Read at a High School Level

1. Helping Striving Readers Read at a High School Level Archived Information 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. SIM Learning Strategies Curriculum Content Enhancement Routines Strategic Tutoring Cooperative Thinking Strategies Team and Problem Solving Strategies Community Building

6. CRL Strategic Instruction Model Learning Strategies Curriculum

7. 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

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

9. CRL Strategic Instruction Model Content Enhancement Routines

10. 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

11. 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

12. 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?

13. 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

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

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

16. Content Literacy is the door to content acquisition.

17. 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.

18. Level 1 Enhanced Content Instruction

19. . Level 1: Ensure mastery of critical content. All students learn critical content required in the core curriculum regardless of literacy levels. Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery. all most some For example: The Unit Organizer Routine

20. Level 2 Embedded Strategy Instruction

21. . Level 2: Weave shared strategies across classes. Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments. For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”

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

23. Level 3 Intensive Strategy Instruction

24. Level 3: Support mastery of shared strategies for targeted strategies. . Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel. For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.

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

26. 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.

27. What is 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

28. Level 4 Basic Skill and Strategy Instruction for Those Below a 4th Grade Level

29. Level 4: Provide more intensive intervention for those who need work on basic literacy elements. Students learn literacy skills through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses. For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.

30. Level 5 Therapeutic Intervention

31. Level 5: Deliver a more intensive clinical option for those who need it. Students with underlying language disorders learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies. For example: Speech-language pathologists engage students in curriculum-relevant therapy.

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

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

34. Addresses, national state, and district priorities in literacy.

35. Promotes focus on Content: Rigorous academic standards

36. 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!

37. Provides for different levels of intervention.

38. Focuses on change at the school level.

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

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

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

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

43. Helps professionals differentiate complementary roles.

44. CLC Wrap it up and take it!

45. www.kucrl.org