1. Center for Research on Learning
Using Content Enhancement Routines to Increase Performance of All Students in Subject Matter Classes
Don Deshler
University of Kansas
Center for Research on Learning
August 9, 2006
Portland, Oregon

2. Linking today to yesterday!

3. Then ask….
Five important questions about literacy supports!

4. 2.What is in place across a school staff to ensure that students will get the “critical” content in spite of their literacy skills?

5. A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

6. A Continuum of Literacy Instruction
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

7. The Performance Gap Skills / Demands Years in School
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
Years in School

8. A little exercise to remind us…….

9. Anyone interested in te__________ is concerned about c__________
Anyone interested in te__________ is concerned about c__________. It’s hard to imagine te__________ sch__________without them. Although they can be bothersome, we t__________ them. When things go wrong, we sometimes blame the __________, instead of accepting responsibility for the consequences ourselves.

10. Separating the trees from the __________.

11. Knowledge Thinking about the curriculum:
For every content area there is a set of vast knowledge.

12. Thinking About the Curriculum...
Knowledge
Critical Content
Course
Within each course or class we teach, we identify critical content that must be taught. What is it? (CC and POS)

13. Thinking About the Curriculum...
Knowledge
Unit
Once teachers identify the critical content to be taught at specific grade levels, units of study are developed to teach the content.
Course

14. A Unit
ALL
MOST
SOME
In every unit, there is essential content that you want all students to walk out knowing. There is other content that most and then some of your students may need to or want to learn.

15. “If it weren’t for students impeding our
progress to the end of the term, we
could certainly be sure of covering the
material. The question, however, is not
whether we as teachers can get to the
end of the text or the end of the term,
but whether our students are with us
on that journey.” Pat Cross

16. Content Enhancement
A way of teaching academically diverse classes in which……
Integrity of the content is maintained
Both group and individual needs are valued and met
Critical features of the content are selected and transformed to promote growth for all students, and
Instruction is carried out in a partnership with students

17. The goal of Content Enhancement is.…
Barrier-free
education

18. Content Enhancement Teaching Routines
Planning &
Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Teaching
Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Exploring
Text, Topics, & Details
Framing Routine
Survey Routine
Clarifying Routine
Order Routine
Increasing
Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine

19. Careful Planning around Critical Content is Essential!
Selecting the critical questions.
Mapping content structures.
Analyzing learning difficulty based on:
Reaching enhancement decisions by
selecting powerful...
Teaching strategically through
explicit...
Evaluating enhancements
Revaluate outcomes
Quantity Complexity
Interest Background
Relevance Organization
Abstractness
Teaching Devices
Teaching Routines
Not harder, but …
The Challenge

20. p. 6 The Unit Organizer CURRENT UNIT CURRENT UNIT NAME 4
BIGGER PICTURE
DATE 2
LAST UNIT
/Experience 1
CURRENT UNIT
CURRENT UNIT 3
NEXT UNIT
/Experience 8
UNIT SCHEDULE 5
UNIT MAP
p. 6 6
UNIT SELF-TEST
QUESTIONS
RELATIONSHIPS
UNIT 7

21. p. 6 The Unit Organizer Sectionalism The Causes of the Civil War
KNOWLEDGE
STRUCTURE
ORGANIZATION
GUIDING
QUESTIONS
Elida Cordora
NAME
DATE
The Unit Organizer
BIGGER PICTURE
LAST UNIT
/Experience
CURRENT UNIT
NEXT UNIT
UNIT SELF-TEST
QUESTIONS
RELATIONSHIPS
UNIT
UNIT SCHEDULE
UNIT MAP 1 3 2 4 5 6 7 8
1/22
The roots and consequences of civil unrest.
Growth of the Nation
The Causes of the Civil War
The Civil War
is about...
Sectionalism pp
Areas of
the U.S.
Differences
between
the areas
Events in
Leaders
across the
U.S.
was based on
emerged because of
became greater with
was influenced by
1/ Cooperative groups -
over pp
1/ Quiz
1/ Cooperative groups -
over pp
"Influential Personalities"
projectdue
1/ Quiz
2/2 Cooperative groups -
over pp
2/ Review for test
2/ Review for test
2/ Test
p. 6
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?
What examples of sectionalism exist in the world today?
descriptive
cause/effect
compare/contrast

22. CONCEPT DIAGRAM À Á Â Ã Ä Å Æ Always Present Sometimes Present
Never Present
TIE DOWN A
DEFINITION
Key Words Å
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL
CONCEPT
CLASSIFY
CHARACTERISTICS Æ À Á Â Ã
Examples:
Nonexamples:
EXPLORE EXAMPLES Ä

23. Civil War armed conflict CATEGORIZATION CONCEPT DIAGRAM Å Æ À Á Â Ã Ä
Hierarchical
CATEGORIZATION
ANALYSIS
of characteristics
DISCRIMINATING
EVALUATION
PRIOR
KNOWLEDGE
CONCEPT DIAGRAM
Always Present
Sometimes Present
Never Present
TIE DOWN A
DEFINITION
Key Words Å
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL
CONCEPT
CLASSIFY
CHARACTERISTICS Æ À Á Â Ã
Examples:
Nonexamples:
EXPLORE EXAMPLES Ä
Civil War
armed conflict
U.S. Civil War
Northern Ireland
citizens
one nation
ethnic
many nations
social rights
Desert Storm in Kuwait
Groups of citizens
Within a single nation
About distribution of power
economic
religious
ethnic
War between nations
social
political
United States war
between the States
Northern Ireland
1990’s crisis in the Balkans
American Revolutionary War
World War I
World War II
“Desert Storm” in Kuwait
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.

