Comprehension Instructional Sequence Step One Day One Read

Comprehension Instructional Sequence Step One: Day One Read to Build Deep Comprehension A. Teacher introduces benchmark(s), sets purpose, asks essential question(s) and reads/thinks aloud using grade -level resource while students mark text as directed. B. Teacher poses written question and facilitates directed note taking. Step Two: Day Two Reread and Generate Questions to Deepen Text Understanding A. Teacher models generation of a complex question based on a section of the text, relating to a broad perspective or issue. B. Students work individually, in pairs, or small groups to re-read text and generate their own questions. Step Three: Day Three Read to Use Text Evidence to Validate Responses A. Teacher posts a written question aligned to the cognitive complexity of FCAT and models how the text supports answering the question using a graphic organizer. Types of Questions: 1 Essential Question 2 Interpretative Question 3 Text-based Question Students read text, independently, in pairs, or small groups and take notes based on question presented by teacher. B. Students respond to question using the graphic organizer and support their response with text evidence and share their answers. C. Students compare notes in pairs or small groups and discuss similarities and differences. Teacher facilitates text discussion based on notes and directs students to use text evidence to support responses. C. Teacher facilitates text discussion using studentgenerated question(s). Students respond to each other’s questions, engaging in text discussion. C. Teacher facilitates discussion, asking students to support their response with text evidence. Students look at original answers and can change their answer based on new evidence or keep their answers the same and additional information to support their answer.