Author’s Purpose presentation (view video 1:38-3:25)
Author’s Purpose guide handout
Patterns of Organization presentation
Patterns of Organization guide handout
Exemplification text: “Bullying Is Still Generally Accepted or Defended in Kids Sports” handout
Transforming annotations to effective notes graphic organizer handout
Student Brush-up Notes Guide handout
Process
Author’s Purpose presentation (view video 1:38-3:25)
Patterns of Organization presentation (12:47)
Patterns of Organization guide
Briefly review yesterday’s narrative texts for evidence to determine Author’s Purpose and Patterns of Organization Explain your thoughts by providing evidence from the text that supports your thinking.
Quickwrite: Everyone (including instructor) writes for several minutes in response to a prompt related to the texts which will be read in this session. This is ungraded and is meant as a warm-up to reading exemplification texts. The prompt may be something like: Reasons Why ________ . . . Writing could be lists, diagrams, full sentences and paragraphs, or a combination of any type of informal writing. After writing for 2-3 minutes, briefly discuss.
Application of active BDA approach to reading an exemplification text: “Bullying Is Still Generally Accepted or Defended in Kids Sports”
An exemplification (Generalization and Examples) text usually follows an overall pattern of organization that first includes a general statement followed by specific examples to prove or explain the statement. Notice how this text fits this pattern of organization -- you will want to be able to understand after reading what the general statement is and the major examples the author includes to explain that statement.
Before reading: As whole group. Set purpose for reading -- In this case, it’s to make a set of notes that contain the topic, main idea(s) and major supporting details of the article.
Preview the text to predict its topic and formulate a focus question or two. (See article link above for some related annotations.)
This is a news article with some text features that help the reader understand its organization -- photo, section heads -- and practice creating focus questions based on these text features. (e.g., If zero tolerance is advocated, how does bullying still happen? What kinds of life lessons should be part of coaching?)
During reading: As you read:
ABQ (Always Be Questioning) -- Look for answers to focus questions. Look for clues to the main idea (stated or implied). Notice where something is unclear. What are clues to the author’s purpose for writing? Where do I recognize a pattern of organization?
Annotate -- While reading, highlight or underline clues to main idea, place symbols in text to indicate thoughts/responses or as signal that something is a major detail. Write brief notes in margin to explain symbols, if needed.
After reading: Transform annotations into a set of notes (either outline or diagram/map format) while instructor provides feedback and support. Any focus question answers that do not logically fit in the outline or diagram could be added to the notes as a side-bar or at bottom of notes page. Here’s a graphic organizer that might be helpful.
As a wrap-up, refer to the article and your notes as the group discusses how this text fits the exemplification pattern of organization -- you should be able to explain after reading what the general statement is and the major examples the author includes to explain that statement.
Determining meaning of challenging vocabulary using context clues presentation
Context Clues handout
Determining meaning of challenging vocabulary using word parts clues presentation
Word Parts Clues handout
Membean website (morphology resource for students to explore further on their own, if interested)
Exemplification text: “Reliable Methods of Communication As an RN” (with sample of applying use of context and word part clues to predict meaning of challenging vocabulary) handout
Student Brush-up Notes Guide handout
Process
Using Context and Word Part Clues to Predict Meaning of Challenging Vocabulary
Challenging vocabulary can be considered any word that we don’t feel confident we could define on the spot. College-level reading contains many challenging words, so it is necessary to be skillful at finding and using clues that help us predict the meaning of such words. Sometimes (often in textbooks), the important challenging words are in special print and definitions are provided on the page where the word appears. In other types of texts, we need to use other resources -- like context and word part clues. While we do not need to stop to define every challenging word when we read, in order to become more expert readers, we do need to understand the majority of words in texts we want to comprehend.
Determining meaning of challenging vocabulary using context clues presentation
Determining meaning of challenging vocabulary using word parts clues presentation
Do a quick read of another exemplification text, “Reliable Methods of Communication As an RN,” and practice using context and word part clues to predict the meaning of challenging vocabulary in it. Instructor will demonstrate process before you read quickly through the essay, circling words that are challenging and, after reading, choosing a few with which to practice using context and word part clues to predict meaning. (There are many, possibly including: sedation, concise, incorporated, viable, empathy, asserts, vital, camaraderie.) Students work alone or with a partner, and activity will be wrapped up with a whole-group discussion if there is time.
Respond in writing to a text, including appropriately citing the text
Compose a written response to one of the texts. Instructor will provide a demo first, showing students how to quote and cite, and will provide the following response template:
In “_____________________,” ________________________ discusses _________. S/he says, “_______________
“article/essay title,” author’s last name topic “quote from
__________________.” I agree/am surprised/can relate/am amused/feel confused because . . .
the text.”
Example:
In “Advantage,” Kendrick discusses white advantage. She says, “Leandro, how I wish now that I could ask your forgiveness.” I wonder what their conversation today would be like and whether he remembers the event the same way she does because we only have the story from the way she remembers it and often people’s memories are different.
OR
In “It’s Just a Part of Who I Am,” Pray discusses diabetes. She says, “Diabetes can be overwhelming.” I can relate to that, not because I have a serious disease, but I have had close family members with serious illnesses and I know they (and I) sometimes felt overwhelmed by all of the changes to our lives (diet, doctor visits, medications, etc.).