# Presentation: 688901

## Read at a High School Level

- Helping Striving Readers

- Barbara J. Ehren, Ed.D.
- University of Kansas-Center for Research on Learning

**Archived Information**

## About the KU-CRL

- Founded in 1978
- Mission:  *Dramatically improve the performance of at-risk students through ****research-based****** ****interventions*
- $60 million dollars of contracted R&D
- International Professional Development Network
- Over 175,000 teachers in 3,500 school districts

## What is the Strategic Instruction Model (SIM) ?

## 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.

## Learning Strategies Curriculum

- Content Enhancement Routines

- Strategic Tutoring

- Cooperative Thinking Strategies

- Team and Problem Solving Strategies

- Community Building

- SIM

## Strategic Instruction Model

**Learning Strategies Curriculum**

## Learning Strategies Curriculum  

**Acquisition**
- Word Identification
- Paraphrasing
- Self-Questioning
- Visual Imagery
- Interpreting Visuals
- Multipass

**Storage**
- First-Letter Mnemonic
- Paired Associates
- Listening/Notetaking
- LINCS Vocabulary

**Expression of Competence**
- Sentences
- Paragraphs
- Error Monitoring
- Themes
- Assignment Completion
- Test-Taking

## 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

## Strategic Instruction Model

**Content Enhancement Routines**

## Content Enhancement Teaching Routines

**Planning and**
** ****Leading Learning**
- Course Organizer
- Unit Organizer
- Lesson Organizer

**Explaining **
**Text, Topics, and Details**
- Framing Routine
- Survey Routine
- Clarifying Routine

**Teaching Concepts**
- Concept Mastery Routine
- Concept Anchoring Routine
- Concept Comparison Routine

**Increasing Performance**
- Quality Assignment Routine
- Question Exploration Routine
- Recall Enhancement Routine

## Slide 11

## Slide 12

## a period of social change in the U. S.

- Social Problems

## What is the Content Literacy Continuum (CLC)  ?

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

## is the door to content acquisition.

## . 

**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.**** **

## Enhanced Content Instruction

*Level 1*

## . 

**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

## Embedded Strategy Instruction

*Level 2*

## . 

**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.”

## 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

## Intensive Strategy Instruction

*Level 3*

## . 

**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.

## 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

## 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.

## 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

## Level 4

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

**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.

## Therapeutic Intervention

*Level 5*

**       ****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.

## +

- Student Success

- CLC

*Research Validated Instruction*

*Effective Delivery Systems*

*Administrative Support*

*Sustained Professional Development*

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

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

## Content:

- Rigorous academic
- standards

- Promotes focus on

- 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!*

- Provides for different levels of intervention.

- Focuses on change at the school level.

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

- Plan

## Represents a structured, systematic effort to package research validated literacy practices. 

- SIM+

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

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

- KU

- Helps professionals differentiate complementary roles.

## Slide 44

**Notes:**
You can have one or more gift bags to give out containing a box, wrapping paper and a bow to remind participants to package SIM with the CLC.  Put stars somewhere on their handout before the presentation to identify the lucky recipient(s). 

## www.kucrl.org