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Notice & Note: Strategies for Close Reading

Product Description

Imported from USA

Review
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This is the missing link. While the Common Core State Standards require students to read complex texts,
read closely, and answer text-dependent questions, nothing shows us how to help students do all that during independent
reading nothing until Notice and Note came along. Kylene and Bob show us how we can attend to the demands of the CCSS
and support engaged, attentive, independent readers.
---Darl Kiernan, PhD., literacy trainer, Northwest Regional Professional Development, NV

Notice and Note will help you foster rigorous reading and high-level thinking while honoring your students need to
interact with what they read. Kylene and Bob forge connections between new academic standards and decades of reading
research through commonsense strategies that encourage collaboration and engaged reading. This book is well worth
noticing and noting.
---Donalyn Miller, author of The Book Whisperer and a grade 4 teacher, Ft. Worth, TX

Bob and Kylene shared these lessons in my class of eighth graders. When my students began to notice the signposts and
ask the accompanying anchor questions, navigating a text became possible even for my struggling readers, and the text
became something they not only deeply understood but also enjoyed.
---Jennifer Ochoa, middle school teacher, MS 324, New York City, NY

As Kylene and Bob taught their Notice and Note lessons at Chicago Shakespeare, I watched a room of teachers get curious,
slightly anxious, and then completely enthusiastic about these new avenues for approaching literacy in their urban
classrooms. Kylene and Bob understand research and real classrooms, which is why their work continues to be essential.
---Marilyn Halperin, Director of Education, Chicago Shakespeare Theater, IL

As Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading.
Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would
have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!
-- --Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OH

Teaching students to respond to complex texts is a critical aspect of implementing the Common Core State Standards. When
I use Notice and Note lessons in my professional development sessions, teachers invariably go deeper into long familiar
texts. These strategies awaken our critical eye and direct us to explore text elements that we might otherwise ignore.
Notice and Note strategies will improve how your students analyze and respond to any text.
-- --Patsy Dunton, ELA Specialist, Maine DOE

As Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading.
Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would
have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!
--Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OH

Teaching students to respond to complex texts is a critical aspect of implementing the Common Core State Standards. When
I use Notice and Note lessons in my professional development sessions, teachers invariably go deeper into long familiar
texts. These strategies awaken our critical eye and direct us to explore text elements that we might otherwise ignore.
Notice and Note strategies will improve how your students analyze and respond to any text.
-- --Patsy Dunton, ELA Specialist, Maine DOE

As Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading.
Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would
have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!
--Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OH

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About the Author
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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 numerous 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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