# Archived Information

# 

# Title: Helping Striving Readers Read at a High School Level

Author: Barbara J, Ehren, Doctorate in Education (Ed.D.)

Organization: University of Kansas, Center for Research on Learning

\[Slide 1\]

Helping Striving Readers Read at a High School Level

Barbara J, Ehren, Doctorate in Education (Ed.D.)

University of Kansas, Center for Research on Learning

\[Slide 2\]

# About the University of Kansas, Center for Research on Learning

## Founded in 1978

## Mission: *Dramatically improve the performance of at-risk students through **research-based** interventions*

## \$60 million (sixty million) dollars of contracted research and development

## International Professional Development Network

## Over 175,000 (one hundred and seventy five thousand) teachers in 3,500 (three thousand five hundred) school districts

# 

\[Slide 3\]

What is the Strategic Instruction Model (SIM)?

\[Slide 4\]

# 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 over 25 years at the University of Kansas, Center for Research on Learning.

## 

\[Slide 5\]

# Responding to the Challenges

## No Child Left Behind

### Adequate Yearly Progress

### Scientifically-based practices

## Individuals with Disabilities Education Act

### Specialized instruction

# \[Slide 6\]

# 

# The Performance Gap

# 

Figure 1: Illustrates with a graph with an origin on both axes but
without lines how education is supposed to provide skills to meet the
demands of colleges and employers, but after relative compliance up to
perhaps the end of third grade (highlighted with lines from the X axis
at X equals years 1 through 3), education as we know it increasingly
fails to deliver the quantity of skills colleges and employers demand.

# 

End of Figure 1.

\[Slide 7\]

# The Performance Gap

# 

Figure 2: Similar to Figure 1 and makes the same point that education
increasingly fails to deliver skills to meet the demands of life, work,
and college after maybe two or three grades, but does not emphasize the
initial period of initial compliance.

End of Figure 2.

\[Slide 8\]

# The Strategic Instruction Model, consisting of the Learning Strategies Curriculum and Content Enhancement Routines, supports 

-   Learning Expressways

-   Teaming and Problem Solving Strategies

-   Cooperative Thinking Strategies

-   Community Building Strategies

-   Possible Selves

-   Self Advocacy Strategy

\[Slide 9\]

## Strategic Instruction Model: \[introducing the\] Learning Strategies Curriculum

\[Slide 10, see also Slide 26\]

The Learning Strategies Curriculum consists of Acquisition, Storage, and
Expression of Competence.

