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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.

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comprehension instructional sequence cis

Comprehension Instructional Sequence (CIS)

Embedding interactive reading, writing and academic conversations within instruction

cac

hook the essential question
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
Post Assignment

Share group summary with class

predictive writing
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
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
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
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
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
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 read directed note taking
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 read question generation
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
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
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
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
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?)