comprehension instructional sequence (cis)
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DESCRIPTIONComprehension Instructional Sequence (CIS). CIS Demonstration Lesson - Admetus and Alcestis. Objectives. Define Comprehension Define Literacy Model C.I.S. Lesson Participants Create C.I.S. Lesson. What is Comprehension?. Read the Article “Comprehension in The Content Area”. - PowerPoint PPT Presentation
Extended Text Discussion NG CAR-PD
Comprehension Instructional Sequence (CIS)CIS Demonstration Lesson - Admetus and Alcestis1Welcome participants to the Comprehension Instructional Sequence session. Tell participants that during this time they will be acting as students and will be experiencing the sequence. The facilitator will be the teacher. 1ObjectivesDefine ComprehensionDefine Literacy Model C.I.S. LessonParticipants Create C.I.S. Lesson Read (2 minutes)2What is Comprehension?Read the Article Comprehension in The Content Area.At your table, use the chart paper to define what Comprehension is.Participants will define Comprehension and place the definition on a Chart and share with the group. 3Reading and ComprehensionReading Is A Complex Activity A skilled reader rapidly and accurately decodes the words, attaches the meaning to words and sentences, connects text information to relevant background knowledge, maintains a mental representation of what he or she has already read, forms hypotheses about upcoming information and makes decisions based on his or her purpose for reading all at the same time.5Carlisle and Rice, 20025Unit 1, Session 1 NGCAR-PD Overview
Slide 7 (2 minutes) Ask participants if any of the words used in this slide were words they chose to define reading comprehension. Comprehension of your discipline is not something that just happens.Comprehension of your discipline needs to be taught.(National Reading Panel, 2000)6Presenter: Read slide.
Research (National Reading Panel, 2000) suggests there is very little teaching of comprehension in classrooms. Many teachers believe they are teaching comprehension but most often they are assessing instead of instructing. We ask questions and expect answers. This is NOT teaching comprehension. How often do we teach, model and guide the process?
In fact, helping students acquire the skills, knowledge, and attitudes required for proficiency in comprehension of content area text is the most important goal, PERIOD.
7All of the professional development delivered in NGCAR-PD is targeted toward helping students reach this goal. When finished, participants should be much better equipped to assist students in meeting this goal. The Comprehension Instructional Sequence is the first component of NGCAR-PD that will engage students in text and help them gain content knowledge and improve comprehension.
Instructional Shifts Implementation of the Common Core State StandardsInstructional Shifts Implementation of the Common Core State StandardsShift 3 Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a step of growth on the staircase. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. Shift 4 Text-based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
Instructional Shifts Implementation of the Common Core State StandardsShift 5 Writing from Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read. Shift 6 Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as discourse, generation, theory, and principled) and less on esoteric literary terms (such as onomatopoeia or homonym), teachers constantly build students ability to access more complex texts across the content areas.
Steps in the Instructional Sequence ModelA sequence of instruction that supports deeper engagement with textInstructional process for deeper text comprehensionOpportunities for teachers/participants to use the comprehension instructional processStudents will deeply process and comprehend the information 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
12Indicate to participants that additional writing and research activities can be incorporated into the sequence. Ask the participants, now with their teacher hats on to discuss the value of what they just experienced. What aspects of the sequence are especially powerful in this type of teaching? Point out the strategies on the slide that were used in the CIS and ask groups to share out others.4I know what the C.I.S. Model is, Have been trained on it, and have implemented the C.I.S. Model in my class.3I have been trained on how to use the C.I.S. Model but have not practice the implementing it into my class.
2I have seen the C.I.S Model used but never been trained on how to use it
1I have heard about the C.I.S. Model, but not sure what it is used for.Comprehension Instructional Sequence Model Posted is a learning scale that indicates on a scale from 1-4 your knowledge of the Common Core State Standards. Read and Rank (3 minutes) Post (3 minutes) Discuss (3-5)
13Comprehension Instructional Sequence 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. Students read text, independently, in pairs, or small groups and take notes based on question presented by teacher.
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.Step One:Read to Build Deep ComprehensionA. 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.
C. Teacher facilitates text discussion using student-generated question(s).Students respond to each others questions, engaging in text discussion.Step Two: Reread and Generate Questions to Deepen Text UnderstandingStep Three: Read to Use Text Evidence to Validate ResponsesB. Students respond to question using the graphic organizer and support their response with text evidence and share their answers.
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 add additional information to support their answer.
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. Handout 3Review the steps of the Comprehension Instructional Sequence Handout 3. In the next session participants will experience the sequence as if they were students. This will allow participants to experience the power of this type of teaching.1415STEP ONE Final Written Response to the Reading of the TextStudents compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by studentsevaluate source/text information: identify biasdetermine credibility & validity corroboration across sourcespost answers on Question/Answer Concept Board ongoing process over time
Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question(Efferent Discussion)
Model Question Generation one of the most potent strategiesDirected Note-Taking during Reading #2: students identify relevant & significant text informationFollow-up Text-Based Discussion(Efferent)Text-Marking during Reading #1: use a coding system that engages students in critical thinkingFollow-up Text-Based Discussion (Efferent discussion)
Topic Question andStrategic Use of Afferent Discussion Grasp the students interestPredictive WritingBefore 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.
Vocabulary Instruction: Morphemic analysisContextual analysisBothStudent Question Generation during Reading #3All students generate relevant questions on post-it notes to place on posterOngoing
Collaborative InquiryOngoingQuestion & Answer Concept BoardWritten Response to ReadingStudents use what they have learned from their first and second text-reading, text-based discussions, & note-taking to write a response to the question:Studen