NOTICE & NOTE

Handbook

Get More Out of What You Read

©art_of_sun/Adobe Stock; ©Ginger Lemon/Adobe Stock; ©Annaartist/Shutterstock; letter W
©Maximova Evgeniya/Shutterstock; symbols ©teploleta/Adobe Stock, speech bubbles

Two educators spent years working with students and reading

and rereading the books that students read most. They identified
©Yaten Tau/Shutterstock, arrows ©Maximova Evgeniya/Shutterstock

a handful of common things authors include in literary and

informational 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
Shutterstock; ©art_of_sun/Adobe Stock; ©Olessia_Art/Shutterstock; ©art_of_sun/Adobe Stock; ©teploleta/Adobe Stock;

AHA MOMENT CONTRASTS AND

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t to b, l to r) ©Maximova

CONTRADICTIONS
Evgeniya/Shutterstock; ©TonTonic/Shutterstock; letter T ©Yaten Tau/Shutterstock, question mark ©Roman Sigaev/

p. R9 p. R15

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

Notice & Note Handbook  R7

 Notice & Note Handbook

Contrasts and
Contradictions

LITERARY ANALYSIS Contrasts and Contradictions occur either when there is a

CONNECTION sharp contrast between what we would expect and what we
Paying attention to observe happening, or when the character behaves in a way
Contrasts and that contradicts previous behavior or well-established patterns.
Contradictions can Contrasts and Contradictions can occur with setting, too.
help you analyze Read carefully and be alert for moments when a character begins
• character development acting or thinking in a new way, or in a way that surprises you
• internal conflict because it’s not how most people would react. Words like but or
• theme despite can provide clues to these differences.
• relationship between When you notice Contrasts and Contradictions, pause. Think about
setting and plot
what this unexpected or unusual behavior tells you about the
• mood character or setting.
A good question to ask is . . .

Mother asked, Why would the

“Do you want to watch?” character act (feel)
or.
nodding toward the mirr

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) ©Maximova Evgeniya/
, then changed
this way?
Parvana shook her head
last she would
her mind. If this was the
wanted to see it
see of her hair, then she
for as long as she could.
First she cut
Mother worked quickly.
Shutterstock; (b) illustration adapted from ©dreamsnavigator/Adobe Stockk
aight line at her
off a huge chunk in a str
rvana to see.
neck. She held it up for Pa
bon packed
“I have a lovely piece of rib
this up with it,
away,” she said. “We’ll tie
and you can keep it.”
ir in her
Parvana looked at the ha
was on her
mother’s hand. While it
rtant. It didn’t
head, it had seemed impo
e.
seem important any mor
p. 184
—from The Breadwinner,

 R8 GRADE 6
 Notice & Note Handbook

Aha Moment Notice & Note Peer Coach Videos

An Aha Moment occurs when characters realize something that LITERARY ANALYSIS
shifts the way they act or what they understand about themselves, CONNECTION
others, or the world. Paying attention to Aha
Be alert for these realizations, because they often mark important Moments can help you
turning points. analyze

Some phrases that can signal an Aha Moment are: • character development
• internal conflict
That’s when he knew that . . . • plot
For the first time . . .
She finally understood . . .
It was then that he realized . . .
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

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) ©TonTonic/Shutterstock;

change things?

It was then that the fox rea

lized his
boy was cr ying. He twist
ed around to
study his face to be sure.
Yes, crying—
although without a soun
d, something
the fox had never known
(b) illustration adapted from ©alfa27/Adobe Stock

him to do.
The boy hadn’t shed tears
for a very
long time, but the fox rem
embered:
always before he had cried
out, as if
to demand that attention
be paid to
the curious occurrence of
salty water
streaming from his eyes.
—from Pax, p. 310

Notice & Note Handbook  R9

 Notice & Note Handbook

Tough Questions

LITERARY ANALYSIS
CONNECTION
Paying attention to Tough
Questions can help you
analyze
• internal conflict
• theme
• character development
Tough Questions are questions characters raise that reveal their
inner struggles.
Be alert to the times when characters ask themselves difficult
questions, or when others ask questions that make a character think
hard or feel deeply. At these moments, you can learn about characters’
internal conflicts and gain insight into the theme of the story.
Tough Questions are sometimes expressed as statements, but ones
that reveal difficult trade-offs or hard truths. Some phrases that can
signal Tough Questions are:
What could I possibly do . . .
How could I . . .
If she tells the truth, then . . .
Would he ever understand why . . .
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.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) letter T ©Yaten Tau/
Shutterstock, question mark ©Roman Sigaev/Shutterstock; (b) illustration adapted from ©carballo/Adobe Stock
A good question to ask is . . .

