Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies, by Kylene Beers, Robert E Probst
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Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies, by Kylene Beers, Robert E Probst
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Also available: Reading Nonfiction Student Bookmarks and Notice & Note/Reading Nonfiction Signpost Student Bookmarks
"When students recognize that nonfiction ought to challenge us, ought to slow us down and make us think, then they're more likely to become close readers." That means we need to help them question texts, authors, and, ultimately, their own thinking. No matter the content area, with Reading Nonfiction's classroom-tested suggestions, you'll lead kids toward skillful and responsible disciplinary literacy.
Picking up where their smash hit Notice & Note left off, Kylene Beers and Bob Probst write: "Fiction invites us into the writer's imagined world; nonfiction intrudes into ours and purports to tell us something about it." This crucial difference increases the responsibility of the nonfiction reader, so Kylene and Bob have developed interlocking scaffolds that every student can use to go beyond a superficial reading:
- 3 essential questions that set students up for closer, more attentive readings of nonfiction texts
- 5 Notice & Note nonfiction signposts that cue kids to apply the skills and processes that sophisticated readers use instinctively
- 7 proven strategies readers can use to clear up confusions when the text gets tough.
We all know the value of helping students define nonfiction and understand its text structures. Reading Nonfiction goes the next crucial step-helping kids challenge the claims of nonfiction authors, be challenged by them, and skillfully and rigorously make up their mind about purported truths.
Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies, by Kylene Beers, Robert E Probst- Amazon Sales Rank: #2393 in Books
- Published on: 2015-10-20
- Released on: 2015-10-20
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x .62" w x 7.40" l, .0 pounds
- Binding: Paperback
- 312 pages
About the Author Kylene Beers, Ed.D., is a former middle school teacher who has turned her commitment to adolescent literacy and struggling readers into the major focus of her research, writing, speaking, and teaching. She is author of the best-selling When Kids Can't Read/What Teachers Can Do, co-editor (with Bob Probst and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and co-author (with Bob Probst) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. She taught in the College of Education at the University of Houston, served as Senior Reading Researcher at the Comer School Development Program at Yale University, and most recently acted as the Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College. Kylene has published numerous articles in state and national journals, served as editor of the national literacy journal, Voices from the Middle, and was the 2008-2009 President of the National Council of Teachers of English. She is an invited speaker at state, national, and international conferences and works with teachers in elementary, middle, and high schools across the US. Kylene has served as a consultant to the National Governor's Association and was the 2011 recipient of the Conference on English Leadership outstanding leader award. Kylene is now a consultant to schools, nationally and internationally, focusing on literacy improvement with her colleague and co-author, Bob Probst.Robert (Bob) Probst is the author of Response and Analysis, he is coeditor (with Kylene Beers and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and coauthor (with Kylene Beers) of Notice and Note: Strategies for Close Reading, and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. Bob has also published over one hundred articles, chapters, and monographs in national and international publications. Bob began his teaching career as high school English teacher and then became a supervisor of English for a large district in Maryland. He spent most of his academic career at Georgia State University where he is now Professor Emeritus of English Education. After retiring from Georgia State University, he served as a research fellow for Florida International University. Bob is now a consultant to schools, nationally and internationally, focusing on literacy improvement. He works in schools with his colleague and co-author, Kylene Beers. Bob has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, a member of the national advisory board to American Reading Company, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE's Exemplary Leadership Award, presented by the Conference on English Leadership.
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Most helpful customer reviews
17 of 17 people found the following review helpful. One of the most important books you'll read as a literacy teacher! By Jeff Williams I have just finished pouring over Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies by Kylene Beers and Bob Probst and am overwhelmed by the possibility, promise, and profound impact that this text will bring to my work with teachers and students. I, like many colleagues, have read numerous books about non-fiction but none come close to this one. While most books offer cursory understandings and are loaded with activities for helping students see how nonfiction texts work, this book literally gave me a new definition of nonfiction, a stance I hadn’t thought of as an adult or had the chance to grow up using as a child. And, yes, it still has great activities for helping students or adults, so the authors don’t just rattle your world and leave you hanging. Instead, they offer us wisdom about how to read nonfiction and how to show that reading world to our students. Plus, I know from experience of watching these extraordinary author/teachers that their lessons are, in fact, tried with actual students, then refined and honed, before being presented to us! As the authors state: “In actuality, the role of the reader of nonfiction texts is to be active, to challenge the text, and to invite the text to challenge him. We must read with an eye skeptical enough that we see in the text the places we must question the author’s assertions. But at the same time we must read with a mind open enough that we will be able to, when warranted, change our understandings—about the text, about ourselves, about the world around us.” As you read this text, I promise that you will be active, you will challenge the text, and this text will challenge your thinking. And, if you are like me, you will find also that this text warrants changes in our thinking and more importantly in our teaching.Jeff Williams, K-12 Literacy Coach and Reading Recovery Teacher Leader, Solon City Schools, Solon, Ohio
