This document outlines a session to train teachers on using reading signposts during instruction. It discusses establishing group norms, session goals to deepen understanding of fiction and nonfiction signposts, and modeling how to incorporate signposts. Teachers learn the different fiction and nonfiction signposts, practice identifying them in text excerpts, and plan instruction incorporating signposts and anchor questions to monitor comprehension. The session aims to enhance reading instruction by highlighting signposts as stopping points for deeper analysis.

1. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Reading Signposts
High School Choice Sessio

2. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
NORMS
• Be present in the work
• Take care of personal needs
• Be considerate of “air time”
• Ask questions and share insight
• Have fun!
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3. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Session Goals/Outcomes
•Teachers will have a deepened understanding
of the fiction and nonfiction signposts.
•Teachers will learn how to incorporate the
reading signposts during reading instruction.
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4. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Brain Prep
• Think about the strategies you use during reading
instruction.
• Which was most successful? How so?
• Turn to a shoulder partner and share your responses.
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5. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
What are the Signposts?
• Signposts are stopping points to comprehend,
analyze, and asks questions that will deepen the
readers’ understanding of the text. This allows for
closer reading and meaningfulness.
• In addition to noticing the signposts, the reader
also pose questions and make note of what they
learn from answering those questions. We call
these questions, anchor questions.
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6. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Tips for using the Signposts during reading instruction
• Select a short text or excerpt
• Clearly illustrates the select signpost(s)
• Genre appropriate
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7. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Fiction Signposts
• Contrasts and Contradictions – When the character does something
different from what you would expect, ask yourself why the character is
doing that.
• Words of the Wiser – When an older or wiser character gives the
main character advice, ask yourself what the lesson might be or how it
will affect the character’s life.
• Aha! Moment – When a character suddenly figures something out or
understands something, ask yourself how that moment might change
things.
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8. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Fiction Signposts
• Again and Again – When something is repeated in a book, ask
yourself why the author thought it was important enough to repeat.
• Memory Moment – When the action is interrupted and the author
tells you about a memory, ask yourself why the memory might be
important.
• Tough Questions – When the character asks themselves a tough
question, think about what the tough questions makes you wonder.
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9. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Mix and Match
• In your groups, be sure at least one partner has a QR code
reader.
• Each group has a Ziploc bag with QR codes and a
placement.
• View each clue and discuss which signpost is evident.
• Record the name of the clip, signpost, and evidence under
the appropriate columns.
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10. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Nonfiction Signposts
• Contrasts and Contradictions- When the author shows you a
difference between what you know and what is happening, ask
yourself what is the difference and why does it matter?
• Numbers and Stats- When the author uses specific numbers,
number words, and amounts, ask yourself why did the author use
those numbers or amounts?
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11. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Nonfiction Signposts
• Word Gaps- When the author uses a word or phrase that you don’t
know, ask yourself do I know this word from someplace else? Or
does this word seem like technical talk for experts for this topic? Or
can I find clues in the sentence to help me understand to help me
understand the word?
• Quoted Words- When the author quoted a voice of authority, a
personal perspective, or cited others’ words, ask yourself why did
the author quote or cite this person?
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12. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Donald Trump loves the nonfiction signposts!
• How many signposts can you identify?
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13. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Planning with the signposts
•Select a signpost and TEKS
•Select an appropriate text
•Plan leveled questions to monitor comprehension
•Plan for anchor questions
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14. CULTURE
DEVELOPER
LEADERSHIP
TEAMS MANAGER
DATA
DRIVEN
VISIONARY OBSERVATION &
FEEDBACK
INSTRUCTIONAL
PLANNING
HISD
Exit ticket: Reflection
•Think about the following:
What is one major takeaway from this session that will enhance my reading
instruction?
•Write your response on the post-it provided using the following stem:
One major takeaway that will enhance my small-group instruction is…
•Post your responses on the Exit-Ticket charts as you exit the session.
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