up on the
“There’s water trucks held What does this
highway. question make me
e gallons.
Gallons, girl! Water by th wonder about?
Fresh drinking water.
Clean shower water.
ter company
See that, Freddie. The wa
loves us.
nd us water.”
Somebody thought to se
drowned, King’s
Even with our trumpets
chest swells.
are you with me?
He booms, “Brass Crew,
back some
Let’s get outta here, bring
water.”
Grandmama?
How can I leave TK and
happy to leave?
How can I leave, and be
ane” p. 428
—from “After the Hurric

R10 GRADE 6
 Notice & Note Handbook

Words of the Wiser Notice & Note Peer Coach Videos

Words of the Wiser are pieces of advice or insights a wiser LITERARY ANALYSIS
character, who is usually older, offers about life to the main CONNECTION
character. Paying attention to Words
Look for moments when a character is receiving advice or wisdom of the Wiser can help you
about how to deal with a difficult problem or decision. These analyze
moments often occur when a character is wrestling with an inner • theme
conflict, and the advice can offer clues to the theme of the story. • internal conflict
When you notice Words of the Wiser, pause. Think about what • relationship between
character and plot
the advice or insight suggests about the story’s theme and how
it is likely to affect the way the character deals with a problem
or decision.
A good question to ask is . . .

What’s the life

lesson and how might it Vinny turned away and sw
am back over
to the other side of the po
affect the character? nd, where
he’d first gotten in. His m
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) ©art_of_sun/Adobe

other would
kill him if she ever heard
about where
he’d come. After the boy
drowned, or
was taken by the goddess
, or whatever
happened to him, she sa
id never to
come to this pond again
. Ever. It was
off-limits. Permanently.
Stock; (b) illustration adapted from ©Wayhome Studio/Adobe Stock

But not his dad. He said,

“You fall off
a horse, you get back on,
right? Or else
you going to be scared of
it all your life.”
—from “The Ravine,” p.
240

Notice & Note Handbook  R11

 Notice & Note Handbook

Again and Again

LITERARY ANALYSIS Again and Again is when events, images, or particular words recur
CONNECTION over a portion of the story or novel.
Paying attention to Again Authors include these words, images, or events Again and Again to
and Again can help you
analyze • reveal things about character motivation

• plot • offer insight into the story’s theme

• setting • make connections between elements of the plot

• symbolism • help create the story’s mood
• theme When you notice the Again and Again signpost, pause. Think about
• character development the meaning the repeated words, images, or events might have and
• conflict how it relates to the setting, plot, theme, or character development.
• mood A good question to ask is . . .

Why might the

author bring this up
again and again?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) ©Olessia_Art/
e thoughts kept
As Salva walked, the sam
rhythm with his
going through his head in
? Where is my
steps. Where are we going
Shutterstock; (b) illustration adapted from ©kentoh/Adobe Stock

em again? . . .
family? When will I see th
en joined the
. . . Some of the rebels th
villagers were
back of the line; now the
surrounded.
to us? Where is
What are they going to do
my family?
ater, pp. 394–396
—from A Long Walk to W

 R12 GRADE 6
 Notice & Note Handbook

Memory Moment Notice & Note Peer Coach Videos

A Memory Moment occurs when a character has a recollection LITERARY ANALYSIS

that interrupts the forward progress of the story. CONNECTION

Be alert for places where the character is thinking about something Paying attention to
that occurred at an earlier time. These moments can Memory Moments can help
you analyze
• provide insight into the current situation
• character development
• explain character motivation
• theme
• offer insight into the theme of the story
• plot
Some phrases that can signal a Memory Moment are: • relationship between
When she was in elementary school . . . character and plot

I remember when . . .
Twelve years ago . . .
The last time he . . .
When you notice a Memory Moment, pause. Think about why the
author included this detail from the past.
A good question to ask is . . .
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) ©art_of_sun/Adobe

Why might this memory

be important?

