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Notice & Note: Strategies for Close Reading by Kylene Beers and Bob Probst

Close reading.

Looking through titles of journal articles, professional development books and teacher training sessions, it seems that close reading is the buzz word of the year. And yes, I already overheard a parent ask, “Is it really something new? Weren’t we all reading texts and answering questions thirty years ago too? What changed?”close.reading

Actually, a lot has changed. We have so many people to thank for helping us understand how readers make sense of text and how meaning is created. (I’m just going to add one gigantic thank you to Louise Rosenblatt at this point!) And while students have been answering questions for many, many years, there is still more for teachers to learn on the subject of reading. Now when we talk about close reading, Notice and Note is the book that will become a turning point for teachers everywhere. I have no doubt that Kylene Beers & Bob Probst’s text will become the definitive text on the subject of close reading for narrative texts. And now I will add: Thank you Kylene and Bob!

What will you learn when you read this book? Topics that will keep your highlighter in use—-

  • What does literacy look like in the 21st century?
  • What are text dependent questions?
  • How are they part of the Common Core State Standards?
  • How can I create and use text dependent questions with the text I am teaching?

And of course, the signposts. What are signposts? Kylene and Bob have identified six signposts that we need to teach:

  • Aha Moment

    Using color with signposts

    Using color with signposts

  • Again & Again – Repetition
  • Words of the Wiser
  • Tough Questions
  • Compare & Contrast
  • Memory Moment

We know what good readers do when they read: they make connections, construct meaning, ask questions and try to answer them. They engage with the text. And we know that often, our struggling readers don’t do these things. They miss the cues for the important moments in the text. Teaching your students the signposts will bring about the “aha moment” – yep, and that is one of the signposts! It is the “wait – that was repetition. We read that phrase in the last chapter. I remember it. Why did the author repeat it? Why is it important?” And we stop, notice it and then take note. Then we build and make connections. So after you learn about the six signposts, you will be ready for anchor questions, reading logs and charts. You will be ready to build these concepts into your curriculum.

  • What are anchor questions?
  • How can I use anchor questions to help students further their analysis of complex texts?
  • How can I use a reading log in my classroom? How can I use signposts with independent reading?
Signpost Bookmark

Signpost Bookmark with color

You will also discover that many teachers are already sharing their signpost bookmarks, charts and reference materials. Check out pinterest boards and Teachers Pay Teachers for plenty of ideas (you will find not only bookmarks, but also posters, anchor charts, flip books, strategy cards, reading logs and more). I made a color coordinated signpost page (to use with colored post-its) and bookmark as well. The book will also give you some fabulous inspiration for creating signpost charts with your students for continued reference throughout the year. The appendix include reading log samples. You can also head to the Heinemann website and find the pdfs of the documents in the appendix, which is quite handy. (Check out the Companion Resources tab)

At the heart of this text is creating opportunity for student engagement with texts – and fostering meaningful, thoughtful engagement and conversations that will create new reading habits. This isn’t a text about how to teach a novel, but rather how to teach students to become better readers of all novels that they pick up, whether it is in the library or the classroom or at home.

Friends, this is a book you will want on a shelf in your classroom. Read. Annotate. Highlight. Start teaching the signposts. And drop me a line to let me know how your students are doing with their close reading!

Teaching English Language Learners (Part II)

Language Learners in the English Classroom by Douglas Fisher, Carol Rothenberg & Nancy Frey (Part II)

Now for the second half of the book and Fisher’s discussion of the last two components: fluency and comprehension. If you missed my discussion of the first two components (vocabulary and grammar) go to Part I.ELL

Fluency – More Than the Need for Speed

In order to address fluency, generally recognized as automatic word recognition while reading, Fisher examines what he believes are the three major components of literacy for the English language learner: oral fluency, reading fluency, and writing fluency.

  • Oral fluency. First off, Fisher discusses the importance of not only public speaking, but also private rehearsal and practice. This is especially important for students who may be self-conscious about the mistakes that they make when speaking, and the opportunity for private practice (and listening to their own recordings) allows them to focus on pronunciation in a safe environment. Public speeches in class (with practice!) is also important in developing oral fluency, and Fisher outlines ideas for effective speeches and rehearsals in the classroom.
  • Reading fluency. There are many ideas for improving reading fluency in the classroom. Fisher discusses how repeated readings can improve word recognition and comprehension. Using repeated readings in a variety of ways can help students practice their reading and improve not only their speed, but also voice, inflection, expression, tone and pitch. Readers theater and choral readings are also helpful for English language learners. They have the opportunity to practice aloud but with partners, which can lesson their anxiety about speaking and give them the opportunity for meaningful collaboration. Check out more about readers theater at Reading A-Z. NIM (Neurological Impress Method) is another method which is very effective with ELL students, though this requires planning and time, as teacher and student sit together to read using NIM steps. Read more at ReadStrong.
  • Writing fluency. Sometimes writing fluency is overlooked, yet this is also an important component to address with students learning English. Power writing, using short timed events, sometimes with a specific focus (such as grammar or content) can help students improve their writing and “get the words on paper” – often a struggle for ELL students. Using sentence and paragraph frames (Fisher and Frey discuss this in detail in a previous book, as well as Language Learners for the English Classroom) are also helpful and productive in gaining writing fluency. The frames create a model of sorts, that can readily be used for reference by the ELL student. This is especially helpful with using academic language and text structures that lend themselves to academic writing. Do not miss Fisher & Frey’s discussion of writing frames and strategies.