Acquisition consists of

-   Word Identification

-   Paraphrasing

-   Self-Questioning

-   Visual Imagery

-   Interpreting Visuals

-   Multi-pass

Storage consists of

-   First-Letter Mnemonic

-   Paired Associates

-   Listening and Notetaking

-   LINCS (Literacy Information and Communication System) Vocabulary

The expression of competence consists of

-   Sentences

-   Paragraphs

```{=html}
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```
-   Error Monitoring

-   Themes

-   Assignment Completion

-   Test-Taking

## \[Slide 11, same as Slides 27 and 34\]

# 

# Self-Questioning: remember the five steps of the "ASK IT" method

## Attend to clues as you read

## Say some questions

## Keep predictions in mind

## Identify the answer

## Talk about the answers

# 

# \[Slide 12\]

# Strategic Instruction Model: (introducing the) Content Enhancement Routines

# 

# 

# \[Slide 13\]

### **Content Enhancement Teaching Routines**

(Four concepts with three sub-components each, from left to right, first
the top and then the bottom row)

# 

**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

\[Slide 14\]

# 

Diagram 1: This is a Unit Organizer, an organizing tool which helps
teachers plan lessons: what and when to teach, how to lay out tests,
quizzes, and assignments, what concepts are related to other concepts,
and how this lesson relates to the whole of the course. It has ten
parts, each with an objective. The first eight (8) parts are shown on
this slide and the last two parts are shown on the next slide: the two
slides could refer to a two-page tool but might not. Lines for the
teacher's name and the date are in the top right corner of the diagram).

1.  Current Unit (centered, underneath part four (4), The Bigger
    Picture): The Causes of the \[United States\] Civil War.

2.  Last Unit Experience (left of part one (1), Current Unit, underneath
    part four (4), The Bigger Picture): Growth of the Nation \[of the
    United States\].

3.  Next Unit Experience (right of part one (1), Current Unit,
    underneath part four (4), The Bigger Picture): The \[United States\]
    Civil War.

4.  The Bigger Picture (at the top center of the page, above the
    previous three parts which provide context in the continuum of
    history): The roots and consequences of civil unrest.

5.  Unit Map (under Units 1, Current Unit, and 3, the Next Unit
    Experience, to the right of Unit 8, the Unit Schedule): The unit map
    is drawn as a web with ovals and lines. Ovals stand for concepts and
    lines stand for the verbs and prepositions connecting the
    hierarchical concepts. At the center top of the unit map section is
    the primary concept, "Sectionalism", featuring page numbers from the
    text book. There is a line running to the Sectionalism oval from
    part one (1), the current unit ("The Causes of the Civil War", box
    near center top): the box-line-oval combination means the cause "of
    the Civil War, was about, Sectionalism." The Sectionalism oval in
    turn connects with lines connecting to four subordinate ovals. The
    sectionalism oval, the lines, and the subordinate ovals spell out:
    "Sectionalism, was based on, areas of the U.S."; "Sectionalism,
    emerged because of, differences between the areas"; "Sectionalism,
    became greater with, events in the U.S."; and "Sectionalism, was
    influenced by, leaders across the U.S."

6.  Unit Relationships (bottom right of diagram, under part five (5),
    the unit map): This section describes relationships between unit
    concepts. It has four lines, of which the top three contain the
    words "descriptive", "compare and contrast", and "cause and effect":
    the bottom line is left blank.

7.  Unit Self-Test Questions (to the left of part six (6), Unit
    Relationships, with the same height as the previous section, but
    running all the way to the left edge of the diagram): lists three
    questions that the teacher wants to concentrate on teaching the
    answers for. First, "what was sectionalism as it existed in the U.S.
    of 1860?" Second, "How did the differences in the sections of the
    U.S. in 1860 contribute to the start of the Civil War?" Finally,
    "What examples of sectionalism exist in the world today?"

8.  Unit Schedule (left edge of diagram above unit seven (7), the unit
    self-test questions, and below unit two (2), the last unit
    experience): lists the timeline of lessons, quizzes, tests, and the
    due dates for projects. The schedule depicts cooperative groups
    reading certain pages (January 22), a quiz (January 28), groups
    reading more pages (January 29), a project ("influential
    personalities") due and a quiz (January 30), groups reading more
    pages (February 2), test review (scheduled for February 6 and 7 in
    the example), and finally a test (scheduled for February 6 in the
    example).

End of Diagram 1.

# \[Slide 15\]

Diagram 2. The Unit Organizer, parts and objectives nine and ten (9 and
10), is the remainder of the teaching tool which helps teachers plan
lessons: what and when to teach, how to lay out tests, quizzes, and
assignments, what concepts are related to other concepts, and how this
lesson relates to the whole of the course. The diagram has an expanded
unit map taking up most of the diagram except for a short strip along
the bottom of the diagram, which is reserved for the new unit self-test
questions. Again, lines for the teacher's name and date are in the upper
right corner of the diagram.

9.  Expanded Unit Map (most of top): This shows historical events as
    cause and effect. The causes of the Civil War is the title, a large
    rectangle at the top of the map. The map has one primary and four
    subordinate ovals representing historical concepts. Below,
    sectionalism (primary oval, featuring page numbers from the
    textbook) was based on the areas of the United States (first
    subordinate oval), which included the North, South, and the West
    (rectangles from the oval). Sectionalism developed because of
    differences between the areas (second subordinate oval) and included
    social, political, and economic differences (rectangles from the
    oval). Events in the U.S. (third subordinate oval) led up to the
    United States Civil War: (events listed in chronological order under
