1. Just Read, Florida!

2. Step One

3. Topic Question Before reading: Do we have the right to destroy other life forms that cause us harm? 3

4. Predictive Writing Before text reading: Use the Text Based Question Handout to record your answer to this question: Predict which factors affect the outcomes of rare invasive pathogen infections. Base your response on your current background knowledge. 4

5. Vocabulary Front Loading Words for Vocabulary Word Wall: Words introduced in this section: Panoply, Neurocysticercosis Words introduced previously in text-reading: Paralyze, Cerebrospinal fluid 5

6. Text Marking Listen as the facilitator reads the following text: “Hidden Epidemic: Tapeworms Living Inside People's Brains” Mark the text with the following codes: C – this section of text lists causes of disease T – this section of text lists treatments for disease S – this section of text lists symptoms of disease I – this section of text includes data/information 6

7. Text Marking After text marking: In small groups, compare and discuss differences in text coding. Support your suggested answers from the text. 7

8. Directed Note-taking Guiding Question: How do the following factors, as noted in the article, impact the outcomes associated with tapeworms in the brain? Diagnosis Treatment Prevention Be sure to utilize the text features such as charts, graphs, photographs, and illustrations as you take notes 8

9. After Directed Note-taking Compare notes in pairs or small groups Place a star next to the most significant note in each category: Diagnosis Treatment Prevention 9

10. First Writing Response After Reading After the initial reading, use the Text Based Question Handout in the participant notebook to answer the following question: According to the text and your directed note- taking discussion, which factors affect the outcomes of rare invasive pathogen infections (such as tapeworms in the brain) and what is their impact? 10

11. Step Two

12. 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. 12 Question Generation: Hidden Epidemic: Tapeworms Living Inside People's Brains Para- graph # Questions Check relevant categories below Diag- nosis Treat- ment Preven- tion 8 What temperature does pork have to be cooked to in order to kill tapeworms? X

13. Question Generation 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 Record/post common and relevant/significant questions on the Question Generation Poster for future use in: *extended text discussion *seeking answers in text-reading throughout the remainder of the chapter/unit * focusing on unanswered questions in collaborative inquiry. 13

14. Step Three

15. Efferent (Text Based) Discussion Take positions and discuss which factor most greatly affects the outcomes of rare invasive pathogen infections. Use text to justify all positions. Diagnosis Treatment Prevention 15

16. Text Based Question According to the text, and further discussion, in your opinion, which factor most greatly affects the outcomes of rare invasive pathogen infections and what impact does it have? Use information from notes and discussion to help write final response on the Text Based Question Handout. Share answers in small groups. As part of whole class discussion, record responses to the essential question in multiple choice format. 16

17. 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 17

18. Contact: Kevin.Smith@fldoe.org 850-245-0503