[PDF] [PDF] Comprehension Instruction Sequence - Fleming County Schools

[PDF] Comprehension Instruction Sequence - Fleming County Schools

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Comprehension

Instruction

Sequence

Fleming County Schools

August 5, 2014

Why CIS?

The number one factor influencing performance on

the ACT is text complexity

The CCSS were developed to include a standard

for text complexity in order to prepare students

Students need situations where they interact with

complex text through a variety of content. CIS is a means to create such situations ² promoting college/career readiness

Why CIS?

The model assists teachers of students in implementing whole-class edžamination of difficult tedžts and build students' specialized knowledge.

This sequence helps students grasp textual nuances they would not understand on their own.

It is a ͞tedžt-dependent" approach, ensuring the close edžamination of key text details and utilizes complex text.

Increased student engagement/achievement by increasing comprehension

Why CIS?

Using background knowledge, i.e., predicting, inferring

Identifying key ideas from text

Learning and using text structures

Monitoring comprehension and employing fix-up strategies

Using a variety of reading strategies effectively

Paraphrasing, explaining, and summarizing information to construct conclusions

Engaging in question generation

Extended text discussion and writing

Standard CIS

Modified CIS

CIS Lesson Development

Start with the end in

STANDARDS

ƒDo not plan your lesson by first selecting

the text, but always begin with the standards/benchmarks

ƒIf you are teaching a content area text, your

standards should include Common Core literacy standards while focusing on standards for your content

CIS Lesson Development

Choose your text

ƒOnce you have your standard selected, you

can then choose text appropriate in content and adequately complex ƒThe internet is full of public domain literature and content-specific news ƒUse a resource like interventioncentral.org to give a baseline readability level

Attributes of the text

ƒText should be complex for the students

intended to use it

ƒTry to use text that lends itself to opposing

views and deep discussion ƒTry to use text that allows for cross-curricular connections

ƒTry to use text that will encourage students

to think more globally

CIS Lesson Development

Vocabulary Front-loading

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CIS

ƒGive brief student-friendly definitions

ƒWhen context clues or word structure

assist with meaning, share that briefly with the students

ƒInclude general academic vocabulary as

well as content-specific words in your preview of the text

CIS Lesson Development

Tips for Creating a Hook

ƒMake the question broad enough so that all

students will be able to contribute

ƒThe question should include student opinions

to build interest and buy-in

ƒThe question should be related to the

standard/content being taught

ƒThe question should activate prior

knowledge that will help students better understand the concepts for the lesson Hook

Example:

Would you eat genetically modified foods?

08-LS2-4. Construct an argument supported by

empirical evidence that changes to physical or biological components of an ecosystem affect populations.

CIS Lesson Development

Written Response

ƒQuestions should be tied to standard

ƒAll three questions should be developed at

the same time

ƒThe first written response can be the same as

the predictive question, if you write

ƒThe first two questions should be more

broad, while the final written response is more specific

Examples of Written

Response Questions

Predictive:

Predict what you think are the potential risks and benefits of genetically modified organisms.

First Written Response:

According to the text, what are the potential risks and benefits of genetically modified organisms?

Final Written Response:

According to the text, what is impacted the most by genetically modified organisms?

CIS Lesson Development

Coding & Note-Taking

ƒUse the Text-Marking strategy from January

2014

ƒUse the Note-Taking strategy from January

2014
ƒSet up the Note-Taking strategy so that it will assist students in finding the right information ƒPay attention to text structures! They dictate a lot!!

Note-Taking

EXAMPLE:

Guiding Question: What are some of the arguments surrounding genetically modified organisms?

Non-Fiction

Text Structures

ƒDescription

Example: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill."

ƒProblem/Solution

Example: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?"

ƒTime/Order

Example: "Archaeologists have helped us to understand that the evolution of the crocodile began with ..."

ƒComparison/Contrast

Example: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators."

ƒCause/Effect

Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted..."

ƒDirections

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