NOTICE & NOTE

Handbook

Get More Out of What You Read

Two educators spent years working with students and reading and
rereading the books that students read most. They identified a handful of
common things authors include in fiction and nonfiction texts that signal
the reader to pay attention. They call them signposts. When you notice a
signpost and think about it, you can take control of your own reading.

Learn more about the signposts below.

SIGNPOSTS FOR LITERARY TEXTS SIGNPOSTS FOR INFORMATIONAL TEXTS

(such as poetry, plays, and fiction) (such as articles and arguments)

CONTRASTS AND BIG QUESTIONS

CONTRADICTIONS

p. R8 p. R14

AHA MOMENT CONTRASTS AND

CONTRADICTIONS
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©Radachynskyi Serhii/Shutterstock; ©Billion Photos/Shutterstock; ©Patrick Krabeepetcharat/Shutterstock; ©ChristianChan/
Shutterstock; ©Alex006007/Shutterstock; ©ChristianChan/Shutterstock; ©Yakobchuk Vasyl/Shutterstock; ©Radachynskyi

p. R9 p. R15
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TOUGH QUESTIONS EXTREME OR

ABSOLUTE LANGUAGE

p. R10 p. R16

WORDS OF THE WISER NUMBERS AND STATS

p. R11 p. R17

AGAIN AND AGAIN QUOTED WORDS

p. R12 p. R18

MEMORY MOMENT WORD GAPS

p. R13 p. R19

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Contrasts and
Contradictions

LITERARY ANALYSIS Contrasts and Contradictions occur either when there is a sharp contrast
CONNECTION between what we would expect and what we observe the character
Paying attention to Contrasts doing, or when the character behaves in a way that contradicts previous
and Contradictions can help you behavior or well-established patterns. Contrasts and Contradictions can
analyze also occur within or between settings, especially when the setting is very
• character development different from the everyday world we live in.
• conflict
• theme
Read carefully and be alert for moments when a character begins acting
• relationship between setting
and plot
or thinking in a new way, or in a way that surprises you because it’s not
how most people would react. Words like but or despite can provide clues
• mood to these differences.

When you notice Contrasts and Contradictions, pause. Think about what
this unexpected or unusual behavior tells you about the character or the
setting.

A good question to ask is . . .

Why would the

character act
(feel) this way?
e she can think
“Stop!” she screams, befor

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think better of
better of it. Before she can
ent on annihilation
ordering a superhero int
as he pleases.
to stop doing just exactly
stop. His fingers
(t) ©Radachynskyi Serhii/Shutterstock; (b) ©Wayhome Studio/Adobe Stock
To her surprise, he does
flap of his mask.
uncurl from beneath the
ooths his hand
He tilts his chin up and sm
e gesture. A
down his neck. It’s a gentl
nt, Syrita knows
pensive one. In that mome
s often. A part of
that it’s a gesture he repeat
his ritual for becoming X.
p. 105
—from “Super Human,”

R8 GRADE 10
 Notice & Note Handbook

Aha Moment Notice & Note Peer Coach Videos

An Aha Moment occurs when characters realize something that shifts the LITERARY ANALYSIS
way they act or what they understand about themselves, others, or the CONNECTION
world. Paying attention to Aha Moments
can help you analyze
These moments can be quite subtle and require close reading to identify.
Other times, it’s more obvious that a change in thinking has occurred. Be • character development
• internal conflict
alert for these realizations, because they often mark an important turning
point.
• plot

Some phrases that can signal an Aha Moment are:

It occurred to me . . .
His face grew pale . . .
For the first time . . .
She suddenly recognized . . .

When you notice an Aha Moment, pause. Think about what effect the
character’s new knowledge might have on the story.

A good question to ask is . . .

