Comprehension Instructional Sequence (CIS)

Embedding interactive reading, writing and academic conversations

within instructioncac

Students will identify & explain the limitations of the 4th 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- Write1. 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?

Vocabulary Instruction

1. Teacher Assist Students in numbering paragraphs

2. Teacher Model Vocabulary Skills *(Example Vocabulary)

a) Violate P1-L10 rootb) Seizure P3-L6 rootc) Deter P7-L5 contextd) Run roughshod P10-L3 archaice) submission P10-L14 context

PRE-READING

1. Preview the Text2. Teacher Read Aloud3. Students must follow in text4. Optional: interactive pre-reading (see power point

notes)

Example of Interactive Read Aloud5. Students follow in text:a) Circle the word “dog” each time it is mentioned in the textb) Underline the word “student/students” each time it is mentioned in the text

Marking up the Text

Teacher Think Aloud 1st paragraph1. Select Appropriate Text Code2. The teacher, using a Think-Aloud strategy, will

demonstrate the marking of the text.Example of a Text code

R= RightA= AbuseC= 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 Writing1. 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 READDirected Note-takingTriad read with new purpose

1. Teacher model Think Aloud using the first paragraph.2. Students will use the GO # 2 page 13. Teacher construct a Guiding Question4. 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: RightA: AbuseC: Courts/Lawsuits

THIRD READQuestion GenerationReread 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 question3. 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?

Resources1. The text2. 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 Question2. Predictive Writing (First Write)3. Vocabulary Instruction4. Previewing the Text/Read Aloud5. Marking up the Text (1st read)6. Text Based Writing Response (Second Write)7. Directed Note-taking (2nd read)8. Question Generation (3rd Read)9. Readdressing the Essential Question (Third Write)10. Extended Writing (Optional)Note: Readdress Vocabulary each day (Bell Ringer?)

Preguntas Por favor

craig a cosden cosdenc@lake.k12.fl.us.