Comprehension Instructional Sequence Module Overview - SECONDARY - ART - PLANNING GOVERNS INSTRUCTION

Sep 4, 2026

Professional development module outlining a four-step instructional sequence to deepen student reading comprehension through purpose setting, targeted vocabulary instruction, directed note-taking, and question generation. The plan includes a model lesson and debriefing for teachers, with explicit objectives for students to process and discuss informational text, including a lesson focused on why graffiti has become an accepted art form. It specifies lesson preparation, materials, coding marks, scaffolding, and structured Day 1–Day 3 activities.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Purpose

Objectives

Preparation and Materials

Introduction

Instructional Process

Day 1: Modeling Reading to Build Comprehension

Day 2: Rereading and Directed Note-taking

Day 3: Rereading and Question Generation to Deepen Comprehension

Comprehension Instructional Sequence Module Overview SECONDARY – ART “PLANNING GOVERNS INSTRUCTION” PURPOSE: This professional development provides: • A sequence of instruction that supports deeper engagement with text. Opportunities to use the Comprehension Instructional Sequence as a reader. • A debriefing session for analyzing the Comprehension Instructional Sequence as a teacher • Practice in planning for the use of this instructional sequence. • A model of how to differentiate instruction planned from a teacher’s edition. OBJECTIVES: • Professional Development Objectives: - To demonstrate a dynamic instructional process for deeper text comprehension: Model an example lesson for teachers/participants to learn how to use the four-step comprehension instructional process described in the flowchart , Teaching Reading Comprehension Through Instructional Sequence - Provide practice opportunities for teachers/participants to use the comprehension instructional process • Example Lesson Objectives: - Students will deeply process and comprehend the information in their textbook through reading and rereading, generating questions and answers based on the text, and participating in extended text discussion. - Students will explain why graffiti has been slowly accepted as an art form. PREPARATION: • Write all pre-determined questions that guide critical thinking on a chart or board prior to the lesson in order to maintain focus and pace of discussions. MATERIALS: • Handouts - Flowchart: Comprehension Instructional Sequence - Example Lessons: + Model Lesson handouts: -Expository text: Graffiti Art: From the Streets to High-End Galleries -Essential Question Handout Directed Note-Taking: Why is graffiti art criticized by some as an art form? * Display Materials: *Words for Vocabulary Word Wall: • Provocative • Subjective • Underground art • Anonymous • Graffiti • Propaganda • Neo-expressionism • Installations • Prestigious • Adamantly * Question Generation Posters * Supplies: * Sticky notes * Chart Paper * Markers INTRODUCTION: • Purpose • Provide an overview of the Comprehension Instructional Sequence to enable participants to seethe big picture for the entire day. 1. Comprehension Instructional Sequence flowchart 2. Participants read the Comprehension Instructional Sequence Example Lesson INSTRUCTIONAL PROCESS: Purpose: To teach and guide students/ participants to think more deeply as they read text by using a four-step process. Day 1: Modeling Reading to Build Comprehension: Tasks: Teacher asks essential question(s), provides vocabulary instruction, 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. A. (Activating Strategy) Set the purpose for reading: *Ask the students essential questions to bring world relevance to text reading: 1. Do you consider graffiti an art form? Why or why not? Lesson Essential Question: Why has graffiti slowly been accepted as a respected art form? B. Writing: Predictive Question: Why has graffiti slowly been accepted as a respected art form? C. (Vocabulary) Teacher provides vocabulary instruction. Context clues, background knowledge, word parts D. (Teaching Strategies) Teacher reads the text aloud to the students for 10-15 minutes. Read the article: Graffiti Art: From the Streets to High-End Galleries. As students listen and follow along in their text, require students to mark/code their text: *P- Purpose for graffiti *S- Style/Technique of graffiti artists *B- Barriers encountered by graffiti artists E. Discuss coding with partners and share questions they had while listening. F. Assign ea

FAQs

What is the purpose of the Comprehension Instructional Sequence module?

The module demonstrates and guides a four-step process that helps students think more deeply as they read, while supporting teachers in planning and differentiating instruction.

What should students do during the Day 1 activating strategy?

Students respond to essential questions to set a purpose for reading, and the teacher models reading aloud while students mark text using a coding system.

How does the module build deeper comprehension on Day 2 and Day 3?

On Day 2, students reread and complete directed note-taking, revise answers to the lesson essential question, and compare notes. On Day 3, teachers model complex question generation and students generate their own questions after rereading.

Sep 4, 2026

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