1. Overarching Class Goal of RDG 185: Develop cognitive strategies when reading that ensure development of competence in an area of inquiry. Working Memory New information: Text Prefrontal Cortex – where decisions are made Audience: Prior Knowledge - dendrites Re-expose Learning Strategies Elaborate Time Interval Question Recite Internal Dialogue Conceptual Framework Prior Knowledge

2. Working Memory New information Prefrontal Cortex – where decisions are made Foundation of factual knowledge Goal: Developing competence in an area of inquiry Conceptual framework Organize for retrieval Prior Knowledge 20-30 seconds to do something: think about thinking Prior Knowledge To achieve the overarching goal, the learner needs to: (a) develop a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application. To achieve the overarching goal and a deep foundation of factual knowledge in the context of a conceptual framework, reading rate is affected.

3. First, a quick explanation of what working memory is: Prefrontal cortex - working memory, the brain's "holding area," where perceptions and ideas can first be compared to other information. Fatigues easily and can hold only a limited around of information "on line" at any one time. Promotes and supports higher intellectual functions. Working memory is the ability to actively hold information in the mind needed to do complex tasks such as reasoning, comprehension and learning. Working memory tasks are those that require the goal-oriented active monitoring or manipulation of information or behaviors in the face of interfering processes and distractions. Working Memory Prefrontal Cortex – where decisions are made The blue rectangle represents working memory

4. RDG 185 Competence 3 Identify the basic components of expository texts and use inference skills with each. First the reader taps their prior knowledge about organizational structure, descriptions, and signal words. Working Memory Comparison Cause Prior Knowledge: What does the learner already know organizational structure? Compariso n Learning Strategies: Identify text’s organizational structure.e Cause Sequence Where information is manipulated and learning decisions are made.

5. Prior Knowledge: Text Structure/Description/Signal Words Description/List StructureThis structure resembles an outline. Each section opens with its main idea, then elaborates on it, sometimes dividing the elaboration into subsections. EXAMPLE: A book may tell all about whales or describe what the geography is like in a particular region.Signal Words: For example, for instance, specifically, in particular, in addition Cause/Effect StructureIn texts that follow this structure, the reader is told the result of an event or occurrence and the reasons it happened. EXAMPLE: Signal Words: Weather patterns could be described that explain why a big snowstorm occurred.Consequently, therefore, as a result, thereby, leads to Comparison/Contrast StructureTexts that follow this structure tell about the differences and similarities of two or more objects, places, events or ideas by grouping their traits for comparison. EXAMPLE: A book about ancient Greece may explain how the Spartan women were different from the Athenian women.Signal Words: However, unlike, like, by contrast, yet, in comparison, although, whereas, similar to, different from Order/Sequence StructureTexts that follow this structure tell the order in which steps in a process or series of events occur. EXAMPLE: A book about the American revolution might list the events leading to the war. In another book, steps involved in harvesting blue crabs might be told.Signal Words: Next, first, last, second, another, then, additionally

6. Working Memory Pattern Questions New information: Reading has a specific organizational pattern Prefrontal Cortex – where decisions are made Move answers to long-term memory Prior Knowledge: What questions do I ask for this pattern? Prior Knowledge When readers are familiar with the text/s organizational pattern, they are able to read the information with specific questions in mind. That is, each organizational pattern suggests a series of questions that will be answered within the text. Answering these questions helps the reader comprehend the author’s message.

7. Sequencing Questions to Consider: What happened? What is the sequence of events? Comparison/Contrast Questions to Consider: What are the similar and different qualities of these things? What qualities of each thing correspond to one another? In what way? Cause/Effect Questions to Consider What are the causes and effects of this event? What might happen next? Description Questions to Consider: What are you describing? What are its qualities? Problem Solving Questions to Consider: What is the problem? What are the possible solutions? Which solution is best? How will you implement this solution?

8. Working Memory New information: Organizational structures Prefrontal Cortex – where decisions are made Foundation of factual knowledge Conceptual framework Organize for retrieval Prior Knowledge: What does the learner know about organizational structures Prior Knowledge If the learner discovers that they do not have or the information they have about organization al structures is inadequate, they should begin the process of pulling the new information and what they already know into working memory. Then they should begin activating cognitive strategies for identifying organizational structures. Organizational structures, descriptions, signal words, and examples.

9. RDG 185 Competence 3 Identify the basic components of expository texts and use inference skills with each. Once the reader has brought their Prior knowledge about text organizational structure to working memory, the reader tries to identify the about organizational structure, descriptions, and signal words. Working Memory Prior Knowledge: What does the learner already know organizational structure? Comparison Learning Strategies: Identify text’s organizational structure.e Cause Sequence Where information is manipulated and learning decisions are made.

10. RDG 185 Competence 3 - Inference Identify the basic components of expository texts and use inference skills with each. The reader doesn’t just read; they read and predict what they should be reading moment to moment. The brain is good at recognizing approximate patterns and making a best guess at what something means. (Rock) Working Memory Prior Knowledge: What does the learner already know organizational structure? Predicting Learning Strategies: making a best guess Where information is manipulated and learning decisions are made.

11. The Thinking Involved in making predictions and inferences Jeff Hawkins: How does the brain predict? The brain is continuously building a model of the world around it by taking sensory input from the eyes, ears, and other organs to record memories of our experiences. New experiences and inputs are then “compared” to previous memories within this model and a prediction is made. Can a match be made between sensory input and previous memories? If it can, this is prediction. It is also a good place to give examples of the cognitive strategies that would help this process (manipulate information) in working memory and the role of the director (observer in this process. According to Hawkins (2004: 84, 104) “making predictions is the essence of intelligence.” “To know something means that you can make predictions about it.” Predicting is the process of comparing new information to prior knowledge. The comparison results in new amplified learning (growing dendrites) or it contradicts what the learner already knows. Predictions are made by pattern matching; this is learning or knowledge building.