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Beers, K. & Probst, R.E. (2009). Notice & Note: Strategies for close reading. Heinemann.

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Harper, R.G. (2017). Content-area writing that rocks and works! Shell Education.

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As you are analyzing a fictional text, highlight and annotate reading signposts to make connections to what you are reading & to search for deeper meaning:
Contrasts & Contradictions (CC):  When a character says or does something that is opposite (contradicts) from what he has been saying or doing all along.
AHA Moments (AHA):  When suddenly a character realizes, understands, or finally figures something out.
Again & Again (AA):  When you notice a word, phrase, object, or situation mentioned over and over again.
Tough Questions (TQ):  When a character asks himself a really difficult question.
Memory Moment (MM):  When the author interrupts the action to tell you a memory.
Words of the Wiser (WW):  When a character takes the main character aside and gives serious advice. (Beers & Probst, 2009)

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Who was this person?  Why were they cited? What did they add?  When you're reading and you notice the author quoted a voice of authority, a personal perspective, or cited another's words, you should stop, notice and note (& highlight)! (Beers & Probst, 2009)

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Why did the author use these numbers or amounts?  When you're reading and you notice specific numbers, number words or amounts, you should stop, notice and note (& highlight).  What numbers and stats does the author use? How do these numbers prove a point? (Beers & Probst, 2009)

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How are you going to figure out what this word means?  Look for ways an author uses a word or phrase you don't know.  Ask yourself if you know this word from someplace else, if it seems like technical talk for this topic, or if there are clues in the sentence to help you to understand meaning.  Your answers will help you you decide if you need to look the word up or keep reading for more information (Beers & Probst, 2009).

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Give each student an index cared or post-it note.
Have students draw a circle, triangle and a square with space around each for writing.
Next to the circle, have students write something about the content of the lesson that is still going around in their minds.
Next to the triangle, have students write 3 things they learned.
Next to the square, have students write something about the lesson that "squares" with them (something they agree with, understand or believe) (Harris, 2019, p.19).

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Harris, B. (2019). Battling Boredom: 99 Strategies to spark student engagement, Part 1. Routledge.

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Focus on an idea. Reread to find a line where the character says or does something that connects to the idea.  Explain how that line proves that idea (Serravallo, 2015 p.171).

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Characters often repeat behaviors again and again. Look at a character's actions in multiple parts of a story.  Think to yourself, "What actions, or thoughts, or dialogue repeats?  Where is there a pattern?  Use that pattern to name traits (Serravallo, 2015, p.173).

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Pay close attention to the narration and the dialogue tags.  If a character is telling the story, you'll see I, me, we, my.  If a narrator is telling the story you'll see he, she, they and character names.  Knowing who is telling the story helps you to keep track of what's happening, and helps you better understand the character(s) (Serravallo, 2015, p. 175).

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Why did the author say it like that?  What extreme or absolute words does the author use?  What inferences can you make about why the author uses this language?  When you are reading and you notice the author uses language that leaves no doubt, exaggeration, or pushes to the limit, you should stop, notice and note (& highlight)! (Beers & Probst, 2009)

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What surprised me?  Ask yourself if that is actually true.  While you read, highlight moments that surprised you using an !  Then, in the margin, write why it surprised you.
I was shocked when...
I was surprised when...
I never thought...
I could not believe... (Beers & Probst, 2009)

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Find pieces of information about the lesson that may seem odd & interesting.
Use these sentences starters:
Did you know...
I found this really interesting...
I'll bet you've never heard of this before...
When I first heard this, I couldn't believe it...
Encourage students to discuss connections between the facts and their own experiences or knowledge.
After discussion, clarify how the facts connect to the lesson.
Encourage students to be on the lookout for other facts they find particularly interesting (Harris, 2019, p.6).

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Choose a quote that directly relates to the lesson.
Display the quote and ask students to consider what they think about it.  Provide students with context (author, time period, place, etc.). Give students journal time and partner talk before whole group discussion.  Then let them know how the quote relates to the lesson for today (Harris, 2019, p.10)

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Give each student an index card or post-it note with a key word, concept or idea.  Tell students they will become experts on the term or idea, meaning they will not only be able to define or explain the term or idea, but also share examples, give characteristics, and answer questions pertaining to the topic.
Give students time to find or share definitions, characteristics, or key words associated with the term on their card.  When they are finished, have them place the cards on their desks.
Tell students to listen carefully as the lesson begins because they will need to be ready to share what they know when their term/ idea is mentioned.
Give the lesson, stopping to have students share their expertise on the subject (Harris, 2019, p.15).

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Give each student a piece of paper and a letter-sized envelope.  Tell students they will be writing a letter to themselves showing what they know, understand, and still need to know about the topic being studied.  Let them know this will be a true letter to self and that no one else will read it.  As students write their thoughts, have them include self-reflection verbs such as defend, justify, support and compare.  When they are finished writing, have students seal their letters in their envelopes and let them know they will receive the letter back (by hand or post) at some point in the future (Harris, 2019, p.22).

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Have students think about and reflect upon what they know or have learned about a topic.
Provide students with choices of which statements they can finish and provide think time for them to consider their response.  Ask students to share their Outcome Statements with a partner.  Examples of Outcome Statements include:
I was surprised by...
I am clearer about...
I wish I knew more about...
One thing I can explain clearly now is... (Harris, 2019, p.23)

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Serravallo, J. ( 2015). Reading Strategies Book:  Your everything guide to developing skilled readers. Heinemann.

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Talk about postcards (pictures, brief text, etc.). Show some examples.
Then, provide students with blank index cards where they should write their postcard summaries.
On the front of the card, students should draw pictures that best represent the concept or text being summarized.
On the back of the card, students should write a summary of the topic discussed and address them to a friend.
Be sure students write the summary in their own words (no quotes) (Harper, 2017, p.69).

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Provide students with blank comic-strip frames with a specific number of panels.  Each panel represents an important detail or idea from the text.
Ask students to determine what main components to include.
Have students write one detail as a caption in each panel.
Direct students to illustrate each panel (Harper, 2017, p.77).

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Introduce hashtags, mentioning their purpose to summarize material into a word or short phrase.
Model some hashtag summaries:  #beautifulplace, #pesticide, #cleanearth, etc.
Give students time to think of an overarching hashtag that summarizes the main idea of a passage.
Have students share their ideas (Harper, 2017, p.81).

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Make a list of big ideas/ themes you want students to find evidence for.
Label a large sheet of paper for each focus, and place them on the floor.
Distribute sticky notes for students to record their evidence.
Have students circulate and list evidence for each of their categories.  Students should place their sticky notes on the appropriate pile on the floor.
Have students return to their seats and hold a class discussion on some of the evidence in each category (Harper, 2017, p.42).

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Display a Red-Light, Green-Light Evidence Chart (Traffic Lights).
Have students record on sticky notes evidence regarding a topic they are researching.  Place the sticky notes on the floor.
Have students circulate the room to pick up random pieces of evidence from the floor.
Have students read the evidence and place it on the appropriate chart paper:
Red-Light Evidence:  Information that if off topic, weak or loosely defined.
Yellow-Light Evidence:  Information that you are unsure of.
Green-Light Evidence:  Information that you are sure about, with strong, well-thought-out reasoning (Harper, 2017, p.40, 112).

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Introduce an argument.  Get students talking about their opinions to establish what side they are on.
Then, assign each student the opposite side of the argument.
In small groups, have students take time to prepare a debate for the opposite side.
Hold the debate. One student talking at a time. See if students' minds were actually changed in the process.