How might this

change things?
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. . . It ran with a gliding ba

llet step, far
too poised and balanced
for its ten tons.
It moved into a sunlit are
na warily, its
beautifully reptilian hand
s feeling the air.
“Why, why,” Eckels twitc
hed his mouth. “It
could reach up and grab
(t) ©Billion Photos/Shutterstock; (b) ©rnl/Adobe Stock

the moon.”
“Sh!” Travis jerked angri
ly. “He hasn’t seen
us yet.”
“It can’t be killed.” Eckels
pronounced
this verdict quietly, as if
there could be no
argument. He had weigh
ed the evidence
and this was his conside
red opinion. The
rifle in his hands seemed
a cap gun. “We
were fools to come. This
is impossible.”
—from “A Sound of Thun
der,” p. 431

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Tough Questions

LITERARY ANALYSIS Tough Questions are questions characters raise that reveal their inner
CONNECTION struggles. Characters might ask these questions of themselves, in their
Paying attention to Tough heads, or they might voice them out loud and ask other characters.
Questions can help you analyze
Be alert to the times when characters ask themselves difficult questions,
• internal conflict or when others ask questions that make the character think hard or
• theme
feel deeply. At these moments, you can learn about characters’ internal
• character development
conflicts and gain insight into the theme of the story.

Some phrases that can signal Tough Questions are:

Why couldn’t I . . .
How was she supposed to . . .
Could he forgive himself if . . .
I didn’t know . . .

When you notice Tough Questions, pause. Think about what the questions
suggest about the character or the theme and how these struggles might
affect the rest of the story.

A good question to ask is . . .

What does this

“I can restore him,” says
the goldfish. “I can question make me
wonder about?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©JurateBuiviene/Shutterstock;

bring him back to life.”
says.
“No one’s asking,” Sergei
the moment
“I can bring him back to
(t) ©Patrick Krabeepetcharat/Shutterstock; (b) ©alexandre zveiger/Adobe Stock
“To before he
before,” the goldfish says.
put him back to
knocks on your door. I can
l you need to do
right there. I can do it. Al
is ask.”
i says. “My last.”
“To wish my wish,” Serge
ldfish, Would
—from “What, of This Go
You Wish?” p. 54

R10 GRADE 10
 Notice & Note Handbook

Words of
the Wiser
Notice & Note Peer Coach Videos

Words of the Wiser are pieces of advice or insights about life that a wiser LITERARY ANALYSIS
character, who is usually older, offers to the main character. CONNECTION

Paying attention to Words of the

Look for moments when a character is receiving advice or wisdom about
Wiser can help you analyze
how to deal with a difficult problem or decision. These moments often
occur when a character is wrestling with an inner conflict, and the advice • theme
• internal conflict
can offer clues to the theme of the story.
• relationship between
character and plot
When you notice Words of the Wiser, pause. Think about what the advice
or insight suggests about the story’s theme and how it is likely to affect
how the characters deal with their problems or decisions.

A good question to ask is . . .

What’s the life

lesson, and how
might it affect the
character? “How do you love him?”
I whisper into the
phone.
My mother is tapping he
r fingers against
the mouthpiece.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JurateBuiviene/Shutterstock;

“I don’t know, Annie,” sh

e whispers back, as
though there is a chance
that she might also
be overheard by him. “I
feel only that you
and me, we saved him. W
hen I met him,
it made him stop hurting
(t) ©ChristianChan/Shutterstock; (b) ©Wayhome Studio/Adobe Stock

the people. This

is how I see it. He was a
seed thrown into
a rock, and you and me,
Annie, we helped
push a flower out of the
rock.”
—from “The Book of the
Dead,” p. 15

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Again and Again

LITERARY ANALYSIS Again and Again occurs when events, images, or particular words recur
CONNECTION over a portion of the story or novel.
Paying attention to Again and
Authors repeat certain words, images, or events Again and Again to
Again can help you analyze

• • reveal things about character motivation

•
plot
• setting offer insight into the story’s theme
•
•
symbolism • make connections between elements of the plot

•
theme
character development • help create the story’s mood
• conflict When you notice the Again and Again signpost, pause. Think about the
• mood
meaning the repeated word, image, or event might have and how it
relates to the setting, plot, theme, or character development.

