Or The Yellow Brick Road to Comprehension and Critical Thinking?

1. Patterns of Organization Or The Yellow Brick Road to Comprehension and Critical Thinking?

2. Patterns of Organization, Text Structure, Rhetorical Modes, Oh, My!

3. Compare/contrast Cause/effect Process Problem/solution Narrative Argument Classification / division Example Descriptive Relax, Dorothy!These Are Synonyms for Our Old Favorites:

4. Why Explicitly Teach Patterns of Organization? • Writing and reading are two very different cognitive functions • Essential in note-taking across the curriculum • Reading vs. Writing process • Formats in which claims and evidence are presented

5. Why Explicitly Teach Patterns of Organization? • Establishes, the relationship between the claims and the evidence • When the relationship is clear, evaluation of the text can occur • We cannot expect automaticity in critical reading without explicitly teaching patterns of organization

6. What Do You Mean by automaticity? • What the reader recognizes automatically • Facilitates anticipation • Anticipation facilitates comprehension Ahh, so this is a visual of what reading looks like! What happens if a gear gets stuck?

7. So How do I get my students to the Emerald City of Reading Comprehension?

8. Teachers may assume a proficient reader of literature will, in turn, be a proficient reader of expository texts. That is not necessarily so. Many good readers of literature tend to have trouble comprehending expository texts partly due to Text structure: how the text is organized. For example 1. A cause and then its effects, an effect and the causes, 2. A text might present a main idea and then details, 3. Two different views of a topic, etc. Know What They Need to Know!According to The National Education Association:

9. “While most pieces of fiction follow the sameor similar general organizational patterns, different Expository texts can have very different text structures. Therefore, it is important to teach students to recognize common text structures found in expository texts.” National educational association, “using text structure” Know What They Need to Know!According to The National Education Association:

10. As early as third grade, students are expected to recognize expository text structures such as the following: sequence, description, compare-contrast, cause-effect, and problem-solution. The ability to identify and analyze these text structures in reading helps make expository text easier to understand Kristi Orcutt, reading consultant, Essdack.Org Expectations of Readers

11. While the understanding of text structure is important at the lower grades for reading and writing proficiency, it is crucial for our students to understand the complicated and varied demands of high school and college reading. While we may label expository texts as “C/C” or “C/E”, the truth is that writers vary text structure, sometimes from paragraph to paragraph or even sentence to sentence! Expectations of Readers

12. So How Do I Get Them to See What the Author Is Doing???

13. By Teaching Patterns of Organization, You Can Pull Back the Curtain to Show Your Students What the Author Is Doing! You go, Toto!

14. The Intersegmental Committee of the Academic Senates of the California Community and State University, & the University of California Reports: • 81% of faculty say that the lack of analytical reading skills contributes to students’ lack of success in a course • Faculty respondents concur with CERT standards, which call for students’ comprehension of “academic and workplace texts” • Reading instruction ends early in students’ K-12 education (research indicates direct instruction in reading ends in the 4th grade. After that, students are expected to move from “learning to read” to “reading to learn” without explicit instruction)

15. The Intersegmental Committee of the Academic Senates of the California Community and State University, & the University of California Reports: • Teachers in all disciplines must help students develop effective critical reading strategies • We must teach our students to be active makers of meaning and teach them the strategies all good readers employ: to think critically, to argue, to compare, to own an idea, and to remember. Reading is a process that requires time and reflection, and stimulates imagination, analysis, and inquiry.

16. O.K. but how does this fit in with everything else we’ve been doing this week? Is this just “one more thing” on an overflowing plate? • Sadly, the discipline of reading is recursive – why couldn’t I teach something linear???  However, the good news is teaching the rhetorical modes or patterns fits in perfectly with:

17. O.K. but how does this fit in with everything else we’ve been doing this week? Is this just “one more thing” on an overflowing plate? • Reading with and/or against the grain • Everyone’s favorite . . . CHARTING!!! As a matter of fact, try to do the “doing” part of the chart without the patterns! It’s impossible! • And lastly . . .

18. Evaluation!!! Fun stuff Micah and Cali can teach you! E.g., Comparison: 1. "Why is the author comparing these items? What is the author trying to prove by this comparison?" 2. "Does the author make any claims based on this comparison?

19. Evaluation!!! Fun stuff Micah and Cali can teach you! 3. Does the comparison support the claims made?" 4. “Does the author provide other evidence to support this claim?” 5.“Would the intended audience believe this evidence?”

20. Reading Comprehension doesn’t have to be somewhere over the rainbow! With a little direct instruction, your students can get here too!

21. Scaffolding for “Black Men and Public Space” by Brent Staples • Example • Description • Narration • Contrasting • Process • Comparison • Note: main claim is cause and effect! Scaffolding is used to extend reach, is task specific, and is temporary!

22. Patterns of Organization by Paragraph: • Paragraph 1: Example • Paragraph 2: Narration • Paragraph 5: Contrast • Paragraph 6: Description & Example • Paragraph 7: Example & Narration • Paragraph 9: Process

23. Patterns of Organization by Paragraph: • Paragraph 10: Example, Classification & Division • Paragraph 11: series of Examples • Paragraph 12: Narration continues series of example began in paragraph 11 • Paragraph 14-15: Process • Paragraph 15: Comparison

24. Main Claim Because they are often unfairly perceived as violent, black men often change their behavior in public to appear less threatening to avoid becoming victims of violence themselves.