Miami-Dade County Public Schools Office of Academics and Transformation Comprehension Instructional Sequences (CIS) Middle Grade Science Compiled Professional Development Resources THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Dr. Wilbert “Tee” Holloway Dr. Martin Karp
Table of Contents Quarter 1 Grade 6- SC.6.E.7.2 – 4 Grade 7- SC.7.P.11.2 – 13 Grade 7- SC.7.P.10.1 – 21 Grade 8- SC.8.P.8.4 – 28 Grade 8- SC.8.P.8.5 – 37 Quarter 2 Grade 6- SC.6.P.13.1– 45 7- SC.7.E.6.2 – 53 Grade 8- SC.8.L.18.3 – 60 Quarter 3 Grade 6- SC.6.L.14.4 – 67 Grade 7- SC.7.L.17.1 - 74 Grade 7- SC.7.L.15.1 – 81 Grade 8- SC.8.E.5.7 – 88 Quarter 4 Grade 7- SC.7.L.16.1 – 95
Vocabulary Instruction # Academic or Discipline Specific Vocabulary Word Part or Context # Academic or Discipline Specific Vocabulary Word Part or Context 3 Nanoscale noun Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc. post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. Reading #1 Text-marking F – this section of text a fact relevant to gamma-ray applications in optics O – this section of text an opinion relevant to gamma-ray applications in optics H – this section of text shows a hypothesis E – this section of text shows a piece of evidence C – this section of texts shows a claim based on evidence Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record notes containing the most important information relevant to the guiding question Visual Hook: NBC Learn: Directed Note-Taking: Gamma-Ray Bending Opens New Door for Optics Guiding Question: Using evidence from the text and video clip, should gamma-rays be used in everyday applications? Para- graph # Note Category Fact Para- graph
* * * CIS Step 1 * * * Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking. Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text. Hook Question: How do forces affect a baseball? () Individual responses in journal Predictive Written Response to Complex Text-Based Question How are physics and sports related? Vocabulary Instruction # Academic or Discipline Specific Vocabulary Word Part or # Academic or Discipline Specific Vocabulary Word Part or 3 Pitch noun 4 Energy noun Direct students to locate introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc. post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.
* * * CIS Step 1 * * * Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking. Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text. Visual Hook: Show image of Zombie cell, not video, at By David Freeman/ February 21, 2013 Hook Question: How can “Zombie” cells affect society? Individual responses in journal and for discussion Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using “Zombie” cell technology? Vocabulary Instruction # Academic or Discipline Specific Vocabulary Word Part or Context # Academic or Discipline Specific Vocabulary Word Part or Context 2 Replicas: Copies. To replicate is to copy. Word Part 2 Bidding: Work. Context 3 Nanotechnology: Using technology to make things on a small scale Word part & Context Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc. post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. Para-
* * * CIS Step 2 * * * Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. Reading #3 Question Generation: Blindsight: Animals That See without Eyes Para- # Questions relevant categories below Benefit Harmful Neutral Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use recorded notes to generate questions about information in the text collaboratively or independently. To conclude question generation, the teacher has students: share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning. record/post common and relevant/significant questions to encourage: extended efferent text discussion students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry. * * * CIS Step 3 * * * Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion. Purpose: To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.
# Academic or Discipline Specific Vocabulary Word Part or Context # Academic or Discipline Specific Vocabulary Word Part or Context 2 Poaching “taking animals from the wild that are protected by law” context 1 DNA – “chemical that stores the information for making an organism; molecule found in chromosomes Context 4 Unfortunate Un – not fortunate Word part 1 & 2 Chromosome - -made up of genes and DNA; each species has a certain number Context 6 DNA – “unique to every person…found in blood, saliva, hair - - can identify criminals and victims” Word part 4 Trait – “the way a species looks or acts” Context 14 Squelch “poaching is hard to squelch” –stop Context 6 & 8 Sexual reproduction – when sex (egg and sperm) from 2 parents from opposite sex come together to make offspring Context Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word and words in word study guide, journal writing, graphic organizers, etc. post word words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. Reading #1 Text-marking + – this section of text shows a positive impact of the science of DNA analysis on society or the individual _ – this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record containing the most important information relevant to the guiding question Visual Hook: video segment – Discovery Education Directed Note Taking: Animal CSI or From Science Lab to Crime Lab Guiding Question: evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?