Brandy Meetze Developing CIS Comprehension Instructional Sequence Lessons

Brandy Meetze Developing CIS (Comprehension Instructional Sequence) Lessons

The CCSS were developed to include a standard for text complexity in order to prepare students JRF! The number one factor influencing performance on the ACT is text complexity Common Core ACT Study Let’s Review-the birth of C. I. S. Being proactive, Just Read, Florida! developed NGCAR-PD to help teachers implement content area literacy standards

Standard Comprehension Instruction Sequence Hook Question Predictive Writing • Students discuss in groups or pairs • Students respond in writing and then discuss Text Coding • Students code the text while reading (with initial modeling from teacher) and compare codes Directed Note Taking • Students take notes with a focus and discuss Written Response to Text • Students respond in writing and then discuss Question Generation • Students develop their own questions with direction from the teacher Final Written Response • Students respond in writing and discuss

Modified Comprehension Instruction Sequence Hook Question Predictive Writing Text Coding • Students discuss in groups or pairs • Students respond in writing and then discuss • Students code the text while reading (with initial modeling from teacher) and compare codes Written Response to Text Directed Note Taking • Students respond in writing and then discuss • Students take notes with a focus and discuss Final Discussion • Teacher poses debate question to encourage reflection and preparation for final writing Final Written Response • Students respond in writing and discuss Question Generation • Students develop their own questions with direction from the teacher

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Begin with the end in mind STANDARDS Do not plan your lesson by first selecting the text, but always begin with the standards/benchmarks If you are teaching a content area text, your standards should include Common Core literacy standards while focusing on NGSS standards for your content

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Selecting text �Once you have your standard selected, you can then choose text appropriate in content and adequately complex �The internet is full of public domain literature and content-specific news �Use a resource like interventioncentral. org to give a baseline readability level �Either use the literacy standard mapped out, or choose one that is the best fit for your article

Attributes of the Text should be complex for the students intended to use it Try to use text that lends itself to opposing views and deep discussion Try to use text that allows for cross-curricular connections Try to use text that will encourage students to think more globally

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Vocabulary Front Loading Vocabulary “lessons” are not required for CIS Give brief student-friendly definitions When context clues or word structure assist with meaning, share that briefly with the students Include general academic vocabulary as well as content-specific words in your preview of the text 14

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Tips for creating the hook Make the question broad enough so that all students will be able to contribute The question should include student opinions to build interest and buy-in The question should be related to the standard/content being taught (L. A. special) The question should activate prior knowledge that will help students better understand the concepts for the lesson

Topic/Hook Question Example: Would you eat genetically modified foods? SC. 912. L. 16. 10 : Heredity and Reproduction Evaluate the impact of biotechnology on the individual biotechnology society and the environment, including medical and ethical issues 17

Topic/Hook Question Example: Based on your perspective, in social revolutions, how often do the ends justify the means? SS. 8. A. 3. 4 : Examine the contributions of influential contributions groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. effects on the outcome 18

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Written Response Questions should be tied to standard All three questions should be developed at the same time The first written response can be the same as the predictive question, if you write “according to the text” before your question. The first two questions should be more broad, while the final written response is more specific

Written Response Refer to FCAT item specifications when developing final written response questions LA. 910. 1. 7. 3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant detail Clarification: The student will determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, and make draw logical conclusions appropriate inferences within or across grade-level appropriate texts. appropriate inferences Content Limits: Grade-level appropriate texts should include an identifiable main idea (stated or implied) and relevant details from which students may draw logical conclusions or make inferences within or across texts. Paraphrasing should not be assessed.

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? SC. 912. L. 16. 10 : Heredity and Reproduction Evaluate the impact of biotechnology Evaluate biotechnology on the individual society and the environment, including medical and ethical issues 22

Examples of Written Response Questions Predictive: Predict which factors impacted the outcome of the American Revolution. First Written Response: According to the text, which factors impacted the outcome of the American Revolution? Final Written Response: According to the text, which factor most significantly impacted the outcome of the American Revolution? SS. 8. A. 3. 4 : Examine the contributions of influential groups to both the contributions American and British war efforts during the American Revolutionary War and their effects on the outcome of the war. effects on the outcome 23

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select Categories for Coding and Directed Notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Coding and Note-taking Use the text structure and content benchmark to create categories for coding The categories you select can be used for both coding and note-taking Always try to code yourself first to make sure your categories work with that text Be sure that the coding helps students better comprehend the concepts you are teaching Text structure impacts categories!

Non-fiction Text Structures Description Example: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill. " Problem/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? " Time/Order Example: "Archaeologists have helped us to understand that the evolution of the crocodile began with. . . " Comparison/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. " Cause/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. . . " Directions Example: "When observing a crocodile, first you must. . . " from Revisit, Reflect, Retell by Linda Hoyt Heinemann

Text Marking Examples: What are the potential impacts of genetically modified organisms? A – agricultural applications M – medical applications E – environmental applications Which factors affecting the American Patriots were pivotal to the outcome of the American Revolution? T – Threat to the American Patriots H – Hopeful for the American Patriots N – Neutral 27

Directed Note-taking Examples: Guiding Question: What are some of the arguments surrounding genetically modified organisms? ▪ Risk ▪ Benefit ▪ Neither Guiding Question: Which of the following caused a significant impact on the outcome of the American Revolution? ▪ Geography/Sea/Supply Lines ▪ Military Personnel ▪ Women/Domestic Industry ▪ Public Morale 28

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Text-based Discussion If the final written response doesn’t lend itself to a healthy student debate, then create a text-based discussion question. The question should stay focused on helping students comprehend the concept, while stimulating discussion. 30

Text-based Discussion Examples: Take a position and discuss whether the benefits of genetically modified organisms are worth the risks. Use text to justify your position. In your opinion, did Americans win the Revolutionary War or did British forces lose it? Use text to justify your position. 31

CIS Lesson Development Choose Text Identify Key Vocabulary Develop Hook Question Develop Written Response Questions Select categories for coding and directed notetaking Create Final Discussion Question Plan Question Generation Activity Identify Standards

Question Generation Start by modeling for students You may want to let students experiment at first with open questions As students get more practice, you can have them refine their focus Questions can be developed before, during, and after reading, but can be discussed either before or after the final writing

Question Generation The following website link provides multiple resources for teaching questioning http: //www. busyteacherscafe. com/literacy/compr ehension_strategies. html#questioning