Archived: Helping Striving Readers Read at a High School Level (MS PowerPoint)

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Archived Information
Helping Striving Readers
Read at a High School Level
Barbara J. Ehren, Ed.D. University of
Kansas-Center for Research on Learning
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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 RD
• International Professional Development Network
• Over 175,000 teachers in 3,500 school districts

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What is the Strategic Instruction Model (SIM) ?
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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.

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Responding to the Challenges

• NCLB
• Adequate Yearly Progress
• Scientifically-based practices
• IDEA
• Specialized instruction

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The Performance Gap
Skills
/
Demands
Years in School
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The Performance Gap
Skills
/
Demands
Years in School
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SIM
Student Success
Learning Strategies Curriculum
Content Enhancement Routines
Supports
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Strategic Instruction Model

• Learning Strategies Curriculum

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Learning Strategies Curriculum
Expression of Competence Sentences Paragraphs Err
or 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
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Self-Questioning

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

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Strategic Instruction Model

• Content Enhancement Routines

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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
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a period of social change in the U. S.
Social Problems
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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.
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Content Literacy
is the door to content acquisition.
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.
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.
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Enhanced Content Instruction
Level 1
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Enhanced Content Instruction
Level 1
Goal Mastery of critical content for all
regardless of literacy levels. Primary tools
Content Enhancement Routines.
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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 LINCS
Vocabulary Routine
Increasing Performance Quality Assignment
Routine Question Exploration Routine Recall
Enhancement Routine
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Exploration and Building of PRIOR KNOWLEDGE
through interactive development of key word list.
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Embedded Strategy Instruction
Level 2
Goal Use of strategies routinely across
classes. Primary tools Learning Strategies
Curriculum taught explicitly but with
adaptations to the 8-stage instructional
sequence.
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Learning Strategies Curriculum
Acquisition Word Identification Paraphrasing Self
-Questioning Visual Imagery Interpreting
Visuals Multipass
Expression of Competence Sentence
Writing Paragraph Writing Error Monitoring Theme
Writing Assignment Completion Test-Taking
Storage First-Letter Mnemonic Paired
Associates Listening/Notetaking LINCS Vocabulary
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Self-Questioning

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

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Large Group InstructionLearn 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 days work

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Large Group InstructionLearn by Sharing(We Do
It!)

• Ask for strategy steps
• Ask students to explain how theyre thinking
• Shape student responses
• Encourage students with authentic praise
• Evaluate student understanding
• Re-instruct if necessary

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Self-Questioning-2001 n 133
7th Grade Science Class Growth Scores
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Paragraph Writing-2001 Paragraph Scores n147
7th Grade Language Arts Implementation
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State Writing Assessment
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Intensive Strategy Instruction
Level 3
Goal Mastery of specific learning
strategies. Primary tools Learning Strategies
Curriculum taught explicitly and intensively
with the 8-stage instructional sequence
Strategic Tutoring done individually.
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Self-Questioning

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

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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.
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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

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Level 4
Basic Skill Instruction for Those Below a 4th
Grade Level
Goal Fundamental literacy skills at least at
the 4th grade level. Primary tools
Research-validated programs in decoding, fluency
and comprehension skills and strategies
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Level 4 Reading Approaches

• Corrective Reading
• Language!
• Wilson Reading
• Orton-Gillingham

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Level 4 Delivery Structures

• Pullout programs
• Labs
• Courses
• Before or after school tutoring

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Therapeutic Intervention
Level 5
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.
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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
• Intervention provided by the SLP should be
  therapeutic, or clinical, in nature.
• Intervention should relate directly to what
  students have to learn in school.

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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.

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Cross-Level Practices

• Shared Responsibility/Collaboration
• SMARTER Planning
• Delivery Options
• A variety of models and schedules (e.g.
  during the school day outside of the school
  day)

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Cross-Level Practices

• Shared Tools (e.g.
• Content Enhancement devices
• STRUCTURE Your Reading
• Self-Advocacy
• Cooperative Thinking
• Possible Selves
• Community Building
• Surface Counseling
• Learning Expressways

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CLC
Student Success
Sustained Professional Development
Effective Delivery Systems
Research Validated Instruction

Administrative Support


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CLC Adoption What is involved?

• Exploring Stage
• Awareness level activities, Introduction to the
  CLC and Gauging Interest and Ability to Commit
• Planning Stage
• Evaluation of Student Data, Staff Interviews,
  Creation of Professional Development Plans
• Implementing Stage
• Ongoing PD Support, Role-Specific
  Implementation, Site-Based PD Planning, Student
  Performance Evaluation
• Sustaining Stage
• Refine Enrich Accomplishments,
  Institutionalize, New Teacher Preparation

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CLC Professional Development
How do we plan and implement professional
development for CLC success?
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Professional Development Phases

• Learn It
• Do It
• Refine It
• Use It

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CLC
Student Success
Sustained Professional Development
Effective Delivery Systems
Research Validated Instruction

Administrative Support


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What Can the Content Literacy Continuum Do for
High Schools?
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Addresses, national state, and district
priorities in literacy.
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Promotes focus on
Content
Rigorous academic standards
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Provides an organized approach to implementing
IDEA while meeting the needs of other learners,
consistent with No Child Left Behind provisions.
Its a good idea!
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Provides for different levels of intervention.
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Focuses on change at the school level.
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Is conceptualized as part of the school
improvement process. Dovetails with
requirements most states have for school
improvement plans.
Plan
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Represents a structured, systematic effort to
package research validated literacy practices.
SIM
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Allows flexibility in implementationstarting
places may differ depending on where people are
and what is going on at the school.
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Reorients professional development efforts
toward a content literacy team, not just
individual teachers using validated practices.
KU
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Helps professionals differentiate complementary
roles.
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www.kucrl.org