Kylene Beers (1957–2025)

Simply written, a short easy read in two afternoons at the park with kids. Chapter 10 is a gem, about being willing to take risks and be a leader in developing new strategies to engage students, despite pushback from all corners. I disagree with the authors that relevance means discharging classics (see chapter 12). Dig deeper! What made them classics? What values do these old books convey that are needed today? It is arrogant to assume that there is nothing of value in the old stories. What show more do they tell of the human condition? Human nature? Do they illuminate a period of time when assumptions about the natural world were different than we now believe? Dig deep! You are teachers--expand and become archeologists and anthropologists and philosophers and scientists--and use both fiction and nonfiction to expand your students' understanding of history, of others, and themselves. show less

Having adored Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst, I could not resist their follow-up book, Reading Nonfiction: Notice & Note Stances, Signposts, and Strategies, and I am glad I did even if it doesn’t rise to the same level.

Mimicking the format that made Notice and Note invaluable whether teaching second grade or high school — or any grade in between — the nonfiction strategy guide includes five signposts. However, only four are really show more useful; the fifth, Word Gap, just means unknown vocabulary. That said, the book has some really good ideas for inspiring close reading of articles and textbooks and some very amazing handouts to use. Still, Reading Nonfiction simply doesn’t rise to the same level as Notice and Note. I’m already using Reading Nonfiction in my class, but the book is unlikely to be as transformational as Notice and Note, which has — deservedly — sparked a revolution among English teachers. show less

4.5 stars.

“But an educated citizenry, a populace who expects and demands clear and honest discourse, may be able to reject those who would use language to mislead, inflame, or enslave.”

This professional development book is well-researched and provides lots of real classroom dialogues as the basis for its arguments. There is an underlying message that we are failing students by forcing them to read for details and monologic facts instead of opening up the conversations surrounding show more reading to our students. This is a pretty great book— not 5 stars because there are some repeated ideas from other current professional development books. show less

This is my second time reading this. It's exceptionally readable, varying appropriately between conversational, anecdotal, and scholarly. It offers a great deal of research alongside personal reflection and experience. Most of the ideas presented are usable outside the prescribed 6-12 grade level demographic. Within the chapters and the appendixes are many useful worksheets, assessments, word lists, ideas, etc. A very good book.