Read at a High School Level

1. Archived Information Helping Striving Readers Read at a High School Level Barbara J. Ehren, Ed.D. University of Kansas-Center for Research on Learning

2. About the KU-CRL • Founded in 1978 • Mission: Dramatically improve the performance of at-risk students through research-basedinterventions • $60 million dollars of contracted R&D • International Professional Development Network • Over 175,000 teachers in 3,500 school districts

3. What is the Strategic Instruction Model (SIM) ?

4. CRL 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.

5. Responding to the Challenges • NCLB • Adequate Yearly Progress • Scientifically-based practices • IDEA • Specialized instruction

6. The Performance Gap Skills / Demands Years in School

7. The Performance Gap Skills / Demands Years in School

8. Learning Expressways Community Building Strategies Teaming & Problem Solving Strategies Possible Selves Cooperative Thinking Strategies Self Advocacy Strategy SIM Student Success Learning Strategies Curriculum Content Enhancement Routines Supports

9. CRL Strategic Instruction Model Learning Strategies Curriculum

10. Learning Strategies Curriculum Expression of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary

11. Self-Questioning • Attend to clues as you read • Say some questions • Keep predictions in mind • Identify the answer • Talk about the answers

12. CRL Strategic Instruction Model Content Enhancement Routines

13. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

14. The Unit Organizer Elida Cordora NAME 4 BIGGER PICTURE 1/22 DATE The roots and consequences of civil unrest. LAST UNIT /Experience NEXT UNIT /Experience CURRENT UNIT 3 2 1 CURRENT UNIT The Civil War The Causes of the Civil War Growth of the Nation 8 is about... UNIT SCHEDULE 5 UNIT MAP 1/22 Cooperative groups - over pp. 201-210 Sectionalism was based on was influenced by 1/28 Quiz pp. 201-236 1/29 Cooperative groups - Leaders over pp. 210-225 Areas of across the became greater with emerged because of the U.S. U.S. "Influential Personalities" project due Differences Events in 1/30 Quiz between the U.S. the areas 2/2 Cooperative groups - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test 6 descriptive What was sectionalism as it existed in the U. S. of 1860? compare/contrast How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS cause/effect What examples of sectionalism exist in the world today? 7

15. Elida Cordora NAME The Unit Organizer 1/22 The Causes of the Civil War DATE Expanded Unit Map 9 is about... Sectionalism was influenced by was based on the Areas of the Leaders of pp. 201-236 U.S. change developed because of became greater with such as -Henry Clay Differences Events in the -Stephen Douglas between the U.S. -Zachary Taylor which included the areas -Harriet Beecher Stowe -Douglas Filmore and included such as and included and included -John Brown which included the which included the -1820 Missouri Compromise Social -Jefferson Davis Economic Political -1846 Mexican War -Abraham Lincoln Differences Differences Differences -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 West -1852 Uncle Tom's Cabin -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas South -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected North -1860 South Carolina Secedes -1861 Confederacy formed 10 NEW UNIT SELF-TEST QUESTIONS How did national events and leaders pull the different sections of the U.S. apart?

16. Key Topic Progressive Era The FRAME Routine is about… Main idea Main idea Main idea Tools for Social Change Social Changes Essential details Essential details Essential details Limited voting rights Commerce and Labor Departments Anti- trust Act Unsafe food Monopolies Unsafe and unfair working conditions Meat Inspection Act Bully pulpits forced new laws Demonstrators created public pressure Activists organized protests Voting rights expanded Muckrakers wrote about problems So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! a period of social change in the U. S. Social Problems

17. What is the Content Literacy Continuum (CLC) ?

18. Content Literacy The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.

19. Content Literacy is the door to content acquisition.

20. CLC- A Continuum of Action . Level 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.

21. Level 1 Enhanced Content Instruction

22. Level 1 Enhanced Content Instruction Goal: Mastery of critical content for all regardless of literacy levels. Primary tools: Content Enhancement Routines.

23. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine LINCS Vocabulary Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

24. Exploration and Building of PRIOR KNOWLEDGE through interactive development of key word list.

25. Level 2 Embedded Strategy Instruction Goal: Use of strategies routinely across classes. Primary tools: Learning Strategies Curriculum taught explicitly but with adaptations to the 8-stage instructional sequence.

26. Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass Expression of Competence Sentence Writing Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary

27. Self-Questioning • Attend to clues as you read • Say some questions • Keep predictions in mind • Identify the answer • Talk about the answers

28. Large Group InstructionLearn by Watching(I Do It!) • Review the steps of the strategy • Explain how it will help them learn • Specify what they need to do • Think out loud • Problem solve • Attack the challenge in different ways • Address errors from previous day’s work

29. Large Group InstructionLearn by Sharing(We Do It!) • Ask for strategy steps • Ask students to explain how they’re thinking • Shape student responses • Encourage students with authentic praise • Evaluate student understanding • Re-instruct if necessary

30. Self-Questioning-2001 n= 133 7th Grade Science Class: Growth Scores

31. Paragraph Writing-2001 Paragraph Scores n=147 7th Grade Language Arts Implementation

32. State Writing Assessment

33. Level 3 Intensive Strategy Instruction Goal:Mastery of specific learning strategies. Primary tools:Learning Strategies Curriculum taught explicitly and intensively with the 8-stage instructional sequence; Strategic Tutoring done individually.

34. Self-Questioning • Attend to clues as you read • Say some questions • Keep predictions in mind • Identify the answer • Talk about the answers

35. Eight Stage Instructional Process 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization Daily instruction for 6 to 8 weeks in each strategy.

36. 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

37. Level 4 Basic Skill Instruction for Those Below a 4th Grade Level Goal: Fundamental literacy skills at least at the 4th grade level. Primary tools: Research-validated programs in decoding, fluency and comprehension skills and strategies

38. Level 4 Reading Approaches • Corrective Reading • Language! • Wilson Reading • Orton-Gillingham

39. Level 4 Delivery Structures • Pullout programs • Labs • Courses • Before or after school tutoring

40. Level 5 Therapeutic Intervention Goal: Mastery of the language underpinnings of curriculum content and learning strategies. Primary tools: Tools and procedures used at the other levels enriched with Curriculum-Relevant Therapy.

41. The Speech-Language Pathologist Provides Curriculum-Relevant Therapy Curriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success. Practice Principles: Intervention provided by the SLP should be therapeutic, or clinical, in nature. Intervention should relate directly to what students have to learn in school.

42. How these services might be delivered: • A regularly-scheduled “therapy” class as an elective. • Co-teaching with other special service providers. • Working with students in a communication, reading or writing lab.

43. Cross-Level Practices • Shared Responsibility/Collaboration • SMARTER Planning • Delivery Options • A variety of models and schedules (e.g. during the school day; outside of the school day)

44. Cross-Level Practices • Shared Tools (e.g. • Content Enhancement devices • STRUCTURE Your Reading • Self-Advocacy • Cooperative Thinking • Possible Selves • Community Building • Surface Counseling • Learning Expressways

45. CLC Student Success Sustained Professional Development Effective Delivery Systems Research Validated Instruction + + + Administrative Support

46. CLC Adoption: What is involved? Exploring Stage • Awareness level activities, Introduction to the CLC and Gauging Interest and Ability to Commit Planning Stage • Evaluation of Student Data, Staff Interviews, Creation of Professional Development Plans Implementing Stage • Ongoing PD & Support, Role-Specific Implementation, Site-Based PD Planning, Student Performance Evaluation Sustaining Stage • Refine & Enrich Accomplishments, Institutionalize, New Teacher Preparation

47. CLC Professional Development How do we plan and implement professional development for CLC success?

48. Professional Development Phases • Learn It • Do It • Refine It • Use It

49. CLC Student Success Sustained Professional Development Effective Delivery Systems Research Validated Instruction + + + Administrative Support

50. What Can the Content Literacy Continuum Do for High Schools?