd I hope it’s something your students can use as well! Stay tuned for new free resources and ideas coming in the summer of 2023! I'm not sure exactly how I'm going to handle this going forward but I just had them adjust their chart so they wrote in the name of whichever sign post it was that they found and then they had questions to answer that went with each signpost from a master chart.PLEASE NOTE: This is an older post from 2014. I made something similar but then the kids found that in certain sections/books there were a huge number of "again and again" signposts but no "words of the wiser" and I had only given them room for three of each. The only thing I would suggest, that I'm still struggling with, is that you keep the trifold more general. I love how well it allows for differentiation for kids reading and comprehending at a variety of levels. We didn't have time to really introduce them all the way I wanted but I just wanted to see what they would do with them and it was great! I plan to go back and spend more time on each of the signposts after break when we use them with Romeo and Juliet. I rolled it out briefly with my freshmen in November and had them use it with the book Of Mice and Men. They can be used for one text or multiple texts.then go in their reading journals. For the trifolds, I plan to use them to record when the students find the various signposts in their reading. The icons are on all of these, which I hope will help. I also made up these signpost trifolds (something I adapted from an idea in the book) as well as a bookmark to accompany them. I figure the students can learn the icons, since they will be posted, and when noting the signposts they have found in their reading, they can use the icon with it. :) But what I did add were some icons for each of the signposts. The charts include the signpost, the definition, and the anchor riously, I just copied them from the book. In order to streamline things a bit, I premade some anchor charts for my room. I definitely want to use the signposts and make them part of my instruction. Well, after reading this book, my brain began spinning with all of the ideas that I now wanted to implement in my classroom. It is how you dissect the text and work with it that makes a piece of literature or informational text rigorous. It isn't just assigning something hard and calling it a day. It is just along my lines of thinking and I am glad that I am not the only one who thinks of rigor in this manner. The word is thrown around so much these days, and how they explained it - as a product of the interaction with the text, NOT the difficulty level of it - really hit home. What I liked best about the book was the explanation of rigor. What's more, the book outlines lessons to do (even giving the wording to use!) to introduce these signposts to the students. ![]() The simple signposts are things that will be found in most of the literature that we are using with our students. Looking at the Common Core Standards, Beers and Probst have been able to take what they know about reading and use what they call signposts to up the rigor within the passages themselves. If you know anything about me at all, you know that I love easy to follow ideas that get the most bang out of my buck.and this book does just that. One of the best resources I have found so far is Notice and Note: Strategies for Close Readingīy Beers and Probst. ![]() So for the past few weeks (in between feedings and playing with the baby.during naptime :) ) I have been searching around for all that I can about this idea of Close Reading and what it will mean for me as a teacher. However, I am just not sure that that is enough. My students regularly read for evidence of questions that I pose, scouring the text to find the answer that I am seeking. Now, I would love to say that of course I have been teaching close reading all along. With this transition comes many "new" ideas that are getting a lot of attention, one of them being "close reading." The past two years we have heard rumblings of it, but full implementation has now completely begun. Like many of you, my district is transitioning to Common Core this year. ![]()
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