    the oval) the 1820 Missouri Compromise, the 1846 Mexican War, the
    Compromise of 1850, the release of the book Uncle Tom's Cabin in
    1852, the 1854 Kansas-Nebraska Act and the "Bleeding Kansas"
    conflict, the forming of the Republican Party in the same year, the
    1857 Dred Scott case, debates between Abraham Lincoln and Stephen
    Douglas in 1858, John Brown's raid in 1859, Lincoln elected in 1860,
    the succession of the first Southern state, South Carolina, in 1860,
    and the foundation of the Confederacy in 1861. Sectionalism was
    influenced by leaders of change (last subordinate oval), (major
    historical individuals listed under the oval) American pre-war
    politicians Henry Clay, Stephen Douglas, Zachary Taylor, Douglas
    Filmore, and Abraham Lincoln, Confederate President Jefferson Davis,
    the author Harriet Beecher Stowe, and the raider John Brown. The
    unit map puts cause and effect in perspective and allows further
    self-test questions.

10. At the bottom is a new unit self-test question, "How did national
    events and leaders pull the different sections of the U.S. apart?"

End of Diagram 2.

\[Slide 16\]

Diagram 3: A frame routine, with the key topic example of the
Progressive Era (shaded box near the center top), organizes historical
facts within the larger framework of social change then and now. The
Progressive Era is about a period of social change in the United States.
Main ideas include Social Problems, Tools for Social Change, and Social
Changes, each with essential details. Social problems included unsafe
food, industrial monopolies, unsafe and unfair working conditions, and
limited voting rights for women and ethnic minorities. Therefore,
muckrakers wrote about problems with unsafe food, which led to the Meat
Inspection Act. Bully pulpits forced new laws to challenge industrial
monopolies, including the Anti-Trust Act. To fight poor working
conditions, activists organized protests which led to the Federal Labor
Department and Commerce Department. Finally, to extend voting rights to
all adults, demonstrators created public pressure and eventually voting
rights were extended regardless of gender or ethnicity. The historical
lesson, what is important to understand, listed at the bottom of the
frame routine and which still holds true today, is "to really create
social change, many people have to be organized, outspoken, and
persistent!"

End of Diagram 3.

\[Slide 17\]

What is the Content Literacy Continuum?

\[Slide 18\]

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

\[Slide 19\]

Content Literacy is the door to content acquisition.

\[Slide 20\]

The Content Literacy Continuum: 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.

\[Slide 21\]

Level 1: Enhanced Content Instruction

\[Slide 22\]

Level 1: Enhanced Content Instruction

Goal: Mastery of critical content for all regardless of literacy levels.

Primary tools: Content Enhancement Routines.

\[Slide 23\]

###  Content Enhancement Teaching Routines

(Four concepts, from left to right, first the top and then the bottom
row)

# 

**Planning and Leading Learning**

-   Course Organizer (highlighted)

-   Unit Organizer (highlighted)

-   Lesson Organizer

**Teaching Concepts**

-   Concept Mastery Routine (highlighted)

-   Concept Anchoring Routine (highlighted)

-   Concept Comparison Routine (highlighted)

**Explaining Text, Topics, and Details**

-   Framing Routine (highlighted)

-   Survey Routine

-   Clarifying Routine (highlighted)

-   LINCS (Literacy Information and Communication System) Vocabulary
    Routine (highlighted)

**Increasing Performance**

-   Quality Assignment Routine

-   Question Exploration Routine (highlighted)

-   Recall Enhancement Routine

\[Slide 24\]

Diagram 4. This is a concept diagram with seven basic parts and
objectives (numbered in diagram).

1.  Convey concept (center top): civil war \[common noun, historical
    concept\].

2.  Offer overall concept (top right): armed conflict.

3.  Note key words (vertical strip along left edge of diagram): U.S.
    Civil War, Northern Ireland, citizens, one nation, ethnic, many
    nations, social rights, Desert Storm in Kuwait.

4.  Classify characteristics (underneath Convey Concept and Offer
    Overall Concept): Divided into always present (left: groups of
    citizens; within a single nation; \[and\] about distribution of
    power), sometimes present (center: religious; economic; ethnic;
    \[and\] social \[factors\]), and never present (right: war between
    nations).

5.  Explore examples (underneath Classify Characteristics: Always
    Present): United States war between the states; Northern Ireland;
    1990's Crisis in the Balkans. (Underneath Classify Characteristics:
    Sometimes Present) American Revolutionary War (with arrows pointing
    to groups of citizens; within a single nation; \[and\] about
    distribution of power under Always Present and an arrow pointing to
    War Between Nations in Never Present). (Underneath Classify
    Characteristics: Never Present) First option is obscured by the
    shaded gray window ("Exploration and Building of PRIOR KNOWLEDGE
    through interactive development of key word list."); World War Two;
    Desert Storm in Kuwait.

6.  Practice with New Example (underneath Explore Examples, but left
    blank).

7.  Tie down a definition: "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."

\[Slide 25\]

Level 2: Embedded Strategy Instruction

Goal: Use of strategies routinely across classes.

Primary tools: Learning Strategies Curriculum taught explicitly but with
adaptations to the

eight-stage (8-stage) instructional sequence.

\[Slide 26, see also Slide 10\]

The Learning Strategies Curriculum consists of Acquisition, Storage, and
Expression of Competence.

Acquisition consists of

-   Word Identification (highlighted)

-   Paraphrasing (highlighted)

-   Self-Questioning (highlighted)

-   Visual Imagery (highlighted)

-   Interpreting Visuals

-   Multi-pass

Storage consists of

-   First-Letter Mnemonic

-   Paired Associates

-   Listening and Notetaking

-   LINCS (Literacy Information and Communication System) Vocabulary
    (highlighted)

The expression of competence consists of

-   Sentence Writing (highlighted)

-   Paragraph Writing (highlighted)

