Connecting Reading and Writing Using Signposts and the

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Connecting Reading and Writing Using Signposts and the ICE Strategy By Megan Fritz and

Connecting Reading and Writing Using Signposts and the ICE Strategy By Megan Fritz and Shannon Orosz mfritz@pointpleasant. k 12. nj. us sorosz@pointpleasant. k 12. nj. us

The Signposts Created by Kylene Beers & Bob Probst Signposts are a way to

The Signposts Created by Kylene Beers & Bob Probst Signposts are a way to give readers focus and let them know what they should be looking for as they read. They help readers make meaning of the texts they are working in.

The Signposts - What NOT To Do Beers and Probst DO NOT suggest assigning

The Signposts - What NOT To Do Beers and Probst DO NOT suggest assigning a certain number of signposts for homework. This makes signposts just another chore for students to complete. The authors also stress there is no unit plan of signposts for each book and you should not focus on “right” answers for signposts. Signposts are an exploratory path for students to take. Students should be able to explain why they think it’s a signpost and why the quote is important to the text as a whole.

Questioning Techniques: Monologic vs Dialogic Questions

Questioning Techniques: Monologic vs Dialogic Questions

The Fiction Signposts When readers see the signposts in their reading, they STOP, take

The Fiction Signposts When readers see the signposts in their reading, they STOP, take NOTICE, and make a NOTE. Because of this, they understand what they read better, AND they understand appreciate the author’s craft as a writer. Each signposts also has an anchor question that will make the reader think more deeply about the text. This encourages students to note important quotes and moments as they read; this helps avoid the dreaded random, inappropriate quote choice in writing assignments.

Contrasts & Contradictions (#CC) When a character says or does something that’s the opposite

Contrasts & Contradictions (#CC) When a character says or does something that’s the opposite of what he/she has been saying or doing all along. When there is a sharp contrast between what we expect and what we observe. When the character experiences something in contrast with what he or she expects. “I didn’t expect that!” or “He/she didn’t expect that!” CC

Contrasts & Contradictions (#CC) Anchor Questions - Ask yourself: Why is the character doing

Contrasts & Contradictions (#CC) Anchor Questions - Ask yourself: Why is the character doing this? Is this change beneficial or detrimental and why? What does this tell the reader about character development? We are asking the student to make predictions and/or make inferences This question encourages thinking about and discussing: Character Development Character Motivation Plot Development and Conflict

Aha Moment (#Aha) When a character realizes, understands, or finally figures something out. Academic

Aha Moment (#Aha) When a character realizes, understands, or finally figures something out. Academic Vocabulary - Epiphany Anchor Questions - Ask yourself: How might this change things? How does this relate to a theme? What prompted the character to come to this realization? This question encourages thinking about and discussing: Conflict (if the character understood a problem) Theme (if the character understood a life lesson

Tough Questions (#TQ) When you’re reading and the character asks himself (or another character)

Tough Questions (#TQ) When you’re reading and the character asks himself (or another character) a really difficult question or expresses serious doubt or confusion. Academic Vocabulary - Internal Conflict (if the character asks himself/herself a tough question) Anchor Questions - Ask yourself: What does this tell me about the character or the conflict? How is the character dealing with the conflict and what does it show about his/her personality? This question encourages thinking about and discussing: Character Development Conflict Theme

Words of the Wiser (#WW) When you’re reading and a character (who’s probably older

Words of the Wiser (#WW) When you’re reading and a character (who’s probably older and wiser) takes the main character aside and gives serious advice. Anchor Questions - Ask yourself: What’s the life lesson and how might it affect the character? What theme might be developing from the lesson? Does the character take the advice? Why or why not? This question encourages thinking about and discussing: Theme

Again & Again (#A&A) When you’re reading and you notice a word, phrase, object,

Again & Again (#A&A) When you’re reading and you notice a word, phrase, object, or situation mentioned over and over. Academic Vocabulary - Repetition; Motif; Symbol Anchor Questions - Ask yourself: Why does this keep happening again and again? What does this show about the character or theme? Could it be a symbol? If so, what might it represent? This question encourages thinking about and discussing: Foreshadowing Conflict Theme

Memory Moment (#MM) When you’re reading and the author interrupts the action to tell

Memory Moment (#MM) When you’re reading and the author interrupts the action to tell you a memory. Anchor Questions - Ask yourself: Why might this memory be important? How might this impact character development? How might this connect to a theme or a conflict? This question encourages thinking about and discussing: Foreshadowing Conflict Theme Character Development and/or Motivation

Teaching the Signposts Beers & Probst have excerpts and instructions for teaching each signposts

Teaching the Signposts Beers & Probst have excerpts and instructions for teaching each signposts Films are also an excellent way to introduce students to signposts “The Scarecrow” - Contrasts and Contradictions, Aha Moment “French Roast” - Again and Again, Contrasts and Contradictions, Aha Moment “Snack Attack” - Aha Moment, Again and Again, Memory Moment, Contrasts and Contradictions “Feast” - Again and Again, Aha Moment, Contrasts and Contradictions Excerpts from The Lion King - Tough Questions and Words of the Wiser Let’s try it out with Amy Tan’s “Fish Cheeks”

