# Archived Information

Title: Helping Striving Readers Read at a High School Level

\[Slide 1\]

Helping Striving Readers Read at a High School Level

Barbara J. Ehren, Ed.D. (Doctor of Education)

University of Kansas -- Center for Research on Learning

\[Slide 2\]

# **About the Kansas University -- Center for Research on Learning**

## Founded in 1978

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

## \$60 million dollars of contracted Research and Development

## International Professional Development Network

## Over 175,000 teachers in 3,500 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.

## 

\[Slide 5\]

The Strategic Instruction Model:

-   Learning Strategies Curriculum

-   Content Enhancement Routines

Based on:

-   Strategic Tutoring

-   Cooperative Thinking Strategies

-   Team and Problem Solving Strategies

-   Community Building

\[Slide 6\]

# 

# Strategic Instruction Model

## Learning Strategies Curriculum

## 

# \[Slide 7\]

# 

Learning Strategies Curriculum

-   Acquisition

-   Storage

-   Expression of Competence

Acquisition

-   Word Identification

-   Paraphrasing

-   Self-Questioning

-   Visual Imagery

-   Interpreting Visuals

-   Multi-pass

Storage

-   First-Letter Mnemonic

-   Paired Associates

-   Listening and Notetaking

-   LINCS (Literacy Information and Communication System) Vocabulary

Expression of Competence

-   Sentences

-   Paragraphs

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-   Error Monitoring

-   Themes

-   Assignment Completion

-   Test-Taking

\[Slide 8\]

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

## **A**ttend to clues as you read

## **S**ay some questions

## **K**eep predictions in mind

## **I**dentify the answer

## **T**alk about the answers

#  

\[Slide 9\]

**Strategic Instruction Model**

## **Content Enhancement Routines**

\[Slide 10\]

# 

### Content Enhancement Teaching Routines

(Four concepts, 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

# \[Slide 11\]

# 

# Diagram : A unit organizer of a unit example, The Causes of the Civil War, situated after the Growth of the Nation unit and before the Civil War unit. These are part of the bigger picture, "the roots and consequences of civil unrest." The unit map, drawn as a web with circles and lines radiating from the circle "Sectionalism", shows the war's cause as sectionalism, which was based on the areas of the United States, emerged because the areas became different , differences that became greater with historical events in the United States, and was influenced by leaders across the United States. Unit schedule depicts cooperative groups reading certain pages (January 22), a quiz (January 28), groups reading more pages (January 29), a project due and a quiz (January 30), groups reading more pages (February 2), test review (February 6), and finally a test (February 7). Three unit self-questions are, 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?", and finally, "What examples of sectionalism exist in the world today?" Unit relationships are descriptive, compare and contrast, and cause and effect. With a teacher's name and date, this becomes a useful tool to help a teacher know what to teach, assign, ask, quiz, and test, why an event happened, and understand one subject event (the causes of the Civil War) in the context of the larger subject (American history, specifically, the roots and consequences of civil unrest). 

#  \[Slide 12\]

# 

# The unit map portion, a web drawn with lines and shapes, of the unit organizer is enlarged to show events as historical cause and effect. The causes of the Civil War is a large rectangle at the top of the map. Below, sectionalism (central circle) was based on the areas of the United States (subordinate circle), which included the North, South, and the West (rectangles). Sectionalism developed because of differences between the areas (subordinate circle) and included social, political, and economic differences (rectangles). A line of historical American events (subordinate circle) led up to the war: (list of events in chronological order) 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 (subordinate circle), (a list of major historical individuals) 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. At the top is the teacher's name and date, and 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?" The unit map puts cause and effect in perspective and allows further self-test questions.

#  

# \[Slide 13\]

# 

# A frame routine, with the key topic example of the Progressive Era, 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, which still holds true today, is "to really create social change, many people have to be organized, outspoken, and persistent!" 

\[Slide 14\]

What is the Content Literacy Continuum (CLC)?

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

\[Slide 16\]

Content Literacy is the door to content acquisition.

\[Slide 17\]

# 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.

# 

# \[Slide 18\]

# 

# Level 1: Enhanced Content Instruction

# 

# \[Slide 19\]

# 

# 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, for example, the Unit Organizer Routine.

#  

# \[Slide 20\]

# 

# Level 2: Embedded Strategy Instruction

# 

# \[Slide 21\]

# 

# 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:
Read paragraph, ask yourself main ideas and details, put the main idea
and details in your own words) , regularly model its use, and then embed
paraphrasing activities in course activities through the year to create
a culture of "reading to retell.:

# 

# \[Slide 22, identical to Slide 8 and 25\]

# 

# Self-Questioning

## **A**ttend to clues as you read

## **S**ay some questions

## **K**eep predictions in mind

## **I**dentify the answer

## **T**alk about the answers

\[Slide 23, Intensive Strategy Instruction\]

Level 3: Intensive Strategy Instruction

\[Slide 24\]

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.

\[Slide 25, identical to slides 22 and 8\]

# Self-Questioning

## **A**ttend to clues as you read

## **S**ay some questions

## **K**eep predictions in mind

## **I**dentify the answer

## **T**alk about the answers

\[Slide 26\]

# 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.

# \[Slide 27\]

# 

# 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

# 

\[Slide 28\]

Level 4: Basic Skill and Strategy Instruction for Those Below a Fourth
Grade Level

\[Slide 29\]

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 Science Research Associates Corrective Reading
Program

are created for students.

\[Slide 30\]

Level 5: Therapeutic Intervention

# 

\[Slide 31\]

Level 5: Deliver a more intensive clinical option for those who need it.

Students with underlying language disorders learn the linguistic,
related cognitive, meta-linguistic, and meta-cognitive underpinnings
they need to acquire content literacy skills and strategies.

For example: Speech-language pathologists engage students in
curriculum-relevant therapy.

# \[Slide 32\]

# 

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

# 

# Research-Validated Instruction

# Effective Delivery Systems

# Administrative Support

# Sustained Professional Development

# 

# \[Slide 33\]

# 

# What Can the Content Literacy Continuum Do for High Schools? 

# \[Slide 34\]

# 

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

# 

# \[Slide 35\]

# 

# \[The Content Literacy Continuum\] promotes focus on content: rigorous academic standards

\[Slide 36\]

It's a Good Idea!

\[The Content Literacy Continuum\] 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.

# 

\[Slide 37\]

\[The Content Literacy Continuum\] provides for different levels of
intervention.

\[Slide 38\]

\[The Content Literacy Continuum\] focuses on change at the school
level.

# 

# \[Slide 39\]

\[The Content Literacy Continuum\] plan is conceptualized as part of the
school improvement process.

\[It\] dovetails with requirements most states have for school
improvement plans.

\[Slide 40\]

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

#  \[Slide 41\]

#  \[The Content Literacy Continuum\] allows flexibility in implementation-- starting places may differ depending on where people are and what is going on at the school.

# 

# \[Slide 42\]  \[The Content Literacy Continuum\] reorients professional development efforts toward a content literacy team, not just individual teachers using validated practices. 

\[Slide 43\]

\[The Content Literacy Continuum\] helps professionals differentiate
complementary roles.

\[Slide 44\]

The Content Literacy Continuum: Wrap it up and take it!

#  \[Slide 45\]

# 

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