6 of 6 people found the following review helpful. I love that Kylene and Bob begin by acknowledging the challenges ... By Tara M. Smith I knew I had struck a teacher's goldmine when I brought what I had learned from Kylene Beers and Bob Probst's Notice & Note into my sixth grade classroom. The signposts, together with "What we know/What we wonder" from Dorothy Barnhouse and Vicki Vinton's What Readers Really Do, transformed the way we approached reading fiction, as well as the way we talked and wrote about our reading. So, I was thrilled to learn that a nonfiction Notice and Note was in the works, and waited (and waited...) until that day finally arrived and a copy of Reading Nonfiction:Notice & Note Stances, Signposts, and Strategies was finally in my hands.And not a moment too soon.I would be the first to admit, that teaching my kids how to read nonfiction in a strategic way, especially in the content area of Social Studies, has always presented unique challenges. Secretly, I have always harbored the distinct feeling that my nonfiction reading instruction was hit or miss, sometimes (judging from the faces of my sixth graders) more miss than hit. Even my most fluent readers seemed to skim the surface of informational texts,I love that Kylene and Bob begin by acknowledging the challenges teachers like me face in our instruction - not only do we have to teach our kids strategies to help think through and comprehend their informational texts, but we also have to create an instructional atmosphere that nurtures a mindset for reading nonfiction, described here by Kylene and Bob:This book had to discuss a stance that's required for the attentive, productive reading of nonfiction. It's a mindset that's open and receptive and receptive but not gullible. It encourages questioning the text but also questioning one's own assumptions, preconceptions, and possible misconceptions. This mindset urges the reader both to draw upon what he does know and to acknowledge what he doesn't know. And it asks the reader to make a responsible decision about whether a text helped him confirm his prior beliefs and thoughts or had enabled him to modify and sharpen them, or perhaps to abandon them and change his mind entirely.That is a tall order for teaching! Thankfully, Kylene and Bob guide us through this involved and complicated process with wisdom and humor. Reading Nonfiction is organized into four sections in such a smart way.I. Issues to Consider: Here, Kylene and Bob present ten issues that collectively helped formulate their ideas in writing this book. These issues span ways in which we can define nonfiction, the developmental demands we need to take into consideration when choosing appropriate texts for our students, and the issue of rigor and relevance ( "rigor is about relevance and not about a Lexile score" - let's have a collective amen for that! (p.49). I loved this thoughtful section, which addressed so many of the questions and concerns I have been mulling over for some time.II. The Importance of Stance: In some ways, I consider this to be the heart of this book. Kylene has been blogging about the thinking in this section since last Fall, and I took advantage of this by trying out some of the ideas in my own sixth grade classroom with amazing success. Here's how they introduce the importance of stance:The reader needs to remember that a work of nonfiction will try to assert something about his world, and he needs to take those assertions with a grain of skepticism. They may be perfectly true, they may be somewhat slanted or biased, or they may be flat out lies. (p. 76)This questioning stance is shaped by three "Big Questions":What surprised me?What did the author think I already knew?What changed, challenged, or confirmed what I already knew?This questioning stance was a game changer in my classroom, it gave us a lens through which to view the text, a perspective with which to read more attentively and therefore more meaningfully. The discussions that these questions opened up for us were amazing for I could see real, purposeful engagement with the content of the text. As Bob writes, these questions allowed my students to think "more deeply about what we'd read. Perhaps that's because we weren't just reading facts on a page. We were thinking about how information fit with what we already knew. That helped make the reading more relevant." This is exactly the kind of reading that sticks, because kids own the process.III. The Power of Signposts: Having used the six signposts for fiction with such great success, I looked forward to learning what these nonfiction scaffolds may be. There are five, and here's the graphic which Kylene so helpfully Tweeted out in last night's Twitter chat (here's the link to the archive:https://t.co/AXxw7v0ni8):Screen Shot 2015-11-12 at 8.53.47 AMThese signposts dovetail perfectly with the three Big Questions, "they help students think about the Big Questions with more specificity" (p. 118). I am so looking forward to introducing them to my students, knowing that they will help us dig deeper into all the informational reading that we will be engaged in, especially when we begin our nonfiction unit of study. As with the signposts for fiction, these will enrich not only our reading work, but also our writing work.IV. The Role of Strategies: This was an eminently useful section - hands on ways in which we can "make the invisible thinking processes visible" (pg. 182). These seven strategies have common aims:...these strategies have two things in common: they require students to do some rereading of a text, and they encourage students to talk about what they have read. Both practices - rereading and talking - have been shown to be important in improving students' comprehension" (pg. 184).Some of the seven strategies were familiar to me, but I confess that I have not used them in as targeted a way as Kylene and Bob describe. So, I look forward to giving them another go this year, with better success.The appendices are filled with lists of resources, text samples, links to templates, and QR codes directing the reader to videos of classroom discussions - a wealth of useful information!So, there it is, a guide to another Beers & Probst must read, must have in your library.It was hard waiting for it...but so worth the wait!
3 of 3 people found the following review helpful. Buy this book By Judith M. Jester The long-awaited "sequel" to Kylene Beers and Bob Probst's Notice and Note came out about a month ago, and it was well worth the wait, Reading Nonfiction:Notice and Note Stances, Signposts and Strategies may be even better than its predecessor.Just like the original, its smart and teacher-friendly. And just like in the original, Beers and Probst tested and refined each of the Signposts with students in fourth grade and beyond across the country for years. As a reader of nonfiction and a teacher of eighth grade, the new Signposts resonate with me.The chapter on each includes candid conversations of students about the impact of the Signposts on their understanding of the text and where they may struggle a bit as well as links to grade level appropriate texts to use with classes and humorous asides from the authors. They also include variations on each for different content areas - even for math.I also really like the Strategies section. Though some are tried and true - many of you will remember Somebody Wanted But So from one of Beers' earlier works, When Students Can't Read: What Teachers Can Do - others are new like Possible Sentences. Whether reworked for nonfiction like Somebody Wanted or created for this text, each holds great potential to grow students' comprehension. I'm especially taken with Syntax Surgery.As a huge fan of its predecessor, I can tell you that my students, ranging from resistant to rabid, report that the first set of Signposts made a significant difference in their stance as readers. This book promises to do the same.Just as Melvin Dewey gave us a way to organize nonfiction in a meaningful way all those years ago, thus warranting a mention on their dedication page, Beers and Probst have given us a new way to organize our thinking about nonfiction. If you haven't already done so, buy a copy. It will become just as dog-earred as any other professional text on your desk.
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