Patterns in Text

(2 min/Whole Group)

Review “pattern recognition” as computational thinking vocabulary words. 

Example Script:

1. 1. Let’s review! Remember that computational thinking is a set of skills for problem solving.
   2. Call & Response: Computational thinking is a set of skills for what? 📣 “Problem solving!”
   3. Right now we’re going to focus on “pattern recognition.” Can you clap it out with me? 📣 “Pat–tern re–cog–ni–tion”
   4. Pattern recognition means to notice when features, information, or relationships repeat.

(5 min/Whole Group)

Use the anchor chart to guide through the routine. Cover up the examples on the right side with paper and slide down the paper as you go through each step. 

Example Script:

1. Let’s look at examples of patterns in text. First I’ll go through the examples, then we’ll try it together, and lastly you’ll do it on your own.
2. Read from Anchor Chart: Patterns in texts can help you make sense of what you are reading. 
3. For rhyme, I’m going to look for words that end with the same sound. (Read poem out loud, underline “at” and circle “ouse” to note patterns.) I see that there is a pattern with words that end in “at” for two lines and then a pattern of words that end with “ouse” for the next two lines. It looks like an AABB pattern. (Annotate the AABB on the side of the poem.)
4. For relation, I’m going to look for words that describe the relationship between ideas, such as transition words. These transition words tend to indicate that the text is a compare-and-contrast piece of writing. 
5. For repetition, I’m looking for repeated structures in text. If I look at a paragraph, I know that all paragraphs tend to follow this structure of an idea “sandwich” with a main idea, supporting details in the middle, and a closing sentence. 

(8 min/Whole Group)

Work through this process together to annotate a text for relation. Display large print of a nonfiction example text. 

Example Script:

1. Let’s try looking at a text to look for patterns that indicate relation. 
2. 📣 First, let’s mark up a nonfiction text together. Can someone read it aloud? (Call on a student to read.) Now we’ll look for transition words that help us understand the structure and author’s purpose. 
3. 📣 We can annotate by circling, underlining, highlighting, or using symbols to note patterns we see. Does someone see one pattern they want to annotate? (Allow a student to mark one pattern they notice.) Can you explain your thinking? (Call on a few more students to annotate.)
4. 📣 Based on the patterns we spotted, what type of structure do you think this passage is? (Call on a student.) Does anyone else have a different idea?
5. Now you’ll practice this on your own.

(10 min/Pairs)

Divide class into pairs; provide each pair with a passage to annotate and highlighters/ pencils/colored pens. 

Example Script:

1. Each pair has a passage and writing tools to mark it up. Even if you think you already know what the pattern in a text is, we’re going to annotate it first, then analyze for patterns to help you explain your thinking.
2. 📣 When finished, we’ll have 2 pairs share out what patterns they noticed and what it means about the text structure and purpose.

(5 min/Whole Group)

Facilitate a discussion about when else students can use pattern recognition to support their comprehension. 

Example Script:

1. 📣 How can “Patterns in Text” help you with other reading and writing activities? How can it help you with other subject areas? (Encourage think–pair–share before sharing with the whole group.)
2. 📣 Are there other examples of patterns you notice in your day-to-day life?