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I was not surprised by the specific books commonly used in schools. That being said, most of these stories are quality reads and should be innately interesting to students. The authors assumed that we have a general understanding of each of these books.

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I am surprised that with the Notice and Note strategies, students who were normally not students who liked to read, now couldn't put reading materials down!

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I was surprised to read that passive learners benefit from the anchor questions. They can become independent reader when they begin asking their own questions.

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By using signposts, students begin to use the questions without prompting and begin to generate more questions on their own.

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I was not surprised by the top titles taught grades 4-10. I also like the idea on page 6 about challenging each book and even the author as students read. Coming from a 9th grade perspective, students are always trying to disprove the legitimacy of a novel or author. This keeps them invested and interested.

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I was surprised to see the 25 most commonly used novels, grades 9-10. I asked my daughter which ones she had read and only one was on the list.

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That part that confirmed my thinking was the reality that we all want students that read with such caution, such observation, and such curiosity to emerge themselves into the book. With this immersion, we get a reader who places themselves into the shoes of the characters and compares their own life to the plot line of the text.

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I agree that students need to learn the skills to interact with the text and think critically without teacher directed questions. The signposts give students something concrete to look for to move beyond comprehension and increase analysis.

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Reading on page 2 that the authors notice students plowing through a book just to be finished confirmed what I have seen many students do in the classroom. I enjoyed erading that the authors of the book have a desire to create kids who are curious about reading.

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The idea of restricting the signposts and questions was confirmed in what the authors did -and the students responded with questions of their own.

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I was surprised with the titles that were on the 4-8 list. There were titles that I thought were very mature for that age group, and other titles I was surprised not to see.

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The authors confirmed my thinking that we need to help students find the right books. “They will need you to put the right books in their hands, books in which they can lose themselves...” (pg.6)

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I was surprised that they saw a difference in student response to the sign posts when they shifted to one anchor question for each signpost.

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I was surprised at how long ago the process of this strategy began and how far they have come in the process.

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What was confirmed- that meaning takes in “...the thoughts and experiences and predispositions...” of the reader. For ELs, this means they need to activate their background knowledge. But the teacher needs to be aware that their background knowledge may be very different from students raised in the US.

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-I was surprised how the titles compiled had enough similarities to create signposts.
-Using bits and pieces of Notice and Notes before training confirmed the enthusiasm of colleagues as well as students.
- I was wondering with their distance of Texas and Florida, how did they know each other in order to create this?

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It surprised me how students answer questions using signposts without prompting.

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The idea that reading is an interaction among the text, the reader, and the reader's background to then create meaning confirmed my belief that reading is a complex, collaborative, and independent activity. That said, I took away other ways to engage readers, by encouraging further reflection and guiding them to creating their own questions about the text.

Additionally, I was not surprised by the commonly taught novels. I remember reading quite a few of these works as a student!

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Meaning happens when associations are awakened within the reader’s mind. It must be the mind +the text to work!

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I was surprised to see the 25 most common books for each level.

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I was surprised that there was such a common list of texts. I wonder why those particular texts resonated with so many teachers.
My thoughts were confirmed that students do not know what to do while reading and many low level learners rely on explicit instruction to learn and can't work well independently.
I think the authors assume we are well versed on how to determine what books are the right books to choose.

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On page 5, the au5hors started two things happened when implementing the signposts: “students began using the questions more quickly on their own” and “students began generating more of their own questions.” This confirmed my thinking because we (Lisa Catlin and I) definitely saw the same results with our students. Our learning students students were absolutely interacting more with the texts.

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Something that really surprised me is that it works with every novel! It was something that worried me when I first started looking at the big picture, how will I get it into the classroom. Being a substitute at the moment, I would say the author assumed that I have my own classroom with strategies I already use.

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I was surprised/challenged by the deeper definition of independent reading, not simply being the act of decoding and understanding.

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I was surprised to see how many different texts that they hadn’t read to find the similarities in the texts to pull the sign posts from.
I knew that the students were not always engaged with their reading unless the text or content was of interest for the students, but wasn’t sure if the solution.