Comprehension Instructional
Sequence (CIS)
Embedding interactive reading,
writing and academic conversations
within instruction
cac
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- Write
1. 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)
b)
c)
d)
e)
Violate P1-L10 root
Seizure P3-L6 root
Deter P7-L5 context
Run roughshod P10-L3 archaic
submission P10-L14 context
PRE-READING
1.
2.
3.
4.
Preview the Text
Teacher Read Aloud
Students must follow in text
Optional: interactive pre-reading (see power point
notes)
Example of Interactive Read Aloud
1.
a)
b)
Students follow in text:
Circle the word “dog” each time it is mentioned in the text
Underline the word “student/students” each time it is mentioned in the text
Marking up the Text
Teacher Think Aloud 1st paragraph
1. Select Appropriate Text Code
2. The teacher, using a Think-Aloud strategy, will
demonstrate the marking of the text.
Example of a Text code
R= Right
A= Abuse
C= 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 Writing
1. 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 READ
Directed Note-taking
Triad read with new purpose
1.
2.
3.
4.
Teacher model Think Aloud using the first paragraph.
Students will use the GO # 2 page 1
Teacher construct a Guiding Question
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: Right
A: Abuse
C: Courts/Lawsuits
THIRD READ
Question Generation
Reread 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 question
3. 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?
Resources
1.
2.
3.
The text
Your notes
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 Question
2. Predictive Writing (First Write)
3. Vocabulary Instruction
4. Previewing the Text/Read Aloud
5. 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.