Design Question 2

1. Design Question 2 What will I do to help students effectively interact with new knowledge? • 6.  Identifying Critical Information • 7.   Organizing Students to Interact with New Knowledge • 8.   Previewing New Content • 9.   Chunking Content into “Digestible Bite” • 10.  Processing New Information • 11.  Elaborating on New Information • 12.  Recording and Representing New Knowledge • 13.  Reflecting on Learning

2. Comprehension Instructional SequenceCIS Adapted from Just Read, Florida! Idel Leibowitz Reading Coach Pioneer Middle School

3. Objective of CIS Students will deeply process and comprehend a short complex literary or informational text using the following strategies: • Reading and rereading • Coding the text while engaged in critical thinking • Generating questions and answers based on the text • Directed note-taking • Participating in extended text discussions

4. Purpose of CIS • Sequence of instruction • Supports deeper engagement and comprehension of complex text • Brings authentic, real world relevance to text reading • Provides a purpose for reading • Allows teachers to model fluent reading

5. Comprehension Instructional Sequence Flow Chart STEP 1 STEP 2 STEP 3 Reread and Generate Questions to Deepen Comprehension 1. Teacher models how to write questions by rereading a portion of the text. 2. Students record the questions. 3. In small groups, students reread and create their own questions, share them with the class and look for similarities. Read to Use Text Evidence to Validate Responses Writing Teacher posts a written question aligned to the cognitive complexity of the FCAT and models how the text supports answering the question using a graphic organizer. Read to Use Text Evidence to Validate Responses Writing Students should use their notes when reviewing or revising answers to the essential question.

7. Comprehension Instructional Sequence(CIS) Read to Build DeepComprehension Step One Handout 1

8. Hook Question - Discussion Purpose: To bring world relevance to text reading. Before reading: What qualifies as an addiction?

9. Predictive Writing or Take a Position Before text reading: Use the Essential Question Handout to record your answer to this question: Predict which environmental factors can affect personal health. Base your response on your current background knowledge. Handouts 2 and 3

10. ESSENTIAL QUESTION – Shaping Your Written Response Food Addiction Works Like Drug Addiction in the Brain. Predict which environmental factors affect personal health. Predictive response before reading and extended text discussion: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________

11. Vocabulary Front Loading • Words for Vocabulary Word Wall: • Words introduced in this section: anterior cingulate cortex, medial orbitofrontal cortex • Word introduced previously in text-reading: sustainable Handout 4

12. November 7, 2011 Food Addiction Works Like Drug Addiction In The Brain Seeing a milkshake can activate the same areas of the brain that light up when an addict sees cocaine, U.S. researchers said on Monday. The study helps explain why it can be so hard for some people to maintain a healthy weight, and why it has been so difficult for drugmakers and health experts to find obesity treatments that work. "If certain foods are addictive, this may partially explain the difficulty people experience in achieving sustainable weight loss," Ashley Gearhardt of Yale University in Connecticut and colleagues wrote in the Archives of General Psychiatry. Gearhardt's team wanted to see what happens in the brain when young women are tempted by a tasty treat. They used a type of brain imaging known as functional magnetic resonance imaging, or fMRI, to study brain activity in 48 young women who were offered a chocolate milkshake or a tasteless solution. Women in the study ranged from lean to obese. The team found that seeing the milkshake triggered brain activity in the anterior cingulate cortex and the medial orbitofrontal cortex -- brain areas that have been implicated in an addict's urge to use drugs. And this activity was higher among women in the study who had high scores on a scale that assessed their eating habits for signs of addictive behavior. "These findings support the theory that compulsive food consumption may be driven in part by an enhanced anticipation of the rewarding properties of food," Gearhardt and colleagues wrote. People who are addicted to a substance are more likely to react with physical, psychological and behavioral changes when exposed to that substance. Altering visual "cues" -- billboards of tempting treats, for example -- might help curb the urge to indulge, they said. "Ubiquitous food advertising and the availability of inexpensive palatable foods may make it extremely difficult to adhere to healthier food choices because the omnipresent food cues trigger the reward system," they wrote. The study suggests that advertising might also play a role in the nation's obesity problem, and future studies should look at whether food ads trigger this same kind of brain activity. Obesity is one of the biggest health challenges facing the United States, and health officials already added a requirement to President Barack Obama's new healthcare law requiring that restaurants add calorie counts to their menus.

13. Coding the Text – Teacher Models Reading • Teacher reads a few paragraphs aloud to students. • Students begin to mark/code their text.

14. Coding the Text – Teacher Models Reading • Directions: As the text is read aloud to you, mark the text with the following code.

15. After Text Marking • In small groups, compare and discuss differences in text coding. • Support your suggested answers from the text.

16. Guiding Question – Student Focus According to the text, which factors impact health choices?

17. Students Read the Text Students should read in: Pairs Small groups While reading, students should identify and discuss which text structures apply to the text.

18. Directed Note-taking Guiding Question: According to the article, which factors impact health choices? • Visual Cues • Food Selection • Brain Function • Personal Response Be sure to utilize the text features such as charts, graphs, photographs, and illustrations as you take notes. Handout 5

19. Directions: Record notes containing the most important information relevant to the guiding question. Handout 5

20. After Directed Note-taking • Compare notes in pairs or small groups. • Place a star next to the most significant note in each category: • Visual Cues • Food Selection • Brain Function • Personal Response

21. After Directed Note-taking • Take positions and discuss which of the following factors significantly impact health choices. • Use text to justify all positions. • Visual Cues • Food Selection • Brain Function • Personal Response

22. Comprehension Instructional Sequence(CIS) Step Two

23. Teacher models how to write questions Question Generation - Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. • 1. Do olfactory (smelling) cues have the same effect? • 2. How many other known visual cues are believed to have a similar effect on brain function? Handout 5

24. Directions: Record questions that you have based on your notes and text-reading.

25. Question Generation • Question Generation engages students in: • extending text discussion • seeking answers in text-reading throughout the remainder of the chapter/unit • focusing on unanswered questions in collaborative inquiry • Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning.

26. Comprehension Instructional Sequence(CIS) Step Three

27. Text Based Essential Questions • According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health? • Use information from notes to help write final response on the Essential Question Handout. • Share answers in small groups. • As part of whole class discussion, record responses to the • essential question in multiple choice format. Handout 5

28. Final response after rereading the text and extended text discussion: According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Consider how did your thinking improve each time you were asked to do this written response? Collaborative work: Share your written response with others and listen to all the different viewpoints.

29. Why Use CIS? • Uses background knowledge, i.e., predictions, inferences • Identifies key ideas from the text • Uses Text Structures and Text Features • Monitors comprehension and employs fix-up strategies • Uses a variety of reading strategies effectively • Paraphrases, explains, and summarizes information to construct conclusions • Engages in question generation • Extends text discussion and writing

30. References Kevin Smith and Laurie Lee, Just Read, Florida! Terri Coyle, Broward County Secondary Reading Curriculum Specialist