using content enhancement routines to ensure mastery...
TRANSCRIPT
Using Content EnhancementUsing Content Enhancement
Routines to Ensure MasteryRoutines to Ensure Mastery
of Critical Content Despiteof Critical Content Despite
Poor Literacy SkillsPoor Literacy Skills
Dotti Turner
Certified SIM Professional Developer
Team Lead, Massachusetts Striving Readers Grant
Pam Leitzell
Certified SIM Professional Developer
Team Lead, Massachusetts Striving Readers Grant
CLC Framework
• Researchers at KU – CRL developed a frameworkcalled the Content Literacy Continuum (CLC; Lenz &Ehren, 1999).
• This structure provides a vehicle for
(a) considering the factors that influence the successof secondary literacy efforts.
(b) leveraging the talents of secondary school faculty.
(c) organizing instruction to increase in intensity as thedeficits that certain subgroups of students demonstratebecome evident.
A Continuum of Literacy Instruction
Level 1: Enhanced content instruction (strategic teaching to ensure
mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave learning
strategies within and across courses as part of large-group instruction)
Level 3: Intensive strategy instruction (ensure mastery of specific
strategies via research-based instruction in small groups and in tutoring)
Level 4: Intensive basic skill instruction (mastery of entry-level
literacy skills below the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings
related to curriculum content, learning strategies, and entry level skills)
Level 1: Enhanced content instruction
Level 2: Embedded strategy instruction
Level 3: Intensive strategy instruction
Level 4: Intensive basic-skill instruction
Level 5: Therapeutic intervention
Strategic Intervention
Intensive Intervention
A Continuum of Literacy Instruction
Striving Readers
Criteria– Title 1 School District
– School-wide literacy intervention
– Targeted intervention for striving readers
– Randomized group research design
Eight Projects– Springfield/Chicopee, MA
– Portland, OR
– Danville, KY
– Chicago, IL
– Newark, NJ
– Ohio Dept of Youth Services, San Diego
– CA, Memphis, TN
A Continuum of Literacy Instruction
Level 1: Enhanced content instruction (strategic teaching to ensure
mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave learning
strategies within and across courses as part of large-group instruction)
Level 3: Intensive strategy instruction (ensure mastery of specific
strategies via research-based instruction in small groups and in tutoring)
Level 4: Intensive basic skill instruction (mastery of entry-level
literacy skills below the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings
related to curriculum content, learning strategies, and entry level skills)
Content Enhancement Routines
Planning and Leading LearningCourse OrganizerUnit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying RoutineLINCS Vocabulary Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
ORDER Routine
Integrated Units
• Create a Unit Organizer for the unit.
• Assess what content is critical but
difficult for students to understand and
remember.
• Choose other Content Enhancement
Routines to address those needs, and
weave them together into an integrated
unit.
Learning Disabled Student
Unique needs in thefollowing threeareas:
• Reading and readingcomprehension
• Written expression
• Executive functioning
Reading and Reading Comprehension
• Low fluency rate
• Poor comprehension / retention
• Unable to identify main ideas and
supporting details
• Difficulty integrating new ideas to
existing knowledge
Written Language Expression
• Unable to organize information
• Does not connect facts and details in ameaningful way
• Provides very little elaboration on ideas
Executive Functioning
• Has difficulty sequencing
• Is unable to organize information
• Lacks self-monitoring skills when
planning and executing tasks
Here’s what his teachers
are saying …
• Is often unprepared for class
• Has difficulty understanding concepts
• Does not finish assignments
• Is not working up to ability
• Does not get the “big picture” - seems lost
• Has difficulty organizing time, materials,
belongings, or thoughts.
Social Studies and Science
“There so many facts in social studies and
science. I try to remember as many as I can, but
they just seem to fall out of my brain. I hope to
remember 65% of them since 65% is passing.”
“I try on the essays, but when I write, my mind just
goes blank. They are always telling us to
organize our information when we write.
Organizing is hard for me.”
The stock
market crash
a variety of
effects
responses by
Hoover
his treatment
of the Bonus
Army
Ideas of FDR, his
cabinet, and Brain
Trust
relief recovery reform
English
“The books we read in English are so hard. Inever understand them! I always get lost. Inever read the whole thing.”
“When we discuss things in class, I try to lookbusy so that the teachers won’t call on me.”
“Usually we have to write some kind of essayabout each story. I don’t even know where tostart. How do I know what parts of the book Ishould talk about.”
Lord of the Flies
How did William Golding use symbolism to add depth and interest to this novel?
Big Idea / Concept
Math
“Math just seems to be learning maybe a
hundred different kinds of problems.
They all kind of run together in my mind,
and I can’t keep each of them straight.
Yeah, I don’t do my homework a lot.
Sometimes I take one look at it and
don’t know where to start.”
Massachusetts Striving
Readers Grant
• Initial Professional Development
• Coaching
• Teacher sharing and collaboration
• Impact on students
“ A dyslexic student’s route to learning isthrough meaning. Rote memory will not workwell.”
“They need a “top-down, big pictureapproach, teach ideas first, establishcategories for different groups of facts,and point out connections within andbetween categories.”
Sally Shaywitz, MDOvercoming Dyslexia