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

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

What is the Strategic Instruction Model (SIM) ?

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

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

The Performance Gap Skills / Demands Years in School

The Performance Gap Skills / Demands Years in School

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

Strategic Instruction Model Learning Strategies Curriculum CRL

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

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

Strategic Instruction Model Content Enhancement Routines CRL

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

The Unit Organizer Sectionalism The Causes of the Civil War Leaders Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT /Experience CURRENT UNIT NEXT UNIT UNIT SELF-TEST QUESTIONS is about... RELATIONSHIPS UNIT UNIT SCHEDULE UNIT MAP 1 3 2 4 5 6 7 8 The roots and consequences of civil unrest. The Causes of the Civil War Growth of the Nation The Civil War Sectionalism pp. 201-236 1/22 Cooperative groups - over pp. 201-210 1/28 Quiz 1/29 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 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?

The Unit Organizer Sectionalism The Causes of the Civil War NAME DATE The Unit Organizer SELF-TEST QUESTIONS NEW UNIT Expanded Unit Map is about... 9 10 How did national events and leaders pull the different sections of the U.S. apart? The Causes of the Civil War Elida Cordora 1/22 Sectionalism pp. 201-236 was based on the developed because of North South West Social Differences Political Economic Areas of the U.S. 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 -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 included the and included

To really create social change, many people have to be organized, outspoken, and persistent! Progressive Era Unsafe food Monopolies Limited voting rights Unsafe and unfair working conditions Muckrakers wrote about problems Bully pulpits forced new laws Demonstrators created public pressure Activists organized protests Meat Inspection Act Anti- trust Act Voting rights expanded Commerce and Labor Departments 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 a period of social change in the U. S. Social Problems

What is the Content Literacy Continuum (CLC) ?

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

Content Literacy is the door to content acquisition.

. 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.

Enhanced Content Instruction Level 1 Enhanced Content Instruction

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

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

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

Embedded Strategy Instruction 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.

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

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

Large Group Instruction Learn 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 I Do It!--model We Do It!--guided practice You Do It!--independent practice

Large Group Instruction Learn 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

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

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

State Writing Assessment

Intensive Strategy Instruction 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.

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

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.

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

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

Level 4 Reading Approaches Corrective Reading Language! Wilson Reading Orton-Gillingham

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

Therapeutic Intervention 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.

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.

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.

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)

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

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

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

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

Professional Development Phases Learn It Do It Refine It Use It Traditional

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

What Can the Content Literacy Continuum Do for High Schools?

Addresses, national state, and district priorities in literacy.

Promotes focus on Content: Rigorous academic standards

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!

Provides for different levels of intervention.

Focuses on change at the school level.

Plan Is conceptualized as part of the school improvement process. Dovetails with requirements most states have for school improvement plans.

Represents a structured, systematic effort to package research validated literacy practices. SIM+

Allows flexibility in implementation– starting places may differ depending on where people are and what is going on at the school.

Reorients professional development efforts toward a content literacy team, not just individual teachers using validated practices. KU

Helps professionals differentiate complementary roles.

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