A good question to ask is . . .

because it was full of

Why might the
It was unusual as a dream author bring this up
t smells. First a marshy
smells, and he never dream n
the trail the swamps bega again and again?
smell, there to the left of
from which no one ever
already, the quaking bogs e
ed, and instead there cam
returned. But the reek lift
grance, like the night
a dark, fresh composite fra
in flight from the Aztecs.
under which he moved,
he had to run from the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©JurateBuiviene/Shutterstock;

And it was all so natural,
their manhunt, and
Aztecs who had set out on
d a place to hide in the
his sole chance was to fin
taking care not to lose the
deepest part of the forest,
they, the Motecas, knew.
narrow trail which only
most was the odor, as
What tormented him the of
the absolute acceptance
(t) ©Alex006007/Shutterstock; (b) ©Oleksandr/Adobe Stock

though, notwithstanding
thing which resisted that
the dream, there was some d
which until that point ha
which was not habitual,
me. “It smells of war,” he
not participated in the ga
thought. . . .
Up,” p. 145
—from “The Night Face

R12 GRADE 10
 Notice & Note Handbook

Memory
Moment
Notice & Note Peer Coach Videos

A Memory Moment occurs when a character has a recollection that LITERARY ANALYSIS
interrupts the forward progress of the story. CONNECTION

Paying attention to Memory

Be alert for places where the character is thinking about something that
Moments can help you analyze
occurred at an earlier time. These moments can
• • character development
provide insight into the current situation
• theme
• explain character motivation • plot

• offer insight into the theme of the story • relationship between

character and plot
Some phrases that can signal a Memory Moment are:
I hadn’t seen her since . . .
When he was growing up . . .
. . . She looked across the
My father used to tell me . . . street again; the
soldier was walking away
My mother once said . . . now, and even
from this distance she co
uld see the glower
When you notice a Memory Moment, pause. Think about on his face. The glower of
a grown man
why the author included this detail from the past, and who could flog another gro
wn man if he
continue to think about it as you keep reading. wanted to, when he wante
d to. His swagger
was as flamboyant as tha
A good question to ask is . . . t of the men who
four nights ago broke he
r back door open
and barged in.
Where is your husband?
Why might had torn open the wardrob
Where is he? They
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es in the two
this memory be rooms, even the drawers
. She could have
important? told them that her husban
d was over six
feet tall, that he could no
t possibly hide in a
drawer. Three men in bla
ck trousers. They
had smelled of alcohol an
d pepper soup,
(t) ©ChristianChan/Shutterstock; (b) ©deathvoice/Adobe Stock

and much later, as she he

ld Ugonna’s still
body, she knew that she
would never eat
pepper soup again.
—from “The American Em
bassy,”
pp. 221–222

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Big Questions

When you read any informational text or argument, it’s important

to remember that the author is asserting a version of the truth. This
version may be factual and mostly free of bias, or it may include slanted,
overstated, or even untrue claims or descriptions. You have to remain
slightly skeptical in order to determine the truth. That’s why it’s important
to approach these texts from a Questioning Stance, or position. As you
read, keep these three Big Questions in mind:
What surprised me?
What did the author think I already knew?
What changed, challenged, or confirmed what I already knew?

These questions will not only help you evaluate what you read with a
critical eye and keep you from being misled, they will also help make the
things you read more interesting. In addition, they can help you get to the
root of things that might confuse you. The chart below gives more detail
about each of the Big Questions.

What did the author think What changed, challenged, or

What surprised me?
I already knew? confirmed what I already knew?

Look for parts of the text that make Look for places where the language is Look for ideas that change your
you think “really!?”, and put an tough or where the author is writing thinking. Put a C by those places.
exclamation point there. about things you don’t know much

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ((tl) ©JurateBuiviene/Shutterstock;

about, and put a question mark there.

You might think . . . You might think . . . You might think . . .

“I didn’t know that!” “The author thought I’d know what “I realize now . . .”
(t) ©Yakobchuk Vasyl/Shutterstock; (b) ©mdurson/Adobe Stock

this word means.”

“Really? Is that true?” “This makes me rethink my opinion
“The author thought I could picture about . . .”
“Oh! Now I get it.”
this.”
“That supports what I already
“How could anyone think that way?”
“The author thought I’d know thought.”
“I hadn’t thought of it that way.” something about this.”

