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Day 2 Implementation – Comprehension Instructional Sequence (CIS) – CCSS

Day 2 Implementation – Comprehension Instructional Sequence (CIS) – CCSS. Session 6 6-12 English Language Arts. Comprehension Instructional Sequence (CIS). CIS Demonstration Lesson - Admetus and Alcestis. Comprehension Instructional Sequence Timeline . Topic Question and

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Day 2 Implementation – Comprehension Instructional Sequence (CIS) – CCSS

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  1. Day 2 Implementation – Comprehension Instructional Sequence (CIS) – CCSS Session 6 6-12 English Language Arts

  2. Comprehension Instructional Sequence (CIS) CIS Demonstration Lesson - Admetus and Alcestis

  3. Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest • Vocabulary • Instruction: • Morphemic analysis • Contextual analysis • Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text-Based Discussion (Efferent discussion) Directed Note-Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation – one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE • Whole Group Categorizing • of Questions • Engage in Collaborative Inquiry to: • search/locate answers to multiple significant questions generated by students • evaluate source/text information: • identify bias • determine credibility & validity • corroboration across sources • post answers on Question/Answer Concept Board – ongoing process over time Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. • Written Response to Reading • Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question: • Students use text information to justify claims/positions in their response Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board

  4. Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest • Vocabulary • Instruction: • Morphemic analysis • Contextual analysis • Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text-Based Discussion (Efferent discussion) Directed Note-Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation – one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE • Whole Group Categorizing • of Questions • Engage in Collaborative Inquiry to: • search/locate answers to multiple significant questions generated by students • evaluate source/text information: • identify bias • determine credibility & validity • corroboration across sources • post answers on Question/Answer Concept Board – ongoing process over time Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. • Written Response to Reading • Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question: • Students use text information to justify claims/positions in their response Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board

  5. Comprehension Instructional Sequence(CIS) Step One

  6. Topic Question Before reading: What does the phrase, “Nice guys finish last” mean? Do you think it is true?

  7. Predictive Writing Before text reading: Use the Handout (CIS Admetus and Alcestis) to record your answer to this question: Describe the characteristics of a selfish person versus a selfless person. Who do you think would be more successful and why?

  8. Vocabulary Front Loading Words for Vocabulary Word Wall: • Words introduced in this text: Fleet-footed, kindred, lyre, thicket

  9. Text Marking The following codes will be used to mark the text: S – Statements in the text that represent selfishness L – Statements in the text that represent selflessness N – Information provided – no connection to selfishness or selflessness Listen as the facilitator reads a portion of the story of Admetus and Alcestis and models how the text will be marked.

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

  11. First Writing Response After Reading After the initial reading, answer the following question on your handout: According to the text, what are the characteristics of selflessness and the results of exhibiting these characteristics?

  12. Directed Note-taking • Guiding Question: What examples of selflessness are exhibited by the following characters in the text? • Admetus • Alcestis • Apollo • Proserpine • Be sure to utilize the text features such as charts, graphs, photographs, and illustrations as you take notes.

  13. After Directed Note-taking • Compare notes in pairs or small groups. • Place a star next to the most significant note for each character: • Admetus • Alcestis • Apollo • Proserpine

  14. Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest • Vocabulary • Instruction: • Morphemic analysis • Contextual analysis • Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text-Based Discussion (Efferent discussion) Directed Note-Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation – one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE • Whole Group Categorizing • of Questions • Engage in Collaborative Inquiry to: • search/locate answers to multiple significant questions generated by students • evaluate source/text information: • identify bias • determine credibility & validity • corroboration across sources • post answers on Question/Answer Concept Board – ongoing process over time Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. • Written Response to Reading • Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question: • Students use text information to justify claims/positions in their response Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board

  15. Comprehension Instructional Sequence(CIS) Step Two

  16. Question Generation Example: Why did Apollo’s father demand that he not return home until he served for a year as someone’s slave? • 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. Handout 5

  17. Question Generation NEXT: Classify and post your questions • Place the most significant and relevant questions in the appropriate column on the Class Question Generation Poster.

  18. Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest • Vocabulary • Instruction: • Morphemic analysis • Contextual analysis • Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text-Based Discussion (Efferent discussion) Directed Note-Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation – one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE • Whole Group Categorizing • of Questions • Engage in Collaborative Inquiry to: • search/locate answers to multiple significant questions generated by students • evaluate source/text information: • identify bias • determine credibility & validity • corroboration across sources • post answers on Question/Answer Concept Board – ongoing process over time Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. • Written Response to Reading • Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question: • Students use text information to justify claims/positions in their response Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board

  19. From Question Generation to Research OVER TIME: Refer to Question Generation Poster to engage in collaborative inquiry • CLASS TEXT: Which sections of text contain answers to posted questions? • ADDITIONAL RESOURCES: • Do the resources we have located answer the questions partially or fully? • Is a diverse collection of media resources needed to locate information sufficient for developing answers that are more complete?

  20. Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest • Vocabulary • Instruction: • Morphemic analysis • Contextual analysis • Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text-Based Discussion (Efferent discussion) Directed Note-Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation – one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE • Whole Group Categorizing • of Questions • Engage in Collaborative Inquiry to: • search/locate answers to multiple significant questions generated by students • evaluate source/text information: • identify bias • determine credibility & validity • corroboration across sources • post answers on Question/Answer Concept Board – ongoing process over time Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. • Written Response to Reading • Students use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question: • Students use text information to justify claims/positions in their response Ongoing Question & Answer Concept Board Collaborative Inquiry Ongoing

  21. Comprehension Instructional Sequence(CIS) Step Three

  22. Extended Text Discussion • Discuss the following question: According to the text, which character was the most selfless? Use text to justify all positions. • Admetus • Alcestis • Apollo • Proserpine • Share answers in small groups. • As part of whole class discussion, record responses to the question in multiple choice format. • Groups take positions and justify their response to the whole class.

  23. Final Writing: Complex Text-Based Question According to the text, which character was the most selfless and what was the result? 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.

  24. The Comprehension Instructional Sequence Facilitates Students: • 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

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