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SIM Professional Development Leader
Introduction to the Content Literacy Continuum: Overview of Content Enhancement Sue Woodruff SIM Professional Development Leader (231)
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What is the challenge? Ever increasing amount of content to teach
Amount of time to teach is NOT increasing Diversity of students is increasing Increased accountability Planning time is largely administrative Required to change how we plan
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Knowledge Critical Content
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Thinking About the Curriculum...
Knowledge Course
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Knowledge Course Unit
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Course All Students Most Students Some Students
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Unit
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Unit All ALL Most Some SOME Content: Facts, Concepts, Definitions,
Propositions Unit All ALL Content Manipulation Generalization & Problem Solving Most Some SOME
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SMARTER Planning around critical content is essential
in order to deepen content knowledge! Selecting the critical questions. Mapping content structures. Analyzing learning difficulty based on: Reaching enhancement decisions by selecting powerful... Teaching strategically through explicit... Evaluating enhancements Revaluate outcomes Quantity Complexity Interest Background Relevance Organization Abstractness Teaching Devices Teaching Routines SMARTER Planning The Challenge
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Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. Poll: How many words a year do 5th graders ...
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Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. Poll: How many words a year do 5th graders ...
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Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. Poll: How many words a year do 5th graders ...
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Building Blocks for Content Literacy
HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE
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What implications does this data have to you as a content teacher?
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The CLC says… There are unique (but very important) roles for each member of a secondary staff relative to literacy instruction While every content teacher is not a reading teacher, every teacher instructs students in how to read content. Literacy coaches may be necessary but aren’t sufficient Some students require more intensive, systematic, explicit instruction of content, strategies, and skills
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Additionally, the CLC ….. Is a framework for guiding
Staff dialogue around literacy Professional development Resource allocation Decision making Integrates instructional programs From silos to synergy
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Content Literacy “Synergy”
CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring • Point # 4: A framework for a comprehensive and coordinated approach. COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION • Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services. A school wide model. Supports SIM AND other programs/interventions Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Improved Literacy
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Learning Strategies Curriculum Content Enhancement Routines
SIM Student Success Learning Strategies Curriculum Content Enhancement Routines
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The Strategic Instruction Model Also Helps Teachers Plan, Present, Explain
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Content-area teachers are essential to a literacy improvement effort:
They … know the content know the reading, writing, speaking and thinking demands of their content have the access and the opportunity collectively have power to make a difference Taking Action on Adolescent Literacy An Implementation Guide for School Leaders
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Introduction to the Content Literacy Continuum (CLC) Framework
a way to think about a school when analyzing and implementing a course of action in regards to high level thinking and literacy. is about the big picture by first considering strategies then, by understanding embedded within content (gen ed) taught explicitly in a support setting when finally, by understanding routines
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Content Literacy “Synergy”
CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring • Point # 4: A framework for a comprehensive and coordinated approach. COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION • Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services. A school wide model. Supports SIM AND other programs/interventions Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Improved Literacy
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An approach to teaching content to academically diverse students.
Content Enhancement An approach to teaching content to academically diverse students.
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S M A R T E SMARTER Planning Selecting the critical questions.
Mapping content structures. Analyzing learning difficulty based on: Reaching enhancement decisions by selecting powerful... Teaching strategically through explicit... Evaluating enhancements Revaluate outcomes Quantity Complexity Interest Background Relevance Organization Abstractness Teaching Devices Teaching Routines SMARTER Planning S M A R T E The Challenge
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Content Enhancement Routines Increasing Performance
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 ORDER Routine
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Content Enhancement 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 ORDER Routine
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All Content Enhancement Routines MUST:
Be able to be infused into any content. Apply to HALO (High, Average, Low, Other) achievers. Be easy to teach and evaluate. Make a positive difference.
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Critical features of the content are selected and transformed in a manner that promotes student learning. Instruction is carried out in partnership with students. Both group and individual needs are valued and met. The integrity of the content is maintained.
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How well does Content Enhancement work?
In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning. In general, the greatest gains were seen in classes where teachers had the highest expectations for student learning and were consistent in their use of the routine over time.
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An example …
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The Unit Organizer Routine
Used to plan units and then introduce and maintain the big ideas in units and show how units, critical information and concepts are related.