“The author thought I’d get how this

happens.”

R14 GRADE 10
 Notice & Note Handbook

Contrasts and
Contradictions
Notice & Note Peer Coach Videos

Contrasts and Contradictions occur either when the author presents RELATED READING SKILLS
ideas, things, or people that are very different from one another, or when
• Compare and contrast
you come across something that opposes what you know or would expect. • Generalize
• Identify main idea
Signal words and phrases that can indicate a Contrast and Contradiction
• Infer
within the text include
• Identify cause and effect
• however • instead • Identify details

• conversely • as opposed to • Understand author’s purpose

or bias
• nevertheless • on the contrary

To find Contrasts and Contradictions between the text and your own
expectations, take note of things that surprise you as you read.

When you notice Contrasts and Contradictions, pause. Think about why the
author may have chosen to focus on these differences or to challenge your
assumptions.

Depending on the context, good questions to ask yourself are . . .

Why did the author point this out?

How does this differ from what I know or expect? . . . Whilst therefore I hold
the British rule to
be a curse, I do not inten
Under what condition is this true? d to harm a single
Englishman or any legitim
ate interest he
may have in India.
I must not be misunders
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JurateBuiviene/Shutterstock;

What is the hold the British rule in Ind

tood. Though I
difference and why ia to be a curse,
I do not therefore conside
r Englishmen in
does it matter? general to be worse than
any other people
on earth. I have the privi
lege of claiming
many Englishmen as deare
st friends.
(t) ©Radachynskyi Serhii/Shutterstock; (b) ©pathdoc/Adobe Stock

Indeed much that I have

learnt of the evil of
British rule is due to the
writings of frank
and courageous Englishme
n who have not
hesitated to tell the unpa
latable truth about
that rule.
—from “Letter to Viceroy
, Lord Irwin”
p. 257

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Extreme or
Absolute
Language
RELATED READING SKILLS Extreme or Absolute Language occurs when the author uses language

• Draw conclusions that leaves no doubt. It allows for no exceptions and may seem to
• Generalize exaggerate or overstate a claim.
• Identify author’s point of view
• Identify main idea
This language includes words such as

• Infer • every • perfectly

• Recognize hyperbole
• always • apocalyptic
• Identify cause and effect
• •
• Understand author’s purpose indisputably miraculous
or bias • unarguably • unconditionally

It can also include dramatic words and phrases intended to cause a

strong reaction, such as “despicable creature,” “breathtakingly beautiful,”
or “threatens life as we know it.”

When you notice Extreme or Absolute Language, pause and think. The
author might be expressing strong feelings or may be exaggerating or
even trying to mislead readers.

Some good questions to ask are . . .

What does this reveal about the author’s biases or purpose?

Is this language appropriate?

© Houghton Mifflin Harcourt Publishing Company • Image Credits:(tl) ©JurateBuiviene/Shutterstock;

Moreover, I am cognizan
t of the Why would the
mmunities and author use this
interrelatedness of all co
in Atlanta and
states. I cannot sit idly by language?
what happens in
not be concerned about
ywhere is a threat
Birmingham. Injustice an
e are caught in an
to justice everywhere. W
tuality, tied in a
(t) ©aslysun/Shutterstock; (b) ©AJP/Shutterstock

inescapable network of mu
. Whatever affects
single garment of destiny
irectly. Never
one directly, affects all ind
e with the narrow,
again can we afford to liv
tor” idea. Anyone
provincial “outside agita
ed States can never
who lives inside the Unit
r anywhere within
be considered an outside
its bounds.
ingham Jail,”
—from “Letter from Birm
pp. 194–195

R16 GRADE 10
 Notice & Note Handbook

Numbers
and Stats
Notice & Note Peer Coach Videos

Numbers and Stats occur either when authors use specific figures to RELATED READING SKILLS
show amounts, size, or scale, or when they are vague when you would
• Draw conclusions
have expected more details. • Find facts
• Generalize
Some key words that may show when an author is being vague include
• Identify details
• several • an average amount • Infer

• few • more significant • Make comparisons

• • • Recognize evidence
a majority a minimal difference
• Understand author’s purpose
or bias
When you notice Numbers and Stats, pause. Think about why the
author may have chosen to use or leave out specific figures in
describing something.

