CCIRA February 2012Kylene BeersRobert E. Probst                         The Notice and                         Note Lesson...
beers.probst@gmail.com
Notice and Note:                         STRATEGIES AND LESSONS FOR                          IMPROVING COMPREHENSION      ...
Results of survey of 2000 teachers, grades 4-12 Top MS Books                         Top Elementary Books      The Outs...
Results of survey continued Top HS Books      Night      Of Mice and Men      Speak      Romeo and Juliet      Lord ...
What we did Read each book repeatedly asking ourselves, “What’s here, in   the text, we could teach students to notice.”...
 The character acts in a way that is                  contradictory to how he has acted                  or that contrast...
• Read to             the first             stopping                Read to                • Students             point.  ...
 Contrasts and The Notice                Contradictions and Note                 Ah-Ha Moments Text Clues               ...
Erin—September, 6th grade“Um, I think that, I think that next, well next. I think  that well, I think more is going to hap...
Erin—January, 6th grade Here, right when Luke, he decides to go to the house, so he had just been thinking about it, but ...
Mark—August, 8th grade I guess I think that maybe, I guess that, that something else is going to happen.
Mark—November, 8th grade I stopped here because notice how it said that he had a sad smile. Smiles aren’t sad. I noticed ...
Megan—October, 7th gradeMegan: Miss—look! It’s that again and again. The story of the Denmark king. See, she’s remembering...
MeganKylene: Why do you think this keeps coming up again and again?Megan: Because. Because. I think it is because, oh, I k...
 The character realizes or comes to          understand something thatAh-Ha     therefore changes his thinking or        ...
 A character asks himself or a trusted             friend a tough question or tough             questions that reveal con...
 The author interrupts the flow of           the story by letting the characterMemoryM    remember something.oment       ...
 An author ends the chapter             (segment) with a last line that adds             surprising information or sugges...
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst
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The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst

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In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons

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  • Today I saw Ms. Beers give a presentation in the Rutgers Reading Conference. She was awesome and had a lot of great ideas! Reaching out to her to see if she can come work with my teachers! Awesome!!
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  • I love the work they are doing.
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The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by Kylene Beers and Bob Probst

  1. 1. CCIRA February 2012Kylene BeersRobert E. Probst The Notice and Note Lessons: Strategies thatTwitter.com/kbeers Unlock LiteraryBeers.probst@gmail Textsbeers.probst@gmail.com
  2. 2. beers.probst@gmail.com
  3. 3. Notice and Note: STRATEGIES AND LESSONS FOR IMPROVING COMPREHENSION HEINEMANN, SEPTEMBER 2012beers.probst@gmail.com
  4. 4. Results of survey of 2000 teachers, grades 4-12 Top MS Books  Top Elementary Books  The Outsiders  Holes  The Giver  Bridge to Terabithia  Holes  Bud, Not Buddy  Freak the Mighty  Hatchet  Hatchet  Maniac Magee  Esperanza Rising  Number the Stars  Watsons Go to Birmingham  Esperanza Rising  Number the Stars  Walk Two Moons  Roll of Thunder, Hear my Cry  The Giver  Bud, Not Buddy  Roll of Thunder, Hear my Cry  Tuck Everlasting  Tuck Everlasting  Bridge to Terabithia  Watsons To to Birmingham  Walk Two Moons  The Cay  Among the Hidden  Riding Freedombeers.probst@gmail.com
  5. 5. Results of survey continued Top HS Books  Night  Of Mice and Men  Speak  Romeo and Juliet  Lord of the Flies  Animal Farm  Grapes of Wrath  A Separate Peace  Anthem  House on Mango Street  Lord of the Flies  Monster  Nightbeers.probst@gmail.com
  6. 6. What we did Read each book repeatedly asking ourselves, “What’s here, in the text, we could teach students to notice.” Found those text features and then asked what question should students ask themselves once they find those features. Took the lessons into classrooms and shared them with hundreds of teachers for feedback. Culled the list of lessons to the most important 7 lessons. Let’s learn the first one . . .beers.probst@gmail.com
  7. 7.  The character acts in a way that is contradictory to how he has acted or that contrasts with how we would act or that reveals aContrasts and difference among characters.Contradictions Text Clue: Author shows actions or feelings that we haven’t seen before. Question: Why would the character act (feel) this way?
  8. 8. • Read to the first stopping Read to • Students point. second turn to Explain stopping their the text point and own clue you tell reading We Student model saw and Students students and try then try with s try on to find and the textstudents think our their the text support feature. listen through own feature Let them the discuss the and question answer to answer you the focus the focus asked question. question yourself. beers.probst@gmail.com
  9. 9.  Contrasts and The Notice Contradictions and Note  Ah-Ha Moments Text Clues  Tough Questions  Words from the Wiser  Last Line  Again and Again  Memory Momentbeers.probst@gmail.com
  10. 10. Erin—September, 6th grade“Um, I think that, I think that next, well next. I think that well, I think more is going to happen with her being with them. And then she will probably go home. Because they don’t seem like forever kidnappers.”
  11. 11. Erin—January, 6th grade Here, right when Luke, he decides to go to the house, so he had just been thinking about it, but here, he decided to go, well, I noticed that because he was doing something different, like a contradiction on how he had been acting, and so I noticed that. And that made me think that Luke, he’s like maybe getting braver some. But that’s going to be a problem because he needs to stay hidden. So, I think maybe that what’s going to happen is about him not wanting to stay hidden. Maybe like for the conflict.
  12. 12. Mark—August, 8th grade I guess I think that maybe, I guess that, that something else is going to happen.
  13. 13. Mark—November, 8th grade I stopped here because notice how it said that he had a sad smile. Smiles aren’t sad. I noticed that because it was really a contradiction and I wondered why he would be sad and smiling. I think that the Giver is smiling because he’s still trying to make Jonas feel good about this assignment but he also knows something that Jonas doesn’t know. This part made me think that something important is finally going to happen that’s about Jonas finding out something.
  14. 14. Megan—October, 7th gradeMegan: Miss—look! It’s that again and again. The story of the Denmark king. See, she’s remembering it again. Where was it first? Where was it? Can you find it? I don’t know where it was but this is like the, I don’t know, like it was a lot, that she keeps remembering this story, remember that her dad told her about the Denmark king and how anyone would fight for him?
  15. 15. MeganKylene: Why do you think this keeps coming up again and again?Megan: Because. Because. I think it is because, oh, I know, see how she keeps remembering that anyone would do anything to save him. Oh—this is that foreshadowing. Here it is! This is foreshadowing. Oh my God. It’s right here! Do you think Mrs. Lowry knows she did this?
  16. 16.  The character realizes or comes to understand something thatAh-Ha therefore changes his thinking or his actions  Text Clues  I suddenly realized…  Now I understood why…  It hit me with a force…  I knew what I had to do… Question: How might this change things?
  17. 17.  A character asks himself or a trusted friend a tough question or tough questions that reveal concerns (internal conflict) the character has.ToughQuestions  Text Clue:  Questions, often asked of self, that can’t be answered  Sometimes offered as statement, “I wonder if…” Question: What does this question make me wonder about?
  18. 18.  The author interrupts the flow of the story by letting the characterMemoryM remember something.oment  Text Clue:  “I remember…”  “The memory flooded back…”  “It was a strange memory…”  “She suddenly remembered…” Question: Why might this memory be important?
  19. 19.  An author ends the chapter (segment) with a last line that adds surprising information or suggests a new ideaLast Line  Text Clue:  A single-sentence that stands alone as a paragraph  Begins with But, And, or Or  Asks a question  Might be in italics Question:  What does this line make me wonder about?

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