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Expressions Solving Equations Problem Solving
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p. 6 The Unit Organizer CURRENT UNIT CURRENT UNIT NAME 4
BIGGER PICTURE DATE 2 LAST UNIT /Experience 1 CURRENT UNIT CURRENT UNIT 3 NEXT UNIT /Experience 8 UNIT SCHEDULE 5 UNIT MAP p. 6 6 UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT 7
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p. 6 The Unit Organizer Sectionalism The Causes of the Civil War
KNOWLEDGE STRUCTURE ORGANIZATION GUIDING QUESTIONS Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT /Experience CURRENT UNIT NEXT UNIT UNIT SELF-TEST QUESTIONS RELATIONSHIPS UNIT UNIT SCHEDULE UNIT MAP 1 3 2 4 5 6 7 8 1/22 The roots and consequences of civil unrest. Growth of the Nation The Causes of the Civil War The Civil War is about... Sectionalism pp 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 1/ Cooperative groups - over pp 1/ Quiz 1/ Cooperative groups - over pp "Influential Personalities" projectdue 1/ Quiz 2/2 Cooperative groups - over pp 2/ Review for test 2/ Review for test 2/ Test p. 6 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? What examples of sectionalism exist in the world today? descriptive cause/effect compare/contrast
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CONCEPT DIAGRAM À Á Â Ã Ä Å Æ Always Present Sometimes Present
Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã Examples: Nonexamples: EXPLORE EXAMPLES Ä
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armed conflict Civil War CATEGORIZATION CONCEPT DIAGRAM Å Æ À Á Â Ã Ä
Hierarchical CATEGORIZATION ANALYSIS of characteristics DISCRIMINATING EVALUATION PRIOR KNOWLEDGE CONCEPT DIAGRAM Always Present Sometimes Present Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã Examples: Nonexamples: EXPLORE EXAMPLES Ä Civil War armed conflict U.S. Civil War Northern Ireland citizens one nation ethnic many nations social rights Desert Storm in Kuwait • Groups of citizens •Within a single nation About distribution of power economic religious ethnic War between nations social political United States war between the States Northern Ireland 1990’s crisis in the Balkans American Revolutionary War World War I World War II “Desert Storm” in Kuwait A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power.
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Comparison Table C O M P A R I N G Overall Concept Concept
1 Concept 2 Overall Concept 3 Characteristics 4 Like Characteristics 9 Extensions Communicate Targeted Concepts Obtain the Overall Concepts Make lists of Known Characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail Down a Summary Go Beyond the Basics C O M P A R I N G 5 Like Categories 7 Unlike Categories 6 Unlike Characteristics 8 Summary
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Comparison Table Economic Causes of Sectionalism in the U.S. in 1860
FACTS Strategic thinking prompts CATEGORIZATION Comparison Table 1 Concept 2 Overall Concept 3 Characteristics 4 Like Characteristics 9 Extensions Communicate Targeted Concepts Obtain the Overall Concepts Make lists of Known Characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail Down a Summary Go Beyond the Basics C O M P A R I N G 5 Like Categories 7 Unlike Categories 6 Unlike Characteristics 8 Summary Economic Causes of Sectionalism in the U.S. in 1860 Economic conditions in the North Economic conditions in the South Study the economic conditions of the West in 1860, and create a list of characteristics to be compared to the North & South. Good ports Good natural resources Immigrants in labor force Profit from industries Good land transportation Good credit with other countries Slaves in labor force Profit from growing cotton Poor land transportation Good ports Good natural resources Good credit with other countries Quality of ports Quality of natural resources Quality of credit Immigrants in labor force Profit from industries Good land transportation Slaves in labor force Profit from growing cotton Poor land transportation Primary source of labor Source of profits Quality of land transportation Economic conditions in the North and South in 1860 were alike because both had good natural resources, ports, and credit. Their primary sources of labor and profits were different, as was the quality of their land transportation.
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The Framing Routine Used to transform abstract main ideas and key topics into a concrete representation that helps students think and talk about the key topic and essential related information.
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The FRAME Routine Essential details
Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details
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The Vocabulary LINCing Routine
Designed to facilitate student use of two powerful tools, an auditory memory device and a visual memory device that will help them learn and remember the meaning of complex terms.
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Where we are going today…
Introduction to the Content Literacy Continuum (CLC) Framework a way to think about a school when analyzing and implementing a course of action in regards to high level thinking and literacy. is about the big picture by first considering then returning to routines finally, by understanding strategies then, by understanding embedded within content (gen ed) taught explicitly in a support setting when
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