1. SIM Professional Development Leader
Introduction to the Content Literacy Continuum: Overview of Content Enhancement
Sue Woodruff
SIM Professional Development Leader
(231)

2. 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

3. Knowledge
Critical Content

4. Thinking About the Curriculum...
Knowledge
Course

5. Knowledge
Course
Unit

6. Course
All Students
Most Students
Some Students

7. Unit

8. Unit All ALL Most Some SOME Content: Facts, Concepts, Definitions,
Propositions
Unit
All
ALL
Content
Manipulation
Generalization &
Problem Solving
Most
Some
SOME

9. 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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13. Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE

15. What implications does this data have to you as a content teacher?

16. 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

17. 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

18. 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

19. Learning Strategies Curriculum Content Enhancement Routines
SIM
Student Success
Learning Strategies Curriculum
Content Enhancement Routines

20. The Strategic Instruction Model Also Helps Teachers Plan, Present, Explain

21. 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

22. 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

23. 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

24. An approach to teaching content to academically diverse students.
Content Enhancement
An approach to teaching content to academically diverse students.

25. 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

26. 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

27. 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

28. 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.

29. 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.

32. 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.

33. An example …

34. 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.

35. Expressions
Solving
Equations
Problem
Solving

40. 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

41. 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

42. 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

43. 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.

44. Comparison Table C O M P A R I N G Overall Concept Concept1
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

45. 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.

46. 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.

47. The FRAME Routine Essential details
Key Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details

48. 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.

49. 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