1. Who Wants to be a Literacy Crusader?
CLC Professional Development
Sept 27-28

2. What is content literacy?
The listening, speaking, reading, writing, and thinking skills and strategies required to learn in each of the academic disciplines
It’s NOT JUST READING!!!

3. What is CLC?
School literacy initiative to improve literacy for all students in all content areas
Literacy is NOT just for English class.
Adds more strategies to your teacher tool box
Not all CER’s fit every area – choose the best CER for a particular topic at a particular time

4. CER – Content Enhancement Routine
What is a CER?
CER – Content Enhancement Routine
Routine that organizes content material that is co-constructed using student language

5. Content Enhancement Routines
Planning and Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Teaching Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Exploring Text, Topics,
and Details
Framing Routine
Survey Routine
Clarifying Routine
Order Routine
Increasing Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine

6. Content Enhancement Routines
Planning and Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Teaching Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Exploring Text, Topics,
and Details
Framing Routine
LINCing Routine
Survey Routine
Clarifying Routine
Order Routine
Increasing Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine

7. Content Enhancement Routines
Planning and Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Teaching Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Exploring Text, Topics,
and Details
Framing Routine
LINCing Routine
Survey Routine
Clarifying Routine
Order Routine
Increasing Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine

8. Where are we? Objectives and Outcomes Freshmen/Sophomore Academies
working towards full implementation
Data collection
How many teachers are participating? 15/23 just since school has started
Which routines are being used?
How many students are we reaching when doing the routines?
Fidelity checks and classroom visits

9. Where are we? Expectations Recognitions CER board Classroom visits
Date used and in which class
us date used and in which class
Classroom visits
Invite us in!!!!
We will model with first class if you’d like, then you continue with the rest of your classes
Fidelity check
Recognitions
Literacy Crusaders – Previous/New
Treat

10. Share Out – Rose/Thorn
Scott
Jodi
Beth
Susie
Joe
Liz

11. Poster Activity What do you need to get ready?
What do you need to get set?
What do you need to go?
What do you need to win?
SAME process is used with ALL CER’s

12. Concept Anchoring is a Visual Device that…
Preplanned by the teacher to guide concept development
Is developed with teacher guidance and questioning
Co-constructed with the students and active engagement
Anchors new information with familiar information
Teaches complex, abstract information with an analogy of something known and concrete
Promotes increased understanding of critical content needed to understand the course or unit

13. ANCHORS Step 1: Announce the new concept
Step 2: Name the known concept
Step 3: Collect known information
Step 4: Highlight characteristics of known concept
Step 5: Observe characteristics of new concept
Step 6: Reveal SHARED characteristics
Step 7: State understanding of new topic

14. Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Layers of the Earth
The word or phrase written in this section represents the name of the New Concept to be introduced in the lesson.
A concept or a category or class into which events, ideas, or objects can be grouped.
List the Unit and the relationship between the new concept and the unit.

15. And must be familiar to the students.
Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
Layers of the Earth
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M&M’s
The KNOWN Concept must have the characteristics that are similar to the critical characteristics that have been identified as necessary for the students to know about the New Concept. A basis for the analogy.
And must be familiar to the students.

16. Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M & Ms
Layers of the Earth
Hard outside coating/shell
Colorful
chocolate inner melts
Chunky
Hard inside
Center core
The KEY words critical to the understanding the analogy to be constructed. The teachers questioning guides some characteristics.
The teacher underlines the key words associated with the new concept. Not all words are used.

17. Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M & Ms
Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
Create a short phrase or sentence is created for each of the underlined words.
Melty inner chocolate
Peanut in the center

18. Outer shell crust core mantle Anchoring Table Peanut M & Ms
Questions are posed that help students see the similarities between each of the characteristics between the known and new concept.
Create short phrases or sentences that capture the essence of each characteristics of the new Concept.
Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M & Ms
Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
crust
Melty inner chocolate
mantle
Peanut in the center
core

19. Outer shell crust core mantle Anchoring Table Peanut M & Ms
Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M & Ms
Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
The thinnest outside layer cracks, wears away and changes
Outer shell
crust
Melty inner chocolate
The inner layer melts.
mantle
The center layer has a hard inside that has a hard inner and outer layer.
Peanut in the center
core
Guide students to understand the characteristics can fit into larger groups and the foundation for creating an explanation of how the two concept are related.

20. Outer shell crust core mantle Anchoring Table Peanut M & Ms
Prompt and guide students to a definition for the new concept that incorporates all of its characteristics. Guide them to create an explanation for how the new Concept and the Known Concept are related that include the shared characterizes.
Plate Tectonics
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
Peanut M & Ms
Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
The thinnest outside layer cracks, (melts) wears away and changes
Outer shell
crust
Melty inner chocolate
The inner layer melts.
mantle
The center layer has a hard inside that has a hard inner and outer layer.
Peanut in the center
core
The layers of the earth are like a peanut M&M. There is a thin crust that changes, a melting middle layer and a hard center core with a inner layer and this outer layer just like a peanut.

21. Modeling an Example

22. Group Work
In your group, using 3 concepts in your content area, think of something that can be used as an analogy with that term.
Choose one of the 3 and work out an entire Anchoring table for that concept/analogy
Share out when instructed to do so

23. Who Wants to be a Literacy Crusader?

24. Day 2

25. Objectives/Expectations
Review Concept Anchoring
Meet as a content area
Using critical content concept,
create an Anchoring table
4. Share out
5. Fidelity checklist
6. CUE, DO, REVIEW modeling
7. Review checklist
8. Implementation

26. Components of The Concept Anchoring Routine
Teaching Device
Anchor
Linking Steps
Cue-Do-Review
Sequence

27. Cue: (ready to learn)
Name to routine
Explain how it will
help students learn
Specify what part students’
need to do to participate in the routine
Do: (present the routine) The Linking steps: ANCHOR
Review: (check for understanding)
Ask questions related to the content: New Concept
Ask questions related to the content: connecting the New Concept
to the Known Concept and the shared characteristics
Ask questions about the process

28. You have done the “Cue” part (name the routine; benefits to the students; expectations of students) You have done the “DO” part (go through the steps: ANCHOR)
Now it is time to Review.
Review the process using the acronym/steps ANCHORS
Review the content for understanding
How does the Anchoring Routine help you?
What are the advantages of constructing a Concept Anchoring Table?

29. Fidelity Checklist Reflection

30. Implementation Set personal goals Time line Reflection on learning
Label on your agenda where we used CUE, DO, REVIEW
Implementation Survey