67) They then established a criteria that focuses on features worth teaching. To identify these signposts the authors used the teacher surveys to identify novels that were commonly taught, then as they read and reread these novels they identified "particular features, features that helped us understand character development, internal conflict, and even theme." (p. The second section of the book covers the signposts they found, anchor questions that go along with each signpost, and comments about teaching the signposts. Questions about the role of 21st century reading, rigor, engagement in talk, text dependent questions, close reading, repetition in reading, text complexity, and how to create life long learners. The first section of the book starts with ten questions that the authors wondered and investigates further. ![]() After much research, classroom observations, and teacher surveys, Beer & Probst came up with six signposts and accompanying questions for each signpost to help students become better independent and confident readers. Through their investigations and observations Beer & Probst identified that readers were not giving much thought into their reading, they wanted to discover how to get readers noticing, asking questions, interacting, and making connections with the text to gain a deeper understanding of the text. The main focus of this book is that through the use of the signposts and their anchor questions, that the authors created lessons and theories around, it will encourage readers to become active and independent readers. The text uses the strategies of close reading, along with six signposts that help readers become more thoughtful, rigorous readers.The readership of this text is to help teachers develop skills and strategies that they can teach their students how to question and interact with a text, and become more skillful readers. This led the authors to begin researching and developing skills to implement in the classroom to help students become critical, rigorous readers. ![]() Students are either not understanding what they are reading or relying on the teacher to think for them. Both authors have worked as educators in public schools and universities, as well as observed and studied classrooms across the nation.Īs they reflected on their past and on the many changes they have seen over time with education they found one consistent issue, students were putting very little thought into what they were reading. The Authors of Notice & Note: Strategies for Close Reading are Kylene Beers and Robert E. All three districts have paid for the conferences and provided reimbursement for meals and mileage. I have been fortunate to work for three different districts, all of which were very supportive of attending professional conferences. Each of these conferences were approved by the district I was working for. It offered breakout sessions that I was able to tailor to my classroom needs. The Texas Reading First Conference, was by far my favorite to attend. Instructional Leadership Symposium- 2019- College Station, TXĮach of these Professional Conferences have been very beneficial to my educational journey.CSCOPE Conference, 2012-San Antonio, TX.Texas Reading First Conference, 2009, 2010- Corpus Christi, TX.Professional Journals: The Reading Teacher, ![]() Seeking Certification: Reading Specialist Current Position: K-2 Instructional CoachĬertification: EC- 4 Generalist, ESL Certified
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