Here is my blog post. It took me a while to get to this one!
You can read it here: http://swartzsu.blogspot.com/
I enjoyed heading over to your blog post and reading your thinking about this section of the book. I liked how you defined the skills/standards that would be met through mastering those signposts - listing those really brings home the point of all the critical thinking required by the students to incorporate those signposts into their reading, noticing, and discussions.
To be perfectly honest, I didn't mark a whole lot of insights in this section. Again, the authors urge students to wonder about the "why" of including numbers, quotes, and word gaps. This furthers the idea of looking at nonfiction through a skeptical eye. I was intrigued by the student who felt that the author of the vampire bat should have used a particular number instead of "several dozen" bats to show how many bats there really were - it would have been more impactful. That student really got the idea of numbers being meaningful to the reader.
Heidi - I agree with the part of your podcast where you said it's helpful to break down quoted words into three categories, and that just because something is quoted, doesn't mean it's "truth". You need to analyze who is saying it and why. Another way to read with a skeptical eye!
I love the Word Gap signpost. Like the authors said, vocabulary instruction gives us headaches!! And it's SO important. I liked how the author broke down the ways words can be confusing.The strategies the authors included on ways to do more were very helpful, too - especially identifying the exact problem. Gifted learners are just as bad about saying "I don't get it" as their peers. To gently nudge them about being more specific is a way to make them advocate for their own learning.
I definitely see the signposts overlapping. The overarching idea is to SLOW DOWN, ask "Why...", and keep looking at the text with a skeptical eye.
Ohio Council of Teachers of English Language Arts