Suddenly the girl remem

bered the
boatman’s sweet music. Sh
Stock; (b) illustration adapted from ©Mangostar/Adobe Stock

e thought
about all the happy hour
s she had spent
listening to his flute and
the wonderful
dreams she had dreamed
because of
him. Since he had left, no
one, not even
the most handsome suito
rs in the land,
had made her feel such wa
rmth and
happiness. Now, it seemed
her days
and nights were even lon
ger and more
empty than before.
—from “The Boatman’s
Flute,” p. 525

Notice & Note Handbook  R13

 Notice & Note Handbook

Big Questions

When you read any informational text or argument, it’s important to remember that
the author is presenting only one 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. Either way, you have to think critically about the author’s relationship
to the topic. That’s why it’s important to approach these texts from a Questioning
Stance, or position. To do that, keep these three Big Questions in mind as you read:
• 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 and avoid falling
for things that aren’t entirely true, 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 surprised me? Look for parts of the text that make you think “really!?” and put an exclamation
point there.
You might think:

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) ©teploleta/Adobe Stock
• “I didn’t know that!”

• “Really? Is that true?”

• “Oh! Now I get it.”

• “How could anyone think that way?” or “I hadn’t thought of it that way.”

What did the author Look for places where the language is tough or where the author is writing
think I already knew? about things you don’t know much about, and put a question mark there.
You might think:

• “The author thought I’d know what this word means.”

• “The author thought I could picture this.”

• “The author thought I’d know something about this.”

• “The author thought I’d get how this happens.”

What changed, Look for ideas that change your thinking. Put a C by those places.
challenged, or You might think:
confirmed what I
already knew? • “I realize now . . .”

• “This makes me rethink my opinion about . . .”

• “That supports what I already thought.”

 R14 GRADE 6
 Notice & Note Handbook

Contrasts and
Contradictions Notice & Note Peer Coach Videos

Contrasts and Contradictions occur either when the author RELATED READING
shows you how ideas, things, events, or people differ from one SKILLS
another, or when you come across something that goes against
• Compare and contrast
what you would have expected.
• Generalize
To help you find Contrasts and Contradictions within the text, look • Identify main idea
for signal words and phrases such as • Infer
• yet • instead of • as opposed to • Identify cause and
• but • however • on the other effect
• unlike hand • Identify details
• Understand author’s
For Contrasts and Contradictions between the text and your own purpose or bias
expectations, be on the lookout for 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
how your knowledge contrasts with what’s described in the text.
A good question to ask is . . .
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) ©Maximova Evgeniya/

What is the
difference, and why
does it matter?
Trade in these beautiful
creatures thrives
in the USA, where thousa
nds are bred
and sold through classifie
Shutterstock; (b) illustration adapted from ©Daniel Ernst/Adobe Stock

d ads or at
auctions centered in Indi
ana, Missouri
and Tennessee. There’s to
o little to stop it.
A 2003 federal law, which
forbids the
interstate transport of ce
rtain big cats,
has stopped much of the
trade on the
Internet, according to th
e Humane
Society of the U.S. But m
onkeys, baboons
and other primates were
left out, and
measures to plug that ho
le have twice
stalled in Congress.
—from “Wild Animals Ar
en’t Pets,” p. 361

Notice & Note Handbook  R15

 Notice & Note Handbook

Extreme or
Absolute Language

RELATED READING Extreme or Absolute Language occurs when the author uses
SKILLS language that leaves no room for doubt, allows for no questions,
• Draw conclusions and may seem to exaggerate or overstate a claim.

• Generalize This language includes words such as

• Identify author’s point • all • never • everyone
of view
• Identify main idea • always • totally • unarguably

• Infer • no one • perfectly

• Recognize hyperbole It can also include dramatic phrases intended to cause a strong
• Identify cause and reaction, such as “blood-sucking monster,” “absolutely destroy,” or
effect “it is imperative.”
• Understand author’s When you notice Extreme or Absolute Language, pause and think.
purpose or bias
An author might be expressing strong feelings, overstating things,
or even trying to mislead the reader. This language can reveal
things about the author’s purpose or bias.
A good question to ask is . . .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) symbols ©teploleta/
Why did the author

Adobe Stock, speech bubbles ©art_of_sun/Adobe Stock; (b) illustration adapted from ©Heijo/Shutterstock
use this language?

fie is
In our digital age, the sel
neself,
the best way to express o
en
empower oneself, and ev
ends.
surround oneself with fri
ns and
Ever yone ever ywhere ow
with
uses a smart phone, and,
t social
at least a million differen
le, you’d
media platforms availab
to take
have to live in a cave not
is form of
part in and appreciate th
communication. . . .
ds: Say It
—from “Better Than Wor
with a Selfie,” p. 62