Comprehension – “The Cooperation of Many Forces”

What is comprehension? Bloom’s Taxonomy comes to mind; a student needs to be able to make meaning, explain, interpret, analyze and discuss. Effective comprehension instruction involves reading comprehension strategies, and the National Reading Panel (2000) identified eight strategies (comprehension monitoring, cooperative learning, graphic organizers, story structure, question answering, question generation, summarization, and multiple strategy instruction) for comprehension. Fisher makes a particular note of the multiple strategies instruction, as teaching students multiple strategies in context (rather than as a stand alone strategy out of context) results in much higher comprehension for the student. Instruction should involve multiple reading strategies and be integrated in an authentic reading situation. Ultimately, students must learn how to apply the reading strategies (think tools) in his or her own reading without the assistance of the instructor – keeping in mind that independence is the goal of all reading comprehension strategies. Fisher recognizes and discusses how metacognitive awareness must be a part of the reading comprehension instructional plan – students must be aware of one’s own learning and how the reading strategies help them make sense of the text. Think-alouds, guided reading instruction in small groups, and reciprocal teaching can all be part of a successful reading comprehension instructional plan that focuses on metacognitive awareness. Read the ASCD Express discussion of comprehension strategies for English language learners.

Gradual Release of Responsibility Model

Planing an instructional lesson with the gradual release method involves thoughtful preparation with the end result of independent reading and writing in mind.¬† For more about Fisher’s Gradual Release, go here for discussion and images of the instructional model. Using the strategies discussed with the framework of vocabulary, grammar, fluency, and comprehension, you can build your own lessons using the gradual release model – all helping together to achieve the goal of fluency for our English language learners. All four sections of this book work together to give you a more comprehensive approach to teaching English language learners. If you are looking for a book to help you bring together the effective strategies of a reading comprehension program for the ELL students in your class, this is the book you should read.
Have you read Language Learners in the English Classroom? What are your favorite books and teaching resources for working with English language learners?

Teaching English Language Learners (Part I)

Language Learners in the English Classroom by Douglas Fisher, Nancy Frey and Carol Rothenberg (Part I)

Are you interested in learning about English language learners? Language Learners for the English Classroom is a user-friendly text that will help you understand the challenges and complexities of working with English language learners in the secondary classroom and give you practical ideas for how to help them in their quest for fluency.

Why is learning English difficult for adolescent students? Fisher outlines several challenges facing the adolescent English learner, specifically a lack of familiarity with the linguistic code (namely pronunciation, vocabulary, idioms, grammar), difficulty with text structures and features, diverse rhetorical styles (remember that different cultures develop ideas in different manners, leading to a new challenge when learning English and a different structure for writing and developing ideas), and different background knowledge than their English peers who have attended elementary school in the United States.

What are the best practices for English language learners? To develop literacy in the English language, there are three areas that demand focus in the English classroom: teaching language, teaching reading, and teaching writing. (You may want to read the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners for more a comprehensive discussion.) Fisher discusses more about guided instruction, focus lessons and modeling, using the Gradual Release model when planning instruction, and other strategies for planning effective instruction.

ELLAt the heart of this book, Fisher, Rothenberg & Frey discuss four components to a successful program for English language learners, focusing on vocabulary, grammar, fluency and comprehension. For right now, I will discuss vocabulary and grammar (go to Part II for fluency and comprehension).

Vocabulary – Getting the Just Right Word

Vocabulary (not worksheets!) can be fun — and a strong vocabulary is crucial for improving reading comprehension. How can you improve vocabulary with your students? Fisher discusses many possibilities for vocabulary strategies, specifically with the goal of using precise and academic terminology for the classroom in mind. Fisher discusses how the English language learner is challenged in terms of academic vocabulary, and “command of academic language use, both verbal and written, lags significantly behind their conversational skills” (40). Further complicating this issue is how to teach vocabulary in a successful manner, particularly with the realization that “fewer than 10 percent [of the 3,000 to 4,000 words learned per year] could be attributed to direct vocabulary instruction. Instead ….most of the gains in vocabulary were attributed to acquisition with the context of learning, that is, through reading, writing, thinking and speaking about concepts” (41).