Some good questions to ask are . . .

What do these numbers help me see?

What purpose do these numbers serve in this context?
Do these numbers help prove a point?

Why did the author

use these numbers
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JurateBuiviene/Shutterstock;

or amounts?
(t) ©concept w/Shutterstock; (b) ©Asier Romero/Shutterstock

And yet, despite the mille

nnia-long
battles between us, malar
ia still manages
to infect at least three hu
ndred million
of us—that is one out of
twenty-one
human beings on the pla
net—and kills
nearly one million, year
after year. As
an extinguisher of huma
n lives, write
the malariologists Richard
Carter and
Kamini Mendis, malaria
historically and
to this day “has few rivals
.” It remains
essentially wild and untam
ed, despite its
great antiquity.
—from The Fever, p. 458

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 Notice & Note Handbook

Quoted Words

RELATED READING SKILLS Quoted Words occur when the author cites or quotes the opinions or

• Compare and contrast conclusions of a person or group to provide support for a point. Authors
• Draw conclusions often include words from people who are experts on a topic or from
• Identify author’s point of view people who were participants in or witnesses to events.
• Infer
• Identify cause and effect When you notice Quoted Words, pause. Think about why the author may
• Separate fact from opinion have chosen to quote this particular person or group.
• Understand author’s purpose
or bias
Some good questions to ask are . . .

What is this person’s perspective?

What are the qualifications of this person?

Why was this person

ers developed a
In one example, research quoted or cited and
paign studying
#ScientistsWhoSelfie cam what did this add?
otos of themselves
how scientists’ posting ph
ram influenced
with their work on Instag
profession. They
public perception of the
man faces helped
found that photos with hu
a field that is often
improve impressions in
types.
subject to negative stereo
re perceived as

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©JurateBuiviene/Shutterstock;

“Scientists in general we
etent,” said Paige
warmer, but no less comp
the study. “That
Jarreau, the lead author on
female scientists.”
was particularly true for
e Your Self(ie)?,”
—from “How Do You Se
p. 125
(t) ©space_heater/Shutterstock; (b) ©Benzoix/Adobe Stock

R18 GRADE 10
 Notice & Note Handbook

Word Gaps Notice & Note Peer Coach Videos

Word Gaps occur either when authors use vocabulary that is unfamiliar, RELATED READING SKILLS
or when they use familiar words in unexpected ways. Authors of
• Generalize
informational texts often use words with multiple meanings, technical or • Identify details
scientific words, or words that are unique to specific subjects. • Infer
• Make comparisons
Sometimes authors provide clues to these words, such as putting them in
boldfaced or italic font or highlighting them. Other times, authors follow
• Understand author’s purpose
or bias
a less-known word with the phrase is like to help explain it. Many times, • Use context clues
however, the way you identify a Word Gap is simply by noticing that
you’ve come across a word that you don’t understand.

When you notice Word Gaps, pause. Ask yourself the following questions.
The answers will help you decide if you need to look the word up or keep
reading for more information.
Do I know this word from someplace else?
Does this seem like technical talk for experts on this topic?

Gene drives have gotten

a lot of attention
Can I find clues as a way to prevent mosq
uitoes from
in the text to help spreading disease: Scientis
ts have
engineered mosquitoes wi
me understand th gene drives
that kill the parasite behin
the word? they’re working on gene
d malaria, and
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JurateBuiviene/Shutterstock;

drives that either

eradicate the mosquitoes
that spread
dengue, chikungunya, an
d Zika or make
them resistant to the virus
es. The recent
rise of Crispr gene-editin
g technology
has made it easier than ev
er for scientists
to construct gene drives.
(t) ©Adriana/Adobe Stock; (b) ©luismolinero/Adobe Stock

—from “Can Genetic En

gineering Solve
the Problem We Created
?,” p. 534

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