Design Question 2 What will I do to help students effectively interact with new knowledge?

6.  Identifying Critical Information7.   Organizing Students to Interact with New

Knowledge8.   Previewing New Content9.   Chunking Content into “Digestible Bite”10.  Processing New Information11.  Elaborating on New Information12.  Recording and Representing New Knowledge13.  Reflecting on Learning

Adapted from Just Read, Florida!

Idel LeibowitzReading Coach

Pioneer Middle School

Objective of CIS

Students will deeply process and comprehend a short complex literary or informational text using the following strategies:

Reading and rereadingCoding the text while engaged in critical

thinkingGenerating questions and answers based on

the textDirected note-takingParticipating in extended text discussions 3

Purpose of CISSequence of instructionSupports deeper engagement and

comprehension of complex textBrings authentic, real world relevance to

text readingProvides a purpose for readingAllows teachers to model fluent reading

Reread and Generate Questions to Deepen

Comprehension1. Teacher models how to write questions by rereading a portion of the text. 2. Students record the questions. 3. In small groups, students reread and create their own questions, share them with the class and look for similarities.

Read to Use Text Evidence to Validate

Responses

Writing Students should use their notes when reviewing or revising answers to the essential question.

Comprehension Instructional Sequence Flow Chart STEP 1

STEP 2STEP 3Read to Use Text

Evidence to Validate Responses

Writing

Teacher posts a written question aligned to the cognitive complexity of the FCAT and models how the text supports answering the question using a graphic organizer.

Step OneHandout 1

Hook Question - DiscussionPurpose: To bring world relevance

to text reading.

Before reading:

What qualifies as an addiction?

8

Predictive Writing or Take a Position

Before text reading: Use the Essential Question Handout to record your answer to this question:

Predict which environmental factors can affect personal health.

Base your response on your current background knowledge. 9

Handouts 2 and 3

ESSENTIAL QUESTION – Shaping Your Written ResponseFood Addiction Works Like Drug Addiction in the Brain.

Predict which environmental factors affect personal health.Predictive response before reading and extended text discussion:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary Front Loading

Words for Vocabulary Word Wall:

Words introduced in this section: anterior cingulate cortex, medial orbitofrontal cortex

Word introduced previously in text-reading: sustainable 11

Handout 4

November 7, 2011

Seeing a milkshake can activate the same areas of the brain that light up when an addict sees cocaine, U.S. researchers said on Monday.The study helps explain why it can be so hard for some people to maintain a healthy weight, and why it has been so difficult for drugmakers and health experts to find obesity treatments that work."If certain foods are addictive, this may partially explain the difficulty people experience in achieving sustainable weight loss," Ashley Gearhardt of Yale University in Connecticut and colleagues wrote in the Archives of General Psychiatry.Gearhardt's team wanted to see what happens in the brain when young women are tempted by a tasty treat.They used a type of brain imaging known as functional magnetic resonance imaging, or fMRI, to study brain activity in 48 young women who were offered a chocolate milkshake or a tasteless solution. Women in the study ranged from lean to obese.The team found that seeing the milkshake triggered brain activity in the anterior cingulate cortex and the medial orbitofrontal cortex -- brain areas that have been implicated in an addict's urge to use drugs.And this activity was higher among women in the study who had high scores on a scale that assessed their eating habits for signs of addictive behavior."These findings support the theory that compulsive food consumption may be driven in part by an enhanced anticipation of the rewarding properties of food," Gearhardt and colleagues wrote.People who are addicted to a substance are more likely to react with physical, psychological and behavioral changes when exposed to that substance. Altering visual "cues" -- billboards of tempting treats, for example -- might help curb the urge to indulge, they said."Ubiquitous food advertising and the availability of inexpensive palatable foods may make it extremely difficult to adhere to healthier food choices because the omnipresent food cues trigger the reward system," they wrote.The study suggests that advertising might also play a role in the nation's obesity problem, and future studies should look at whether food ads trigger this same kind of brain activity.Obesity is one of the biggest health challenges facing the United States, and health officials already added a requirement to President Barack Obama's new healthcare law requiring that restaurants add calorie counts to their menus.

Food Addiction Works Like Drug Addiction In The Brain

•Teacher reads a few paragraphs aloud to students.•Students begin to mark/code their text.

Coding the Text – Teacher Models Reading Directions: As the text is read aloud to you,

mark the text with the following code.Code If …

H this section of text includes information presented as a scientific Hypothesis.

FI this section of text includes information presented as a Scientific Finding.

FA this section of text includes information presented as a Scientific Fact.

After Text Marking

In small groups, compare and discuss differences in text coding.

Support your suggested answers from the text.

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According to the text, which factors impact health choices?

Students Read the Text

Students should read in:

•Pairs•Small groups

While reading, students should identify and discuss which text structures apply to the text.

Directed Note-takingGuiding Question: According to the article, which factors impact health choices?Visual CuesFood SelectionBrain FunctionPersonal Response

Be sure to utilize the text features such as charts, graphs, photographs, and illustrations as you take notes.

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Handout 5

“Food Addiction Works Like Drug Addiction in the Brain” Huffington Post

Guiding Question: According to the article, which factors impact health choices?

Page # NOTES Check relevant categories below

Visual Cues Food Selection Brain Function

Personal Response

Directions: Record notes containing the most important information relevant to the guiding question. Handout 5

After Directed Note-taking

• Compare notes in pairs or small groups.

• Place a star next to the most significant note in each category:

Visual CuesFood SelectionBrain FunctionPersonal Response

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After Directed Note-taking

Take positions and discuss which of the following factors significantly impact health choices.

Use text to justify all positions.Visual CuesFood SelectionBrain FunctionPersonal Response

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Step Two

Teacher models how to write questions

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups.

1. Do olfactory (smelling) cues have the same effect?2. How many other known visual cues are believed to have a similar effect on brain function?

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Handout 5

Question Generation -

“Food Addiction Works Like Drug Addiction in the Brain” Huffington Post

QUESTIONS

Para-graph #

Question Check relevant categories below

Visual Cues Food Selection

Brain Function

Personal Response

Directions: Record questions that you have based on your notes and text-reading.

Question Generation

Question Generation engages students in:

• extending text discussion• seeking answers in text-reading throughout the remainder of the chapter/unit• focusing on unanswered questions in collaborative inquiry

Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning.

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Step Three

Text Based Essential Questions

According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health?

•Use information from notes to help write final response on the Essential Question Handout.

•Share answers in small groups.  •As part of whole class discussion, record responses to the

essential question in multiple choice format.

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Handout 5

Final response after rereading the text and extended text discussion:According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Consider how did your thinking improve each time you were asked to do this written response?Collaborative work:Share your written response with others and listen to all the different viewpoints.

Why Use CIS?Uses background knowledge, i.e., predictions,

inferences

Identifies key ideas from the text

Uses Text Structures and Text Features

Monitors comprehension and employs fix-up strategies

Uses a variety of reading strategies effectively

Paraphrases, explains, and summarizes information to construct conclusions

Engages in question generation

Extends text discussion and writing 29

•Kevin Smith and Laurie Lee, Just Read, Florida!•Terri Coyle, Broward County Secondary Reading Curriculum Specialist