24. Comparison Table C O M P A R I N G Overall Concept Concept1
Concept 2
Overall Concept 3
Characteristics 4
Like Characteristics 9
Extensions
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Go Beyond the Basics C O M P A R I N G 5
Like Categories 7
Unlike Categories 6
Unlike Characteristics 8
Summary

25. Comparison Table Economic Causes of Sectionalism in the U.S. in 1860
FACTS
Strategic thinking
prompts
CATEGORIZATION
Comparison Table 1
Concept 2
Overall Concept 3
Characteristics 4
Like Characteristics 9
Extensions
Communicate Targeted Concepts
Obtain the Overall Concepts
Make lists of Known Characteristics
Pin down Like Characteristics
Assemble Like Categories
Record Unlike Characteristics
Identify Unlike Categories
Nail Down a Summary
Go Beyond the Basics C O M P A R I N G 5
Like Categories 7
Unlike Categories 6
Unlike Characteristics 8
Summary
Economic Causes of Sectionalism in the U.S. in 1860
Economic conditions in the North
Economic conditions in the South
Study the economic conditions of the West in 1860, and create a list of characteristics to be compared to the North & South.
Good ports
Good natural resources
Immigrants in labor force
Profit from industries
Good land transportation
Good credit with other countries
Slaves in labor force
Profit from growing cotton
Poor land transportation
Good ports
Good natural resources
Good credit with other countries
Quality of ports
Quality of natural resources
Quality of credit
Immigrants in labor force
Profit from industries
Good land transportation
Slaves in labor force
Profit from growing cotton
Poor land transportation
Primary source of labor
Source of profits
Quality of land transportation
Economic conditions in the North and South in 1860 were alike because both had good natural resources, ports, and credit. Their primary sources of labor and profits were different, as was the quality of their land transportation.

26. Anchoring Table The Challenge 6 1 2 4 5 3 7 Known Information
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Shared
7 State
Understanding of
New Concept
Known
Information
Name: Date:
Anchoring Table
2 Name 6
Characteristics of Known Concept
Characteristics of New Concept
Characteristics Shared
1 Announce
the New Concept
ANCHORS
Linking
Steps:
Understanding of the New Concept:
Unit: 1 2 4 5 3 7
The Challenge

27. of similar characteristics to
ANALYSIS
of similar characteristics to
create an analogy
exploration
of PRIOR KNOWLEDGE
SYNTHESIS

28. The American Civil War was
VOCABULARY
Explanation of
CAUSATION
Name:_____________________
Lesson/Topic:_____________________ Date:_____________ Unit:___________________
Cause and Effect Table
Question: 4 5 7
Describe Beginning Situation:
Conclusion:
Key Words:
Cause(s)
Effect(s) 2 1
© 2004 Bulgren KU-CRL/IEI 6
End Result(s)
Sequence 3
Why did the Civil War in America happen?
Secede - to withdraw Civil - related to citizens
The U. S. Constitution gave rights to both the states and the federal government. Some Southerners believed that any state could refuse to obey an act of Congress it considered unconstitutional.
Different interpretations of the Constitution led to disagreements between North and South. Disagreements were:
1.) Social (slavery)
2.) Economic (tariffs to protect industries )
3.) Political (extent of states’ rights versus federal rights)
Eleven Southern states decided to secede from the Union and form the Confederate States of America.
However, the federal government believed the South could not leave the Union.
Both sides were willing to fight for their beliefs.
The American Civil War was
fought between the North and South.
Complex issues and interpretations led to the American Civil War.
Federal - government in which most power belongs to a central authority but states have some powers.
SEQUENCE

29. Question Exploration Guide
GENERATION
main idea
SUMMARIZATION
APPLICATION
and
GENERALIZATION
VOCABULARY
Question Exploration Guide
Text Reference
Name:
Course
Lesson
Unit
Critical
Question #:
Title
Date: 1
How did differences in the geographical sections of the U.S. in 1860 set the stage for the American Civil War?
What is the Critical Question? 2
Geography?
Civil War ?
Sections of the U.S. in 1860s?
What are the Key Terms and explanations?
The study of the earth, its features and distribution of life
A war between people of the same country
North, South and West 3
What are the Supporting Questions and answers?
What were the geographical differences of the sections?
What differences did land features cause?
What resulted from different products & workers?
Different land features: The North had hills and shores; the South had rich soil for growing cotton; and the West had large expanses of land.
Different products & workers: North used low-paid workers in factories. South used slaves to produce cotton & tobacco on plantations. West used families on farms & ranches to produce crops & meat.
Different ideas: People had different ideas about taxation of products & right of workers.
Geographic differences can lead to different ways of living. This can lead to ideas so different that groups will go to war. 4
What is the main Idea answer? 5 6
Is there an Overall Idea? Is there a real-world use?
Compare the differences caused by geography in the U.S. in 1860 to today.
How can we use the main idea?
Describe a conflict in your community or state related to geography.
Bulgren KU-CRL 2/01 1

32. What is the Framing Routine?
A way to help students understand and learn key information and to consider its significance.
A way to help students focus on the relationships between main ideas and details.

