Presentation on theme: "Discerning Organization: Improving Comprehension, Writing, & Learning June 3, 2011 EKU Regional Stewardship PD Perkins Bldg. EKU Richmond, KY Sally Martin,"— Presentation transcript:
Discerning Organization: Improving Comprehension, Writing, & Learning June 3, 2011 EKU Regional Stewardship PD Perkins Bldg. EKU Richmond, KY Sally Martin, Professor EKU English Director, EKU Writing Project firstname.lastname@example.org 859-622-2992
Text Structure: Purposes 1.To help writers communicate their thoughts 2.To help readers comprehend what authors are attempting to communicate
Text Structure: Reading Benefits An awareness of text structures help readers comprehend what they read more effectively remember the idea in the text better recall the material more efficiently
Text Structures: Writing Benefits Strengthens the connection between reading and writing processes—LITERACY. Direct instruction through models Provides scaffolded practice – in writing about content – In appropriate writing styles
Text Structure: Instructional Challenges Varying terminology and lists – “structures” or “patterns”? – 4, 5, 7, or 9 structures? Complexity of structures in texts – within and between paragraphs within sections of text
Text Structures: Instruction Recognition of “signal words,” “text cues,” – What writers call “transitions” Visual Representations of structures – Graphic Organizers vs. Outlines Key Questions Read like a Writer
Instruction: Graphic Organizers 1.Present an example of a graphic organizer that corresponds to the type of structure you plan to teach. – Preview the text with students pointing out structure signals/cues – Ask questions pertinent to the structure
Instruction: Graphic Organizers 2.Demonstrate how to construct a graphic organizer. – Refer to signals/cues – Answer questions with visual representations – Present part and allow students to complete it – Discuss how to determine when and how to use the specific structure GO
Instruction: Graphic Organizers 3.Coach students in how to use the GO. 4.Give them more practice opportunities to use Gos.
Instruction: Key Questions Lead to active processes Mirrors “prediction” strategies
Instruction: Read Like a Writer Read to determine the techniques a writer uses to develop our writing skills. Read, read, read. Read everything—trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! You’ll absorb it. Then write. If it is good, you’ll find out. William Faulkner
Instruction: Read Like a Writer 1.Respond initially to what the text says to you: memories, thoughts, etc. 2.Point to places where you think the writing is “good.” 3.Describe what the writer is doing—simply, posh away from “literary” terms. 4.List your responses and use them as a cheat sheet for your own writing.