Reading Nonfiction Notice & Note Stances, Signposts, and Strategies By Kylene Beers & Robert E. Probst

“We want kids as readers of nonfiction to be active, to challenge the text, and to invite the text to challenge and change them. When students recognize that nonfiction ought to challenge us, slow us down, and make us think, then they’re more likely to become close readers.” – Kylene Beers and Robert E. Probst 3 BIG QUESTIONS that develop the stance needed for attentive reading 5 SIGNPOSTS that help readers analyze and evaluate the author’s craft 7 STRATEGIES that develop relevance and fix up confusions.

To Develop Understanding Adopt a Questioning Stance What surprised you? What did the author think you already knew? What changed, challenged, or confirmed what you already knew? Notice & Note These Signposts Contrasts and Contradictions Extreme or Absolute Language Numbers & Stats Quoted Words Word Gaps Use These Fix-Up Strategies Possible Sentences KWL 2.0 Somebody Wanted But So Syntax Surgery Sketch to Stretch Genre Reformulation Poster

What Challenged, Changed, or Confirmed What I Already Knew? Big Question 3 What Challenged, Changed, or Confirmed What I Already Knew? At first I thought…but… I had to rethink… My understanding changed when… I was right/wrong about…

Three points to consider We read nonfiction to learn something new. Learning is more than memorizing: it involves changing the way we think about an issue or an idea. We can change in several ways. We can: Confirm what we already thought Modify our thinking Change our minds completely

Important Information We have learned two questions to keep in my mind while reading nonfiction. What surprised me? What did the author think I already knew? Today’s question might be the most important. Being open to changing your mind is important. When you read nonfiction wondering, “What has challenged, changed, or confirmed what I already knew?” you’ll discover that you’re reading nonfiction more carefully and attentively.

We Try It: Any athlete will tell you this: If you’re competent at something and you start thinking about it, especially at a detailed level, you’re just dead in the water. Brain Study Article What confirms what we already know? We do some things better if we don’t think about them – like swinging the bat, running the route, etc.

We Try It Continued: Check this out: “The report warned that climate impacts are already ‘severe, pervasive, and irreversible.’ This challenges what I understood about climate change. This suggests that it’s already too late. I can’t just accept it. I must do more reading to see if my understanding was right or if this author was right. China’s Air Pollution

You Try It: What did the author think I already knew? Now it’s your turn. You have an article in front of you. As you read it, look for information that changed your thinking or perhaps confirmed some thoughts you already had. Mark those places, perhaps jot some notes in the margin (10-15 mins). When you are finished, take 10 minutes to share findings with a shoulder partner. If you want, you can create a bubble map to showcase you and your partners findings. Take 10 minutes to share with class.

Reflection Time How does reading with this question in mind slow down your reading and make you think more deeply about the text? Reflect on this in your journal. Share out.

Teacher Resources Notice and Note Resources Global Warming Article- The Dung Beetle as a Weapon Against Global Warming Brain Study Article China’s Air Pollution