 R16 GRADE 6
 Notice & Note Handbook

Numbers and Stats Notice & Note Peer Coach Videos

Numbers and Stats occur either when authors use specific figures RELATED READING
to show amounts, size, or scale, or when they are vague when you SKILLS
would have expected more details.
• Draw conclusions
Some key words that may show when an author is being vague • Find facts
include • Generalize
• many • longer • farther • Identify details
• most • bigger • oldest • Infer
• some
• Make comparisons
• Recognize evidence
When you notice Numbers and Stats, pause. Think about why the • Understand author’s
author may have chosen to use or leave out specific figures in purpose or bias
describing something.
A good question to ask is . . .

Why did the author

use these numbers
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) ©Ginger Lemon/Adobe

or amounts?

Dangers from exotic anim

als are low.
On average in the United
States, only
3.25 people per year are
killed by
captive big cats, snakes,
elephants
and bears. Most of these
Stock; (b) illustration adapted from ©deagreez/Adobe Stock

fatalities are
owners, family members,
friends
and trainers voluntarily
on the
property where the anim
als were
kept. Meanwhile, traffic
accidents
kill about 125 people per
day.
—from “Let People Own
Exotic
Animals,” p. 364

Notice & Note Handbook  R17

 Notice & Note Handbook

Quoted Words

RELATED READING Quoted Words occur when the author cites or quotes a person
SKILLS or group to provide support for a point. Authors often include
• Compare and contrast opinions or conclusions from people who are experts on a topic or
• Draw conclusions from people who were participants in or witnesses to events.

• Identify author’s point When you notice Quoted Words, pause. Think about why the author
of view may have chosen to quote this particular person or group.
• Infer A good question to ask is . . .
• Identify cause and
effect
• Separate fact from
opinion Why was this person
• Understand author’s quoted or cited and
purpose or bias
what did this add?

hologist and behavior

Dr. Allison Chase, a psyc
s, also has weighed in.
specialist in Austin, Texa

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Luria/Shutterstock; (t) ©Annaartist/Shutterstock;
enging for kids and
“This is particularly chall
to figure out who they
teens, as they are trying
ity is.” In that 2016
are and what their ident
e warns about getting
ParentCo article, Dr. Chas
ing too much about
caught in the trap of worry
l.
appearances and approva
g that posting and
She warns against believin (b) illustration adapted from ©Andy Dean Photography/Shutterstock
s actual friendship
sharing and liking create
ase says, we “create
and intimacy. As Dr. Ch
e connected and
the illusion of feeling mor
is controllable
more ‘liked’ in a way that
e end result is a
and oftentimes, staged. Th
t with increased self-
competitive environmen
n and, more often
focus, less true connectio
riticism.”
than not, increased self-c
er Selfie!” p. 71
—from “OMG, Not Anoth

R18 GRADE 6
 Notice & Note Handbook

Word Gaps Notice & Note Peer Coach Videos

Word Gaps occur either when authors use vocabulary that is RELATED READING
unfamiliar or when they use familiar words in ways that are new to SKILLS
you. Authors of informational texts often use words with multiple
• Generalize
meanings, technical or scientific words, or words that are unique to
• Identify details
specific subjects.
• Infer
Sometimes authors provide clues to these words, such as putting • Make comparisons
them in boldfaced or italic font or highlighting them. Other times, • Understand author’s
authors follow a less-known word with the phrase is like to help purpose or bias
explain it. Many times, however, the way you identify a Word Gap is • Use context clues
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?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Luria/Shutterstock; (t) letter W ©Yaten Tau/

Photinus fireflies, for insta

nce,
Shutterstock, arrows ©Maximova Evgeniya/Shutterstock; (b) illustration adapted from ©Sabphoto/Adobe Stock

Can I find clues in broadcast their mating m

essages
the sentence to with a light show. These
plant-eating
beetles flash luminescent
help me understand abdomens to
wow potential mates on
the word? warm North
American summer nights.
A bigger relative is named
Photuris.
They also blink biologica
l tail lights
during courtship, but are
not always
looking for a mate. Thes
e fireflies are
predators that eat their sm
aller Photinus
cousins. They spy on their
blinking
prey and follow the flash
ing beacon to a
nighttime meal.
—from “Animal Snoops:
The Wondrous
World of Wildlife Spies,”
p. 334

Notice & Note Handbook  R19