Fisher identifies five instructional strategies focusing on vocabulary.

  1. Wide Reading. Silent Sustained Reading (as well as independent reading across content areas) is helpful for students to spend time reading, and increasing their vocabulary knowledge while reading. High-interest, low reading level books are ideal for students learning English. It can be challenging to find fiction appropriate for older English language learners which is at a level suited to their vocabulary, and not too challenging. (I know of a teacher who used the Bluford series¬† – with high-interest, engaging and current topics in a shorter – lesser than 200 pages – format, often with her ELL and struggling readers at the high school level, with a great deal of success Bluford Series Books) Of course it is not enough to simply have access to books. Teaching contextual analysis is an excellent way to help students maximize the vocabulary they can learn through wide reading. Using context clues to look for the definition, synonym, antonym, general or an example can help your students learn new words. This is also an excellent opportunity to use a special bookmark for “what to do when you don’t know a word” to help students with context clues. For one idea, check out this bookmark at Teachers Pay Teachers here.
  2. Teacher Read-Alouds. Using read-alouds in the secondary classroom can help students build necessary background knowledge while watching teachers model fluent oral reading of texts (especially pronunciation) and model the “think-aloud” process of making connections, clarifying and building comprehension. This is also another opportunity for vocabulary in context and repeated exposures – particularly with new, important words that you are focusing on in class. Students have an opportunity to watch the teacher’s face and notice the expressions, which helps them understand the new words.
  3. Content Vocabulary Instruction. Every content area has its own specific vocabulary, and this is crucial for students developing their vocabulary in the classroom, and building that important “academic vocabulary” for all subjects. Vocabulary journals and word walls can be used effectively in the classroom – particularly with the important words that teachers will want to reference on a regular basis. Keeping an ongoing word wall in the classroom is a fun way for students to add words and be directly involved with their new words. Giving students the opportunity to decide “yes, this is a word we should add to our journal or wall!” is a great source of ownership and engagement.
  4. Academic Word Study. Sometimes teachers may overlook some of the “academic vocabulary” because they assume that students already know the word. Sometimes students may not know the word at all, or have a very limited understanding of the word. Yet these academic words are so important and many texts will not have enough contextual clues for these words, meaning it is very important for teachers to help students access the academic vocabulary through other means than simply context clues. An excellent resource mentioned by Fisher is the Academic Word List (Coxhead 2000) and this list is a good place to start when deciding what words are worthy of individual focus and attention.
  5. Words of the Week. Breaking down words. Quite literally, the word parts are important (think prefix, suffix, and roots) and students do need to learn the parts of the words. Examining word parts will help students discover and understand relationships between words with similar parts; this can also be an opportunity for students to connect their learning with the knowledge of their primary language, as English shares many Latin based affixes and roots with other Latin-based languages. Words of the Week (WOW) is one program that tackles a different affix or root each week, and this may be helpful for your school and classroom in addressing the vocabulary needs of English learners.

Grammar – “It Is Blue?”

Grammar skills are extremely important in communicating ideas in standard academic English and formal grammar instruction should be part of a successful ELL program. There are many possibilities for teaching grammar with your ELL students – ideas that are far more successful and more fun than diagramming sentences and filling in worksheets!

Why is grammar so important for English language learners? First of all, students need to be able to apply the rules of the English language consistently and accurately. Memorizing rules is simply not adequate; this is one of the reasons that it is vital to teach grammar in context. When it is decontextualized, grammar instruction is not effective. Rather, using students’ own writing as the basis for grammar lessons actually results in increased knowledge and understanding for the students. Students then use the rules that they learn in their own writing, cementing their understanding of the grammar. Fisher outlines three instructional strategies to help students improve their grammar in context and using authentic writing as a basis.

  • Generative Sentences

This idea calls for students to generate sentences with a specific strategy in mind. They can expand their sentences and vocabulary in a meaningful that will ultimately help them with their understanding of the English language. Teachers can use specific word placement, word limits and other requirements to help students focus on precise language use and effective sentences. This activity is also effective in vocabulary development, as teachers can use key vocabulary words as part of the generative sentence activity.

  • Sentence Combining

Combining sentences is a creative way to address grammar. What I love about sentence combining is that you can show students how to use rules in authentic writing – not a “canned” grammar activity that is decontextualized and isolated from “real” writing. Sentence combining can help you teach punctuation, compound sentences (the run-on sentence!), subordination, reduction and apposition. Students can use their own writing while they examine individual sentences, looking for effective means of combining and reconfiguring sentences in a way that improves their writing fluency. This can be a time consuming process and it is often best done in teacher-student writing conferences. The benefits of this strategy are huge and you can see the improved writing immediately! Fisher also includes some excellent student examples that help clarify the process.