33. WHEN DO YOU USE THE ROUTINE?
Within the context of regular instruction
to help students remember the meaning
of or relationships among:
Vocabulary words
People
Events
Places
Other important terms and ideas

34. COMPONENTS OF THE ROUTINE
The Frame
The Linking Steps
The Cue-Do-Review Sequence

35. The Frame is a visual device that:
Promotes understanding and recall of a key topic and associated essential details.
Can be used to take notes about a key topic.
Focuses attention on the importance behind the key topic.
Identifies the main ideas related to the key topic, essential details behind each main idea, and a summary of what’s important to remember about the key topic.

39. The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details
M ake a Big Idea Statement
E xtend understanding

40. The LINKING STEPS
F ocus on the topic

43. The LINKING STEPS
F ocus on the topic
R eveal main ideas

45. The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details

47. Determining if Details are Essentials
Importance
Which details are so important that all students must understand
them if they are to understand the main idea?
Frequency
Which details will be referred to frequently in class?
Interest
Which details are important to know, but may not seem very
Interesting to students and, therefore, require special attention?
Preparation
Which details are foundations for information that will be covered
later in the course and encountered later in life?
Complexity
Which details are difficult to understand because of their complexity?

48. M ake a Big Idea Statement
The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details
M ake a Big Idea Statement

49. Determine the “SO WHAT?” importance statement
May be...
Basic summary
Topical applications or implications
Generative, or basic ‘life truth’

50. The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details
M ake a Big Idea Statement
E xtend understanding

51. OPTIONS FOR EXTENDING UNDERSTANDING
Prioritize main ideas and essential details according to importance
Prioritize main ideas according to other criteria (e.g., greatest impact on their lives? most controversial? most misunderstood?)
Speculate - What might have happened under a different set of circumstances?
Forecast what happened next.
Connect how main ideas relate to:
each other
previously learning
past experiences
the real world

52. Vary Your Use of the Routine
Brainstorm Activity
The KEW Routine (Know?Expect?Want?)
Fill-in-the-Blanks
Perspective Taking
Framing Themes
Framing Speeches
In Class Debates
Linear Relationships
Cause & Effect
Post-instruction construction
Reading Frames
Anticipation Guide
Opinion Formation
Decision Making

53. Cost – Benefit Analysis
The FRAME Routine
Key Topic
What hurts me?
Example:
So What? (What does this tell me about my values?)
Costs
What helps me?
Benefits
Cost – Benefit Analysis
Going to Burger King at lunch time

54. There are three types of resources, and all resources are limited, so choices must be made.
Key Idea
are …
So What? (What’s important to understand about this?)
Examples
Resources
Category 1
Category 2
Category 3

55. So what? (What’s important to understand about this?)
The Frame
Key Topic
Geographic Terms
is about...
the are 3 main imaginary lines which circle the earth.
Main Idea:
equator
Main Idea:
Tropic of Cancer
Main Idea:
Tropic of Capricorn
Essential details
Essential details
Essential details xx xx xx
What is it? xx xx xx
Where is it? xx xx xx
Memory Device
This frame is based on Joe Fisher’s telling of Naomi Zigmond’s classic story about little Joey in Geography class. He completely missed the point of a well-thought out lesson that included a memory device! xx xx xx
Example Country
So what? (What’s important to understand about this?) xx

56. Intense-Explicit Instruction
LEVEL 3/4/5
Pretest
Describe
Commitment (student & teacher)
Goals
High expectations
Model
Practice and quality feedback
Controlled and advanced
Posttest & reflect
Generalize, transfer, apply
LEVEL 1
Cue Do
Review
LEVEL 2
“I do it!” (Learn by watching)
“We do it!” (Learn by sharing)
“Ya’ll do it!” (Learn by sharing)
“You do it! (Learn by practicing)

57. Content Literacy “Synergy”
CONTENT CLASSES
Level 1. Enhanced Content Instruction
CONTENT CLASSES
Level 2. Embedded Strategy Instruction
Level 3. Intensive Strategy Instruction
• strategy classes
• strategic tutoring
• Point # 4: A framework for a comprehensive and coordinated approach.
COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION
• Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services.
A school wide model. Supports SIM AND other programs/interventions
Level 4. Intensive Basic Skill Instruction
Level 5. Therapeutic Intervention
Foundational language competencies
Improved Literacy
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

58. Contact Don Deshler 785.864.4780 ddeshler@ku.edu Patty Graner