```{=html}
<!-- -->
```
-   Error Monitoring (highlighted)

-   Theme Writing (highlighted)

-   Assignment Completion

-   Test-Taking

\[Slide 27, same as Slides 11 and 34\]

# Self-Questioning: remember the five steps of the "ASK IT" method

## Attend to clues as you read

## Say some questions

## Keep predictions in mind

## Identify the answer

## Talk about the answers

#  

# \[Slide 28\]

# 

# 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

# 

# \[Slide 29\]

# 

# Large Group Instruction

# Learn by Watching

# (I 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

# 

# \[Slide 30\]

Self-Questioning: 2001

\[sample size: 133\]

Figure 3: A simple vertical bar graph compares the test scores (Y axis:
from zero to sixty in increments of ten, 0-60 in increments of 10, no
figures accompany the two vertical bars) of students in a seventh grade
science class who either studied conventionally (the control or
"comparison" group) or studied using the Self-Questioning method on
slides 10, 27, and (the "experimental" group) (X axis, left to right).

The comparison group without the Self-Questioning method averaged about
forty (about 40) whereas the experimental group having used the
Self-Questioning method averaged about sixty (about 60).

End of Figure 3.

# \[Slide 31\]

# 

# Paragraph Writing: 2001

Paragraph Scores

Figure 4. A simple vertical bar graph compares the pre-test and
post-test (X axis, from left to right) language arts skills scores (Y
axis: from zero to eighty in increments of ten, 0-80 in increments of
10, no figures accompany the two vertical bars) of students in a seventh
grade language arts implementation.

Students had an original average pre-test score of about forty (about
40) but had an average post-test score of about seventy one (about 71),
which means that the implementation seemed to raise language arts scores
by thirty or thirty one (30 or 31) points.

End of Figure 4.

\[Slide 32\]

State Writing Assessment

\[Slide 33\]

Intensive Strategy Instruction

Goal: Mastery of specific learning strategies.

Primary tools: Learning Strategies curriculum taught explicitly and
intensively with the eight-stage (8-stage) instructional sequence;
Strategic Tutoring done individually.

\[Slide 34, same as Slides 11 and 27\]

# Self-Questioning: remember the five steps of the "ASK IT" method

## Attend to clues as you read

## Say some questions

## Keep predictions in mind

## Identify the answer

## Talk about the answers

\[Slide 35\]

# Eight Stage Instructional Process

# 

1.  Pre-Test and Make Commitments

2.  Describe

3.  Model

4.  Verbal Practice

5.  Controlled Practice

6.  Advanced Practice

7.  Post-Test and Make Commitments

8.  Generalization

Each strategy should require six to eight weeks of daily instruction.

\[Slide 36\]

# 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

# 

# \[Slide 37\]

# 

# Basic Skill Instruction for Those Below a Fourth (4^th^) Grade Level

# 

# Goal: Fundamental literacy skills at least at the fourth (4^th^) grade level.

Primary tools: Research-validated programs in decoding, fluency, and
comprehension skills *and* strategies.

# 

# \[Slide 38\]

Level 4 Reading Approaches

-   Corrective Reading

-   Language!

-   Wilson Reading

-   Orton-Gillingham

\[Slide 39\]

Level Four (4) Delivery Structures

-   Pullout programs

-   Labs

-   Courses

-   Before or after school tutoring

\[Slide 40\]

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.

# \[Slide 41\]

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:

1.  Intervention provided by the speech-language pathologist should be
    therapeutic, or clinical, in nature.

2.  Intervention should relate directly to what students have to learn
    in school.

\[Slide 42\]