How to I. C. E a Quote

How to I. C. E a Quote

What is I. C. E? I = Introducing your quote C= Citing your source

What is I. C. E? I = Introducing your quote C= Citing your source E= Explaining your quote

Why is this important? Sets up the scene Helps reader know the speaker/set up

Why is this important? Sets up the scene Helps reader know the speaker/set up Helps reader understand how the quote proves your claim

I=Introduce Lets the reader know who the speaker/expert/source is For nonfiction it shows the

I=Introduce Lets the reader know who the speaker/expert/source is For nonfiction it shows the source is legitimate

Examples Fiction Example: When confronted by Buttercup about the whereabouts of his four fastest

Examples Fiction Example: When confronted by Buttercup about the whereabouts of his four fastest ships, Prince Humperdinck states, “. . . . Non-fiction Example: According to well known literary critic Harold Bloom, “. . .

C=Cite giving credit to the author Citation goes directly AFTER the quote or paraphrased

C=Cite giving credit to the author Citation goes directly AFTER the quote or paraphrased information

What should be cited? Anything that is quoted word for word from the original

What should be cited? Anything that is quoted word for word from the original source Anything that is paraphrased from the original source Any tables, figures, maps, etc. Anything from the internet Any interviews

Example As the man in black rolls down the hill he shouts to Buttercup,

Example As the man in black rolls down the hill he shouts to Buttercup, “As you wish”(Goldman 123), which proves to her that he is in fact her lost true love Westley.

E=Explain How does your quote relate to your topic/thesis statement? Why is it important

E=Explain How does your quote relate to your topic/thesis statement? Why is it important and what does it have to do with my main idea?

S. T. I. R. the ICE S = Symbols…. how does the quote identify/explain

S. T. I. R. the ICE S = Symbols…. how does the quote identify/explain a symbol in the story that enhances your claim? T= Theme. . . does the quote relate to one of the major themes of the piece? I= Infer…. infer how the quote supports your claim R= Relate it back to your thesis!

Example Throughout the novel, Holden has a highly pessimistic outlook on life. His bitterness

Example Throughout the novel, Holden has a highly pessimistic outlook on life. His bitterness toward society is displayed in his harsh words regarding the phonies in the adult world. However, Holden’s attitude shifts, and while watching Phoebe ride the carousel he reveals, “I felt so damn happy all of the sudden, the way old Phoebe kept going around” (Salinger 213). In this brief moment Holden is overwhelmed by joy because he realizes that the carousel is a metaphor for life. Phoebe keeps “going around” like life continues. His change in attitude is a result of his realization that people change throughout life, and he recognizes that life is not a path to corruption, but a cycle of innocence and corruption that is neverending. It is evident that this change in attitude reflects a step in maturation because he learns that change is not something to be feared.

ALWAYS ICE Your Quotes! Let’s try one with a signpost from “Fish Cheeks”

ALWAYS ICE Your Quotes! Let’s try one with a signpost from “Fish Cheeks”

Notice and Note Nonfiction by Beers and Probst

Notice and Note Nonfiction by Beers and Probst

The Big Questions - An excellent starting point for discussions

The Big Questions - An excellent starting point for discussions

Contrasts & Contradictions When you’re reading and the author shows you a difference between

Contrasts & Contradictions When you’re reading and the author shows you a difference between what you know and what is happening in the text or a difference between two or more things in the text Anchor Questions - Ask yourself: What is the difference and why does it matter? Which viewpoint is stronger and/or has more evidence? This question encourages thinking about and discussing: Comparison/Contrast Author’s Purpose Inferences

Extreme or Absolute Language When you’re reading and you notice the author uses language

Extreme or Absolute Language When you’re reading and you notice the author uses language that leaves no doubt, exaggerates, or pushes to the limit. Anchor Questions - Ask yourself: Why did the author say it like that? Is the author expressing bias? Does the author have support for the extreme or absolute language? This question encourages thinking about and discussing: Author’s Point of View (Bias) Author’s Purpose

Numbers & Stats When you’re reading and you notice specific numbers, number words or

Numbers & Stats When you’re reading and you notice specific numbers, number words or amounts. Anchor Questions - Ask yourself: Why did the author use those numbers or amounts? Are the numbers and amounts effective in achieving the author’s purpose? Where did the author get their numbers or statistics? This question encourages thinking about and discussing: Recognizing & Analyzing Evidence Make Inferences Draw Conclusions

Quotations and Citations When you’re reading and you notice the author quoted or cited

Quotations and Citations When you’re reading and you notice the author quoted or cited a voice of authority, a personal perspective, or other’s words. Anchor Questions - Ask yourself: Why did the author quote or cite this person? Is this person a credible source? This question encourages thinking about and discussing: Author’s Point of View (Bias) Author’s Purpose Perspective

Word Gaps When you’re reading and the author uses a word or phrase you

Word Gaps When you’re reading and the author uses a word or phrase you don’t know. Anchor Questions - Ask yourself: Do I know this word from someplace else? Does this seem like technical talk for experts of this topic? Can I find clues in the sentence to help me understand the word? This question encourages thinking about and discussing: Vocabulary Author’s Purpose