This section discusses the last two signposts. There are six signposts in all. The authors have discussed these two signposts in the same manner as the previous four. The have described them briefly, and then went into what a lesson on each signpost would look like: discussed what would be seen when entering the classroom, begin by explaining, Move to applying, end with reviewing, student conversation and then questions we may have.
The two signposts discussed are Again and Again and Memory Moment.
First, I will talk about Again and Again. What is Again and Again? This signpost is when we focus on repetitions in the text. These repetitions may not occur right away. They may occur throughout the text. The students then ask themselves the question: Why does this happen again and again? This question should get them thinking more closely about the plot and the characters.
Remember modeling!! The teacher models how to ask this question and models how to identify the repetitions in the text. Then the students try on their own. Thinking out loud and modeling are what makes the students successful!
As the students are working, walk around and observe. Listen to their conversations. This will provide you with valuable information.
There were several questions that were asked by educators regarding this signpost. Here are just a few:
1. This seems like such a simple idea. Do we really need to teach it? What do students learn by noticing repetitions?
2. Then should I let my students see what they see in Again and Again signpost and not try to help them see something else?
Here is an anchor chart I have made to display as reference for this signpost:
The next signpost is the Memory Moment. What is Memory Moment? This signpost is when a character remembers something from the past. When they learn to focus on these and become alert of them, the students will see their importance. These moments may tell the reader about the character's past and things about their background that we may not get from the text entirely. Predictions are being made with this signpost. They are predicting why this is important.
As mentioned above, model, model, model and then have them apply what they have seen you do. Walk around to observe and to listen!
Remind them to jot down notes as they read, so they can refer back to these moments and try to figure out their importance.
The questions that some educators have and you may have regarding this signpost were:
1. The idea of Memory Moment seems very simple. Is it really necessary to teach the kids to identify it?
2. If the Memory Moment is so easily overlooked, isn't it important that I revisit it fairly often, to remind students to stay alert for it?
3. You ask only one simple question: Why might this memory be important? Is that enough? Isn't there a way to further enrich the conversation about these moments?
4. What does the memory moment usually reveal in a story?
Here is a poster to display in your classroom for this signpost:
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