1. Notice and Note Close Encounters of the Reading Kind!
1 min
Introduce yourselves.
Presenter One
Presenter Two

2. 2 min
Ask if anyone is familiar with the book. Explain that the book was written in 2013 and addresses Common Core’s push for increased rigor in the exploration of literature.
Share that this approach uses 6 signposts, or things to ‘watch for’ when reading.

3. Overview of the Session
Participants will:
Complete a foldable with information about the 6 signposts
Learn how to notice and take note of events that lead students to analyze text more closely
Create a foldable portfolio as a teaching resource to guide students with close reading
Have TONS of fun!
1 min
Share what will be covered in today’s session by sharing the objectives.

4. What is Rigor? How do you make your lessons rigorous?
2 min
Discuss anchor questions with participants to gauge background knowledge.
Rigor is not about piling more work (or way-too-hard work) onto students; it’s about guiding students to think more deeply about the work they’re doing.
How do you make your lessons rigorous?
Who is responsible for grappling with rigor? Teachers? Students?

5. 8 min
Share the brief video ( -- Length 5:00), then return to the questions.
How do you make your lessons rigorous?
Who is responsible for grappling with rigor? Teachers? Students?

6. The Six Signposts
Let’s make a foldable to record new info about the 6 signposts!
Contrasts and Contradictions
Aha Moments
Tough Questions
Words of the Wiser
Again and Again
Memory Moment
3 min
Refer participants to materials for the small signpost foldable (pre-printed cardstock & scissors) at their tables. Also, let the participants know that the Signposts foldable is for teachers to use to teach these.
Demonstrate how to fold the cardstock slightly off center so that the icons are visible. Then, show participants where to cut 5 lines to create the 6 tabs.
Explain that participants will jot notes in their foldable as we introduce the signposts.
Materials: cardstock copies of signposts foldable and scissors

7. Contrasts & Contradictions
DEFINITION: The character acts in a way that is contradictory or unexpected.
CLUE: a character’s feelings or actions are not what you would expect or contradicts earlier actions
ASK: Why is the character doing that? Why would the character act this way?
3 min
Don’t read the slide.
Contrast and Contradictions: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

8. Aha Moment
DEFINITION: The character realizes or starts to realize something that changes his or her actions or thinking.
CLUE: A character says ‘I realized,’ ‘I suddenly knew,’ ‘Now I know why...’
ASK: How might this change things? What might the character do now?
3 min
Don’t read the slide.
Aha Moment: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

9. Tough Questions
DEFINITION: A character asks a tough questions that reveals his or her concerns. This can reveal inner conflict.
CLUE: A character asks self or another person a very difficult question.
ASK: What does this question make me wonder about? What does it tell me about the character?
3 min
Don’t read the slide.
Tough Questions: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

10. Words of the Wiser
DEFINITION: Another character (often older) gives advice or insight to the main character.
CLUE: A wiser character offers a life lesson, usually in a quiet moment.
ASK: What’s the life lesson and how might it affect the character? What is important about this message?
3 min
Don’t read the slide.
Words of the Wiser: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

11. Again & Again
DEFINITION: The author keeps bringing up the same image, phrase, or reference.
CLUE: A word, phrase, or situation is mentioned over and over.
ASK: Why do you think the author brings this idea up again and again? Why does this keep happening?
3 min
Don’t read the slide.
Again and Again: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

12. Memory Moment
DEFINITION: The author interrupts the flow of the story by letting the character remember something.
CLUE: A character exclaims, ‘I suddenly remembered,’ ‘I remember,’ or ‘Thinking back…’
ASK: Why might this memory be important?
3 min
Don’t read the slide.
Memory Moment: Share the definition.
Explain that the clues are what the reader looks for in the text in order to find this signpost.
Readers then ‘ask’ themselves the related questions, trying to dig deeper into the text.
After the signpost is introduced, ask participants if they can think of examples of this signpost from popular books or movies.
Lead the participants to complete this part of the foldable.

13. Thoughts On Signposts There are no right or wrong signposts.
This isn’t a new strategy.
Close reading is about giving tools to go deeper.
“We believe it is the interaction, the transaction, between the reader and the text that not only creates meaning but creates the reason to read.”
- Beers and Probst
2 min
Share a brief discussion about signposts in general. Are they helpful? Are they useful? Ask if participants can see how these relate to their reading habits as adults. How can the signposts be used to address the needs of ELLs?
There are no right or wrong signposts. The rigor and value is in rich discussion. Readers move beyond the concrete toward higher order thinking.
This isn’t a new strategy. ‘Good’ readers tend to do these things with ease. All readers can be taught close reading strategies.
Close reading is about giving tools to children so that they can go back and go deeper into the text to find additional meaning.
“We believe it is the interaction, the transaction, between the reader and the text that not only creates meaning but creates the reason to read.” - Beers and Probst

14. Let’s Make Our Large Foldable!
1 min
Participants choose whether they will make an elementary or secondary foldable. Group participants according to their choice. Now, participants will create their own foldable.
Show 2 foldable examples and the books. Then, move to the next slide.
Suggestion: The Stranger is suitable for grades K-5 and Thank You, M’am is suitable for grades 6-12.

