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Notice and Note: Strategies for Close Reading

Robert E. Probst Kylene Beers

Reaching Us

beers.probst@gmail.com

 Follow us on Twitter:
twitter.com/kylenebeers

twitter.com/bobprobst

beers.probst

Our over-arching goal

beers.probst

What we’ll be discussing

 Rigor, what it is and
what it isn’t

• The critical role of
talk and questioning
in the classroom

• Comprehension
strategies

beers.probst

Reading Volume of
Fifth-Grade Students of Different Levels of Achievement
(Based on In and Out of School Reading Logs)

Achievement Minutes of Words per
Percentile Reading Year
per Day
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
Anderson, Wilson, & Fielding, 1988

Turn this into 8 with one more
character

VII


Now turn this into a 6 with one
character

IX


It’s Rigor
NOT RIGOR MORTIS

KYLENE BEERS AND
ROBERT E. PROBST


Rigor

My definition

A collaborative
definition

Task:
beers.probst

Rigor resides in the energy and
attention given to the text

not in the text itself…


She Unnames Them

FOLLOW ALONG
WHILE BOB READS

MARK ITEMS THAT
RAISE A QUESTION


Ecuador
banning child labor laws
10-year-old
12-hour workdays
banana trees
as little as $27 a week
sharp heavy knives
no longer attend school
poor country
forced to work
harmful chemicals

250 million kids


What do you know about the oceans?

K -- What do I Know? W -- What do I Want to L -- What Did I Learn?
Know?
Who decided where the boundaries are?
They are big
What makes the boundary?
Why just 4?
There are 4 of them
Who decided there would be 4?

Are there pirates in all the oceans?
Pirates!
Who are the pirates?

Do different kinds of whales talk to
Whales each other?
Why are hurricanes called typhoons if
Hurricanes they are on the other side of the
US?
Are the names the same if you are in
They have names China?

Why does the salt in my tears not
They are salty burn my eyes, but the salt in the
Gulf of Mexico does?

 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 a
Contrasts 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?

 Contrasts and
Two of the Contradictions
Notice and
Note  Aha Moments
Signposts


 The character realizes or comes to
understand something that
Ah-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?

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.”

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.

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 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.

Megan—October, 7th grade

Megan: 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?

Megan

Kylene: 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?

 A character asks himself or a trusted
friend a tough question or tough
questions that reveal concerns
(internal conflict) the character has.
Tough
Questions  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?

 The author interrupts the flow of
the story by letting the character
Memory remember something.
Moment
 Text Clue:
 “I remember…”

 “The memory flooded back…”

 “It was a strange memory…”

 “She suddenly remembered…”

Question:
Why might this memory be important?

 An important life lesson is shared
with the main character.

 Text Clue:
Words of  A wiser and often older character shares
the Wiser sage advice
 It is often a quiet scene just between the
two characters
 The advice might be one line or a longer
“lecture”

Question:
 What’s the advice and how might it affect
the character?

 A word or scene or image occurs
repeatedly.

Again and  Text Clue:
Again  Some sort of repetition (a word, an
image, a phrase, an event) which may
or may not occur in same chapter

Question:
 Why does this keep happening again
and again?

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Cheyenne Wyoming oct 2012

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Editor's Notes