  • Sentence Syntax Surgery

I love the name of this strategy. Writers are like surgeons, cutting apart sentences and rearranging them in the correct English sequence. Students learn syntax by manipulating the words and creating a grammatically correct sentence. This is especially effective with students at the Expanding and Bridging levels. It is also hands-on, giving students the opportunity to literally move the sentence around, which gives them a different experience than simply a paper and pencil or word processing program. For some students, the ability to pick up the word and move it, then try the sentence out loud, will help them find the correct syntax and further their understanding of the grammatical concept at hand.

Vocabulary and grammar are the first two instructional focuses of this book – and then we move to fluency and comprehension – Post II.

I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers by Cris Tovani

IReadItThis book was classroom-changing for me when I first read it. The timing could not have been better. The book was brand new and I was in my first year of teaching. My master teacher told me that I should read the book I Don’t Get it: Comprehension Strategies for Adolescent Readers.

Right away I was drawn to the practical nature of this book. With classroom snippets and student dialogue, Cris Tovani illustrates her points about reading comprehension issues in the classroom – not at the elementary level but at the junior-high and high school level. This resonated with me as I was teaching four sections of 11th grade students, and most of the them had an independent reading level of 8th or 9th grade. They struggled with our American Literature McDougal Littell textbook. When I foolishly assigned “Sinners in the Hands of an Angry God” as a homework reading assignment, not one of my students was able to write a coherent summary of the reading. I looked at their homework – and they did try – and I was crushed. I knew they were struggling but I was at a loss for how to help them. I knew how to create lessons plans and address the standards. I could write summaries and read to the class but I knew there was more I should be able to do for my students. Cris Tovani showed me exactly what I needed to do to help my students.

So what will you find in this book?

Fake reading. Yep, Cris Tovani discusses what so many teachers see in their classrooms every day. Students “fake” read and make it through the assignments and discussions without actually reading – or comprehending. So what is there to do? First of all, we need to understand the realities of what reading really is and “redefine” our perception of reading. Reading is not just about decoding words. Reading is about constructing meaning and using cueing systems in our to comprehend challenging texts.

Right away, Cris doesn’t want teachers to feel overwhelmed by this information and the thought of teaching cueing systems. She quickly points out two absolutely fundamental ideas that all teachers can do to help their students improve their reading comprehension: 1. Become a passionate reader of what you teach. 2. Model how good readers read. Both of these ideas permeate her book as she discusses specific strategies that will help teachers improve reading comprehension in their classroom.

This leads us to strategic reading. Good readers have a purpose when they read. Having a clear focus on a reading assignment will help students stay focused and cue in to the important information. With a vague purpose (“You will have a test on this chapter tomorrow.”) students have difficulty zeroing in on what the important information and making sense of the concepts in their reading assignment. Thinking aloud and modeling the reading process will help your students see how a good reader makes sense of text, makes connections, and determines important ideas and questions. Marking the text also helps students connect, engage and interact with the text. Following up on marking text, double-entry diaries (as well as other interactive, dialectical journaling) can help students make sense of challenging texts.

What happens when a reader gets confused? First off, we need to teach students how to recognize when they are stuck and confused. Students who struggle with reading don’t always realize the point where they lose track in the reading process. Before they realize it, they finish the entire chapter even though they stopped interacting with the text pages earlier. Helping them identify the point where they first encountered confusion is the first step. Now what? Here is where we encounter fix-up strategies. Rereading is something students are often told, but there are many other fix-up strategies beyond rereading. Cris Tovani will walk you through a multitude of strategies, such as making text connections, making predictions, stopping to think about what you already know and read, asking questions, writing, visualizing, retelling, recognizing patterns in text structure, reading rates, and other ideas that will help your students repair the confusion.

Perhaps most important is Tovani’s discussion of how to teach reading strategies to your students. Not just creating lesson plans that utilize modeling, double-entry diaries, or comprehension constructors. Teaching students how to use these important strategies will help them beyond that particular lesson where you ask your students to make text-to-self and text-to-text connections in a double-entry diary. The strategies will help them become better readers in all of their classes and beyond.

Most of all, Tovani’s book resonates with optimism, energy and enthusiasm for her students and her teaching. When I finished the book, I was energized and excited. I was no longer in despair about my students reading abilities; I had a text in hand (and highlighters – I bought about 100 highlighters in 3 different colors after I read this book – I was so excited to teach my students how to mark and annotate a text!). I had multiple fix-up strategies to add to my reading toolbox. I set off with my highlighters, started posters with reading fix-up strategies and my students and I continued to make amazing improvement over the course of the year. And years later, I still find myself referring back to this book, rereading paragraphs and sections. It is an excellent reminder of the reasons we teach and the possibilities in the classroom, each and every day.

Have you read Cris Tovani’s book? What are your favorite reading comprehension textbooks for the classroom?

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