Comprehension Instructional Sequence (CIS)

Embedding interactive reading, writing and academic conversations

within instructioncac

Students will be able to articulate through discussion and writing the concept of “equal

justice under the law”.

Mine your Thinking

Ready to Think?

Hook: The Essential Question

NOTE: Prior to the EQ, students in triads study and decide case studies (see “Case Study document)

EQ Does “Equal Justice under the Law” exist in

our nation?A. For similar crimesB. For all racesC. For all gendersD. For all ages

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

Does “Equal Justice under the Law” exist in our nation?

Vocabulary Instruction

1. Teacher Assist Students in numbering paragraphs2. Teacher Model Vocabulary Skills Punctuated P2-L1Squelch P3-L1Heinous P4-L1Mandatory P6-L2Disposition P8-L2Rehabilitated P10-L1

Categorize Unknown Words Root words, Context Clues, Content Specific, or Archaic(See power point notes for extended vocabulary activity)

PRE-READING

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

notes)

Interactive Read Aloud

Underline all numbers in the article during the read aloud.

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. Text Code

S= Strict understanding of the lawL= Lenient understanding of the lawDI= Doesn’t involve the law

First Read

Students will now Triad ReRead all paragraphs while marking up the text.

At conclusion:1. Count the number of S’s, L’s, and DI’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)

How is this article addressing the concept of “Equal Justice Under the Law”?

Consider changes that may have occurred. Do you think any of the changes are significant

SECOND READDirected Note-taking

Triad 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 factors mitigate Cristian’s act of violence?

Categorize Notes under these Classifications:

A. Cristian’s mental stateB. Cristian’s familyC. Cristian’s ageD. Cristian’s environment

THIRD READQuestion GenerationReread with new purpose:

1. Teacher will model by generating a question from a paragraph of choice.

P1= Deo Juvante 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 has the concept “equal justice under the law” been applied to the case of Cristian Fernandez?

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.