Presentation on theme: "Comprehension Instructional Sequence (CIS) Embedding interactive reading, writing and academic conversations within instruction cac."— Presentation transcript:
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 When do your parents have the right to search your room? a.Always (whenever they want) b.Sometimes (if you/friend are in trouble) c.Never (my stuff--hands off!)
Post Assignment Share group summary with class
Predictive Writing Think- Outline- Write 1.Students need to reflect again on the EQ (quiet time to think (1 minute duration). 2. Students should outline their main thoughts on scrape paper- central idea and reasons why the student believes such. 3.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?
PRE-READING 1.Preview the Text 2.Teacher Read Aloud 3.Students must follow in text 4. Optional: interactive pre-reading (see power point notes) Example of Interactive Read Aloud 1.Students follow in text: a)Circle the word “dog” each time it is mentioned in the text b)Underline the word “student/students” each time it is mentioned in the text
Marking up the Text Teacher Think Aloud 1 st paragraph 1.Select Appropriate Text Code 2.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: 1.Count the number of R’s, A’s, and L’s. Compare this with your group members. 2.Go back through the text in order to discern areas of disagreement. Attempt consensus building within your group.
Post Activity Text Based Writing 1.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 Triad read with new purpose 1.Teacher model Think Aloud using the first paragraph. 2.Students will use the GO # 2 page 1 3.Teacher construct a Guiding Question 4.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 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 1.Triad Groups will decide on the most critical or significant question to be shared in whole group. 2.Triads will Post their question 3.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 1.The text 2.Your notes 3.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 1.Provide writing prompts aligned to standards/bench marks 2.Possible to use student generated questions as prompts 3.Limitations of one’s mind imposes the limitations of extended activities.
Conclusion: CIS Seriatim 1.The Essential Question 2.Predictive Writing (First Write) 3.Vocabulary Instruction 4.Previewing the Text/Read Aloud 5.Marking up the Text (1 st read) 6.Text Based Writing Response (Second Write) 7.Directed Note-taking (2 nd read) 8.Question Generation (3 rd Read) 9.Readdressing the Essential Question (Third Write) 10.Extended Writing (Optional) Note: Readdress Vocabulary each day (Bell Ringer?)