read at a high school level
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Helping Striving Readers. Read at a High School Level. Archived Information. Barbara J. Ehren, Ed.D. University of Kansas-Center for Research on Learning. About the KU-CRL. Founded in 1978 - PowerPoint PPT PresentationTRANSCRIPT
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Archived Information
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About the KU-CRL• Founded in 1978• Mission: Dramatically improve the
performance of at-risk students through research-based interventions
• $60 million dollars of contracted R&D• International Professional Development
Network• Over 175,000 teachers in 3,500 school districts
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What is the Strategic Instruction Model (SIM) ?
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The Strategic Instruction Model (SIM)
is an integrated model of research- validated practices to address many of the needs of diverse learners, primarily focused on adolescents. It has been under development for 25 + years at the University of Kansas-Center for Research on Learning.
CRL
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Learning Strategies Curriculum
Content Enhancement Routines
Strategic Tutoring
Cooperative Thinking StrategiesTeam and Problem Solving
StrategiesCommunity Building
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Strategic Instruction Model
Learning Strategies Curriculum
CRL
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Learning Strategies Curriculum
Acquisition Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visuals
Multipass
Storage First-Letter Mnemonic
Paired Associates
Listening/Notetaking
LINCS Vocabulary
Expression of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test-Taking
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Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
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Strategic Instruction Model
CRL
Content Enhancement Routines
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Content Enhancement Teaching Routines
Planning and Leading LearningCourse Organizer
Unit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
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Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
ELF-
TEST
QU
ESTI
ON
S
is about...
UN
ITR
ELATIO
NSH
IPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
Sectionalismpp. 201-236
1/22 Cooperative groups - over pp. 201-210
1/28 Quiz1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" project due
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
Areas of the U.S.
Differences between the areas
Events in the U.S.
Leaders across the U.S.
was based on
emerged because of became greater with
was influenced by
descriptive
cause/effect
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?
compare/contrast
1/22
What examples of sectionalism exist in the world today?
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NAMEDATEThe Unit Organizer
NEW
U
NIT
SE
LF-T
EST
QU
ESTI
ON
S
Expanded Unit Map is about...9
10How did national events and leaders pull the different sections of the U.S. apart?
The Causes of the Civil WarElida Cordora
1/22
Sectionalismpp. 201-236
was based on the
developed because of
North
South
West
SocialDifferences
PoliticalDifferences
EconomicDifferences
Areas of the U.S.
Differences between the
areas
-Henry Clay-Stephen Douglas-Zachary Taylor-Harriet Beecher Stowe-Douglas Filmore-John Brown-Jefferson Davis
-Abraham Lincoln
such as
was influenced by
Leaders of change
became greater with
Events in the U.S.
such as -1820 Missouri Compromise-1846 Mexican War
-1850 Compromise of 1850-1850 Fugitive Slave Law of 1850-1852 Uncle Tom's Cabin-1854 Kansas-Nebraska Act-1854 Republican Party formed-1854 Bleeding Kansas-1857 Dred Scott Case
-1858 Lincoln Douglas Debates -1859 John Brown's Raid-1860 Lincoln Elected -1860 South Carolina Secedes-1861 Confederacy formed
which
inclu
ded
the
which
inclu
ded
the
which
inclu
ded
the
and includedand included and included
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To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Tools for Social Change Social Changes
The FRAME Routine Key Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
a period of social change in the U. S.
Social Problems
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What is the Content Literacy Continuum (CLC) ?
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The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.
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is the door to content acquisition.
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.
CLC- A Continuum of ActionLevel 1: Ensure mastery of critical content.Level 2: Weave shared strategies across
classes.Level 3: Support mastery of shared strategies for targeted strategies.Level 4: Provide more intensive intervention
for those who need work on basic literacy elements.
Level 5: Deliver more intensive clinical options for those who need it.
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Enhanced Content Instruction
Level 1
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.
Level 1: Ensure mastery of critical content.
All students learn critical content required in the core curriculumregardless of literacy levels.
Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.
all most some
For example: The Unit Organizer Routine
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Embedded Strategy Instruction
Level 2
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.
Level 2: Weave shared strategies across classes.
Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.
For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”
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Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
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Intensive Strategy Instruction
Level 3
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.
Level 3: Support mastery of shared strategies for targeted strategies.
Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.
For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.
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Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
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Eight Stage Instructional Process
1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
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What is Strategic Tutoring?
• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,
and plans for transfer using• Strategies for learning how to learn• While helping youth complete class
assignments
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Level 4Basic Skill and Strategy Instruction for Those Below a 4th Grade Level
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Level 4: Provide more intensive intervention for those who need work on basic literacy elements.
Students learn literacy skills through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.
For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.
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Therapeutic Intervention
Level 5
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Level 5: Deliver a more intensive clinical option for those who need it.
Students with underlying language disorders learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.
For example: Speech-language pathologists engage students in curriculum-relevant therapy.
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Research Validate
d Instructi
on
Effective
Delivery
Systems
Administrative Support
Sustained Professiona
l Developme
nt
+ + +
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What Can the Content Literacy Continuum Do for High Schools?
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Addresses, national state, and district priorities in literacy.
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ContentContent::Rigorous academicstandards
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Provides an organized approach to implementing IDEA while meeting the needs of other learners, consistent with No Child Left Behind provisions.
It’s a good idea!
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Provides for different levels of intervention.
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Focuses on change at the school level.
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Is conceptualized as part of the school improvement process.
Dovetails with requirements most states have for school improvement plans.
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Represents a structured, systematic effort to package research validated literacy practices.
SIM+
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Allows flexibility in implementation–starting places may differ depending on where people are and what is going on at the school.
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Reorients professional development efforts toward a content literacy team, not just individual teachers using validated practices.
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Helps professionals differentiate complementary roles.
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CLCCLCWrap it up and take it!
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www.kucrl.org