15. Large Portfolio Step 1 Shutter Fold 1 min
Show participants how to make the shutter fold. Tip: Fold paper in half so you have a midpoint as a reference.
Materials: Large construction paper

16. Large Portfolio Step 2 5 min
Add center pages (Book cover on the outside/front, and a signpost sheet on the center section inside).
Materials: Cardstock paper, book cover image, one of 3 signpost sheets, and glue

17. Large Portfolio Step 3
5 min
Add secondary foldouts.

18. Let’s Read to Find Signposts!
15 mins
Introduce both stories. Thank You, M’am is an upper elementary, middle, and high school story. The Stranger is a primary story.
Each facilitator will lead a group.
Participants should bring both foldables (Signposts foldable & large foldable). Each participant will receive a ring of 6 cards, one for each signpost.
Facilitator will read the whole book and model how to use Signposts. Participants will ‘look/listen for’ signposts during the reading and hold up the card for one(s) they identify throughout the read aloud.
Materials: Ring containing signpost cards for each participant

19. How might this be useful in your classroom?
Wrap-Up
How might this be useful in your classroom?
3 min
Bring participants back together as a whole group.
Ask: How might this be helpful in your classroom and ELLs?
Direct the participants back to their large foldable to share how it might be used with or adapted for their students.

20. Resources Posters, Bookmarks, and Icons
1 min
One of our ESOL Master Teachers, Vic King, made these N&N icons and some user-friendly classroom posters and bookmarks. You can download these on our Blackboard folder.

21. Resources Useful Stories (Primary)
1 min
Share one example list of possible picture books for primary level students.
Note that some texts will lend themselves to clear identification of more than one signpost.
Pinkadots Elementary, Teachers Pay Teachers

22. Resources Useful Short Stories (Secondary)
Title
Author
Signposts
All-American Slurp
Lensey Namioka
CC, !!
Catch the Moon
Judith Ortiz Cofer
CC, MM
Charles
Shirley Jackson
!!, AA
Eleven
Sandra Cisneros AA
Fish Cheeks
Amy Tan
CC, !!, WW
Harrison Bergeron
Kurt Vonnegut Jr
CC, AA, ??
The Landlady
Roald Dahl
!!, MM
The Medicine Bag
Virginia Driving Hawk
!!, ??. WW, MM
Miss Awful
Arthur Cavanaugh
CC, WW
Names/Nombres
Julia Alvarez
The No Guitar Blues
Gary Soto
CC, !!, ??
The Scholarship Jacket
Marta Salinas
CC, ??, WW
The Tell Tale Heart
Edgar Allan Poe
CC, !!, AA, MM
Tuesday of the Other June
Norma Fox Mazer
The Veldt
Ray Bradbury
CC, WW, !!, MM
1 min
An entire novel or chapter of a novel is not necessary to teach the signposts. Share one sample list of short stories that can be used with secondary students.
The titles shown above are at the middle and high school levels.
Explain Abbreviated Signposts:
CC: Contrasts & Contradictions
!!: Aha Moment
??: Tough Questions
WW: Words of the Wiser
AA: Again & Again
MM: Memory Moment

23. Resources
Introduce each signpost with short videos like these videos by Brent Peterson
Signposts can be found anywhere!
Wordless texts
Use short films to intro and practice signposts
Incorporate poems and song lyrics
1 min
Many short videos may help introduce students to the signposts.
Share one possible example using the link
It is important to use not just books to examine signposts. Incorporate wordless texts, films, poems, and songs to engage students and practice with close reading skills also.

24. Short Film Ideas Baggage by Peter Butler
The Hardest Jigsaw by Eric Anderson
La Luna by Pixar (and any shorts by Pixar)
Dia de los Muertos by Gabby Zapata
15 mins
Watch the short film(s) linked on the slide (Baggage 3 minutes, Jigsaw 3 minutes, La Luna 6 minutes, Dia 3 minutes). Presenters can share one or more short films to explore abstract application of signposts as remaining time allows. Ask participants: Which signposts are most prominent?
Some signposts are easier to note and others may be more ambiguous. There are no clear cut right or wrong answers, the rigor is in the discussion.

25. Thank You for Your Time! Feedback link: http://fakelink.com
Presenter One
Presenter Two