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Introduction to the Content Literacy Continuum: Overview of Content Enhancement Sue Woodruff SIM Professional Development Leader (231)

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Presentation on theme: "Introduction to the Content Literacy Continuum: Overview of Content Enhancement Sue Woodruff SIM Professional Development Leader (231)"— Presentation transcript:

1 Introduction to the Content Literacy Continuum: Overview of Content Enhancement Sue Woodruff SIM Professional Development Leader (231)

2 What is the challenge ? Ever increasing amount of content to teach Amount of time to teach is NOT increasing Diversity of students is increasing Increased accountability Planning time is largely administrative Required to change how we plan

3 Knowledge Critical Content

4 Thinking About the Curriculum... Knowledge Course

5 Knowledge Course Unit

6 Course All Students Most Students Some Students

7 Unit

8 ALL SOME Generalization & Problem Solving Content Manipulation Content: Facts, Concepts, Definitions, Propositions Some Most All

9 SMARTER Planning around critical content is essential in order to deepen content knowledge! S electing the critical questions. M apping content structures. A nalyzing learning difficulty based on : R eaching enhancement decisions by selecting powerful... T eaching strategically through explicit... E valuating enhancements R evaluate outcomes QuantityComplexity Interest Background RelevanceOrganization Abstractness Teaching Devices Teaching Routines SMARTER Planning

10 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: How many words a year do 5th graders...

11 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: How many words a year do 5th graders...

12 Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: How many words a year do 5th graders...

13 LANGUAGE SKILLS STRATEGIES SUBJECT MATTER Building Blocks for Content Literacy HIGHER ORDER

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15 What implications does this data have to you as a content teacher?

16 The CLC says… There are unique (but very important) roles for each member of a secondary staff relative to literacy instruction – While every content teacher is not a reading teacher, every teacher instructs students in how to read content. – Literacy coaches may be necessary but aren’t sufficient Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

17 Additionally, the CLC ….. Is a framework for guiding – Staff dialogue around literacy – Professional development – Resource allocation – Decision making Integrates instructional programs – From silos to synergy

18 Content Literacy “Synergy” Improved Literacy CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction strategy classes strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies

19 Learning Strategies Curriculum Content Enhancement Routines

20 The Strategic Instruction Model Also Helps Teachers Plan, Present, Explain

21 Content-area teachers are essential to a literacy improvement effort: They … – know the content – know the reading, writing, speaking and thinking demands of their content – have the access and the opportunity – collectively have power to make a difference Taking Action on Adolescent Literacy An Implementation Guide for School Leaders

22 Introduction to the Content Literacy Continuum (CLC) Framework the big picture by first considering a way to think about a school when analyzing and implementing a course of action in regards to high level thinking and literacy. is about routines finally, by understanding strategies then, by understanding embedded within content (gen ed) taught explicitly in a support setting when

23 Content Literacy “Synergy” Improved Literacy CONTENT CLASSES Level 1. Enhanced Content Instruction CONTENT CLASSES Level 2. Embedded Strategy Instruction Level 3. Intensive Strategy Instruction strategy classes strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies

24 Content Enhancement An approach to teaching content to academically diverse students.

25 S electing the critical questions. M apping content structures. A nalyzing learning difficulty based on : R eaching enhancement decisions by selecting powerful... T eaching strategically through explicit... E valuating enhancements R evaluate outcomes Quantity Complexity Interest Background Relevance Organization Abstractness Teaching Devices Teaching Routines SMARTER Planning SMARTERSMARTER

26 Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine LINCS Vocabulary Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine ORDER Routine

27 Content Enhancement Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine LINCS Vocabulary Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine ORDER Routine

28 All Content Enhancement Routines MUST: Be able to be infused into any content. Apply to HALO (High, Average, Low, Other) achievers. Be easy to teach and evaluate. Make a positive difference.

29 Critical features of the content are selected and transformed in a manner that promotes student learning. Instruction is carried out in partnership with students. Both group and individual needs are valued and met. The integrity of the content is maintained.

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32 How well does Content Enhancement work? In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning. In general, the greatest gains were seen in classes where teachers had the highest expectations for student learning and were consistent in their use of the routine over time.

33 An example …

34 The Unit Organizer Routine Used to plan units and then introduce and maintain the big ideas in units and show how units, critical information and concepts are related.

35 Expressions Solving Equations Problem Solving

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40 NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT

41 Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT /22 The roots and consequences of civil unrest. The Causes of the Civil War Growth of the Nation The Civil War 1/22 Cooperative groups - over pp /28 Quiz 1/29 Cooperative groups - over pp "Influential Personalities" projectdue 1/30 Quiz 2/2 Cooperative groups - over pp /6 Review for test 2/7 Review for test 2/6 Test is about... Sectionalism pp Areas of the U.S. Differences between the areas Events in the U.S. Leaders across the U.S. was based on emerged because of became greater with was influenced by descriptive cause/effect compare/contrast 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? ORGANIZATION KNOWLEDGE STRUCTURE GUIDING QUESTIONS

42 CONCEPT DIAGRAM Always PresentSometimes 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 À Á Â Examples: Nonexamples: EXPLORE EXAMPLES Ä

43 CONCEPT DIAGRAM Always PresentSometimes 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 À Á Â Examples: Nonexamples: EXPLORE EXAMPLES Ä Civil War armed conflict 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. 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 PRIOR KNOWLEDGE Hierarchical CATEGORIZATION ANALYSIS of characteristics DISCRIMINATING EVALUATION

44 Comparison Table 1 Concept 1 2 Overall Concept 3 Characteristics 3 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 COMPARINGCOMPARING 5 Like Categories 7 Unlike Categories 6 Unlike Characteristics 6 8 Summary

45 Comparison Table 1 Concept 1 2 Overall Concept 3 Characteristics 3 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 COMPARINGCOMPARING 5 Like Categories 7 Unlike Categories 6 Unlike Characteristics 6 8 Summary Economic Causes of Sectionalism in the U.S. in 1860 Economic conditions in the North Economic conditions in the South Good ports Good natural resources Immigrants in labor force Profit from industries Good land transportation Good credit with other countries Good ports Good natural resources Slaves in labor force Profit from growing cotton Poor land transportation Good credit with other countries 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 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. CATEGORIZATION Strategic thinking prompts FACTS

46 The Framing Routine Used to transform abstract main ideas and key topics into a concrete representation that helps students think and talk about the key topic and essential related information.

47 The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Main idea

48 The Vocabulary LINCing Routine Designed to facilitate student use of two powerful tools, an auditory memory device and a visual memory device that will help them learn and remember the meaning of complex terms.

49 Where we are going today… Introduction to the Content Literacy Continuum (CLC) Framework the big picture by first considering a way to think about a school when analyzing and implementing a course of action in regards to high level thinking and literacy. is about routines finally, by understanding strategies then, by understanding embedded within content (gen ed) taught explicitly in a support setting when then returning to


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