Download
1 / 19
190 likes | 292 Views
Comprehension Instructional Sequence (CIS). Embedding interactive reading, writing and academic conversations within instruction cac. Students will identify & explain the limitations of the 4 th amendment. Mine your Thinking. Ready to Think?. Hook: The Essential Question.
E N D
Comprehension Instructional Sequence (CIS) Embedding interactive reading, writing and academic conversations within instruction cac
Students will identify & explain the limitations of the 4th amendment. Mine your Thinking
Hook: The Essential Question When do your parents have the right to search your room? • Always (whenever they want) • Sometimes (if you/friend are in trouble) • Never (my stuff--hands off!)
Post Assignment Share group summary with class
Predictive Writing Think- Outline- Write • Students need to reflect again on the EQ (quiet time to think (1 minute duration) . • Students should outline their main thoughts on scrape paper- central idea and reasons why the student believes such. • Students will now use GO (Graphic Organizer) number 1, page one to write a predictive response to the EQ When do your parents have the right to search your room?
Vocabulary Instruction • Teacher Assist Students in numbering paragraphs • Teacher Model Vocabulary Skills * (Example Vocabulary) • Violate P1-L10 root • Seizure P3-L6 root • Deter P7-L5 context • Run roughshod P10-L3 archaic • submission P10-L14 context
PRE-READING • Preview the Text • Teacher Read Aloud • Students must follow in text • Optional: interactive pre-reading (see power point notes) Example of Interactive Read Aloud • Students follow in text: • Circle the word “dog” each time it is mentioned in the text • Underline the word “student/students” each time it is mentioned in the text
Marking up the Text Teacher Think Aloud 1st paragraph • Select Appropriate Text Code • The teacher, using a Think-Aloud strategy, will demonstrate the marking of the text. Example of a Text code R= Right A= Abuse C= Courts/lawsuits
First Read Students will now Triad ReRead all paragraphs while marking up the text. At conclusion: • Count the number of R’s, A’s, and L’s. Compare this with your group members. • Go back through the text in order to discern areas of disagreement. Attempt consensus building within your group.
Post Activity Text Based Writing • Individually, students again respond to the essential question (refer to part 2 of Handout 1) Does the use of drug-sniffing dogs in schools violate the U.S. Constitution?
SECOND READDirected Note-taking Triad read with new purpose • Teacher model Think Aloud using the first paragraph. • Students will use the GO # 2 page 1 • Teacher construct a Guiding Question • Teacher construct varying and appropriate text based categories What are the Pros and Cons to the use of drug-sniffing dogs? Categorize Notes under these Classifications: R: Right A: Abuse C: Courts/Lawsuits
THIRD READQuestion Generation Reread with new purpose: 1. Teacher will model by generating a question from a paragraph of choice. Example (P1) : What student right could be violated by a dog? 2. Students will Triad Read and generate a deep level question from each paragraph (refer to handout 2, page 2)
Concluding Activity • Triad Groups will decide on the most critical or significant question to be shared in whole group. • Triads will Post their question • Class will discuss and select best question from the posted questions
Readdressing the Essential Question How can the use of drug-sniffing dogs in schools violate the U.S. Constitution? Resources • The text • Your notes • Collegial discussions Assignment After whole group discussion, students will use handout 4 page 2 in responding to the question above. Note: Student written responses must appeal to the text to support one’s position.
Extended Writing • Provide writing prompts aligned to standards/bench marks • Possible to use student generated questions as prompts • Limitations of one’s mind imposes the limitations of extended activities.
Conclusion: CIS Seriatim • The Essential Question • Predictive Writing (First Write) • Vocabulary Instruction • Previewing the Text/Read Aloud • Marking up the Text (1st read) • Text Based Writing Response (Second Write) • Directed Note-taking (2nd read) • Question Generation (3rd Read) • Readdressing the Essential Question (Third Write) • Extended Writing (Optional) Note: Readdress Vocabulary each day (Bell Ringer?)