# 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.

##  

# \[Slide 43\]

**Cross-Level Practices**

**Shared Responsibility/Collaboration**

**SMARTER Planning**

**Delivery Options**

A variety of models and schedules (for example, during the school day;
outside of the school day)

# 

# \[Slide 44\]

Cross-Level Practices

Shared Tools, for example

-   Content Enhancement devices

-   STRUCTURE Your Reading

-   Self-Advocacy

-   Cooperative Thinking

-   Possible Selves

-   Community Building

-   Surface Counseling

-   Learning Expressways

\[Slide 45, same as Slide 49\]

# Graphic: \[How the\] Content Literacy Continuum \[Promotes\] Student Success

# 

# Research-Validated Instruction

# Effective Delivery Systems

# Administrative Support

# Sustained Professional Development

End of Graphic.

\[Slide 46\]

# Content Literacy Continuum Adoption: What is involved? 

## **Exploring Stage**

## Awareness level activities, Introduction to the Content Literacy Continuum and Gauging Interest and Ability to Commit

## 

## Planning Stage

## Evaluation of Student Data, Staff Interviews, Creation of Professional Development Plans

## 

## Implementing Stage

## Ongoing Professional Development and Support, Role-Specific Implementation, Site-Based Professional Development Planning, Student Performance Evaluation

## 

## Sustaining Stage

## Refine and Enrich Accomplishments, Institutionalize, New Teacher Preparation 

## 

\[Slide 47\]

Content Literacy Continuum Professional Development:

How do we plan and implement professional development for Content
Literacy Continuum success?

\[Slide 48\]

Professional Development Phases:

1.  Learn It

2.  Do It

3.  Refine It

4.  Use It

## 

\[Slide 49, same as Slide 45\]

# Graphic: \[How the\] Content Literacy Continuum \[Promotes\] Student Success

# 

# Research-Validated Instruction

# Effective Delivery Systems

# Administrative Support

# Sustained Professional Development

End of Graphic.

## 

\[Slide 50\]

What can the Content Literacy Curriculum Do for High Schools?

\[Slide 51\]

\[The Content Literacy Curriculum\] addresses national, state, and
district priorities in literacy.

\[Slide 52\]

Graphic: \[The Content Literacy Continuum\] promotes focus on Content:
Rigorous Academic Standards.

End of Graphic.

\[Slide 53\]

Graphic: \[The Content Literacy Continuum:\] It's a good idea!

\[It\] Provides an organized approach to implementing the Individuals
with Disabilities Education Act while meeting the needs of other
learners, consistent with No Child Left Behind provisions.

End of Graphic.

### 

\[Slide 54\]

Graphic: \[The Content Literacy Continuum:\] Provides for different
levels of intervention.

End of Graphic.

\[Slide 55\]

Graphic: \[The Content Literacy Continuum:\] Focuses on change at the
school level.

End of Graphic.

\[Slide 56\]

Graphic: \[The Content Literacy Continuum\] Plan Is conceptualized as
part of the school improvement process. \[It\] dovetails with
requirements most states have for school improvement plans.

End of Graphic.

\[Slide 57\]

Graphic: \[The Strategic Instruction Model\] Represents a structured,
systematic effort to package research-validated literacy practices.

## 

## End of Graphic.

# 

# \[Slide 58\]

Graphic: \[The Strategic Instruction Model\] Allows flexibility in
implementation: starting places may differ depending on where people are
and what is going on at the school.

End of Graphic.

\[Slide 59\]

Graphic: \[The Strategic Instruction Model\] Re-Orients professional
development efforts toward a content literacy team, not just individual
teachers using validated practices.

End of Graphic.

\[Slide 60\]

Graphic: \[The Strategic Instruction Model\] Helps professionals
differentiate complementary roles.

End of Graphic.

\[Slide 61\]

Graphic: The University of Kansas Center for Research on Learning Web
site:

[www.kucrl.org](http://www.kucrl.org/)

End of Graphic.

#    

#