1. Helping Striving Readers
Archived Information
Helping Striving Readers
Read at a High School Level
Barbara J. Ehren, Ed.D.
University of Kansas-Center for Research on Learning

2. 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

3. What is the Strategic Instruction Model (SIM) ?

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 25 + years at the University of Kansas-Center for Research on Learning.
CRL

5. Responding to the Challenges
NCLB
Adequate Yearly Progress
Scientifically-based practices
IDEA
Specialized instruction

6. The Performance Gap
Skills /
Demands
Years in School

7. The Performance Gap
Skills /
Demands
Years in School

8. SIM Student Success Supports Learning Strategies Curriculum
Content Enhancement Routines
Supports
Cooperative Thinking
Strategies
Teaming & Problem Solving
Community Building Strategies
Possible Selves
Learning Expressways
Self Advocacy Strategy

9. Strategic Instruction Model
Learning Strategies Curriculum
CRL

10. Learning Strategies Curriculum
Expression of Competence
Sentences
Paragraphs
Error 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

11. Attend to clues as you read Say some questions
Self-Questioning
Attend to clues as you read
Say some questions
Keep predictions in mind
Identify the answer
Talk about the answers

12. Strategic Instruction Model
Content Enhancement Routines
CRL

13. 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

14. The Unit Organizer Sectionalism The Causes of the Civil War Leaders
Elida Cordora
NAME
DATE
The Unit Organizer
BIGGER PICTURE
LAST UNIT
/Experience
CURRENT UNIT
NEXT UNIT
UNIT SELF-TEST
QUESTIONS
is about...
RELATIONSHIPS
UNIT
UNIT SCHEDULE
UNIT MAP 1 3 2 4 5 6 7 8
The roots and consequences of civil unrest.
The Causes of the Civil War
Growth of the Nation
The Civil War
Sectionalism pp
1/ Cooperative groups -
over pp
1/ Quiz
1/ Cooperative groups -
over pp
"Influential Personalities"
project due
1/ Quiz
2/2 Cooperative groups -
over pp
2/ Review for test
2/ Review for test
2/ Test
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
descriptive
cause/effect
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?
compare/contrast
1/22
What examples of sectionalism exist in the world today?

15. The Unit Organizer Sectionalism The Causes of the Civil War
NAME
DATE
The Unit Organizer
SELF-TEST
QUESTIONS
NEW
UNIT
Expanded Unit Map
is about... 9 10
How did national events and leaders pull the different sections of the U.S. apart?
The Causes of the Civil War
Elida Cordora
1/22
Sectionalism pp
was based on the
developed because of
North
South
West
Social
Differences
Political
Economic
Areas of the
U.S.
between the
areas
-Henry Clay
-Stephen Douglas
-Zachary Taylor
-Harriet Beecher Stowe
-Douglas Filmore
-John Brown
-Jefferson Davis
-Abraham Lincoln
such as
was influenced by
Leaders of
change
became greater with
Events in the
-1820 Missouri Compromise
-1846 Mexican War
-1850 Compromise of 1850
-1850 Fugitive Slave Law of 1850
-1852
Uncle Tom's Cabin
-1854 Kansas-Nebraska Act
-1854 Republican Party formed
-1854 Bleeding Kansas
-1857 Dred Scott Case
-1858 Lincoln Douglas Debates
-1859 John Brown's Raid
-1860 Lincoln Elected
-1860 South Carolina Secedes
Confederacy formed
which included the
and included

16. To really create social change, many people
have to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfair
working conditions
Muckrakers wrote
about problems
Bully pulpits forced
new laws
Demonstrators
created public pressure
Activists organized
protests
Meat Inspection Act
Anti- trust Act
Voting rights
expanded
Commerce and Labor
Departments
Tools for Social Change
Social Changes
The FRAME Routine
Key Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
a period of social change in the U. S.
Social Problems

17. What is the Content Literacy Continuum (CLC) ?

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

19. Content Literacy
is the door to content acquisition.

20. . 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.

21. Enhanced Content Instruction
Level 1
Enhanced Content Instruction

22. Enhanced Content Instruction
Level 1
Enhanced Content Instruction
Goal: Mastery of critical content for all
regardless of literacy levels.
Primary tools: Content Enhancement Routines.

23. 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

24. Exploration and Building of PRIOR KNOWLEDGE through interactive development of key word list.

25. Embedded Strategy Instruction
Level 2
Embedded Strategy Instruction
Goal: Use of strategies routinely across classes.
Primary tools: Learning Strategies Curriculum
taught explicitly but with adaptations to the
8-stage instructional sequence.

26. 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

27. Attend to clues as you read Say some questions
Self-Questioning
Attend to clues as you read
Say some questions
Keep predictions in mind
Identify the answer
Talk about the answers

28. Large Group Instruction Learn 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 day’s work
I Do It!--model
We Do It!--guided practice
You Do It!--independent practice

29. Large Group Instruction Learn by Sharing (We Do It!)
Ask for strategy steps
Ask students to explain how they’re thinking
Shape student responses
Encourage students with authentic praise
Evaluate student understanding
Re-instruct if necessary

30. Self-Questioning n= 133
7th Grade Science Class: Growth Scores

31. Paragraph Writing-2001 Paragraph Scores n=147
7th Grade Language Arts Implementation

32. State Writing Assessment

33. Intensive Strategy Instruction
Level 3
Intensive Strategy Instruction
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.

34. Attend to clues as you read Say some questions
Self-Questioning
Attend to clues as you read
Say some questions
Keep predictions in mind
Identify the answer
Talk about the answers

35. 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.

36. 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

37. 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

38. Level 4 Reading Approaches
Corrective Reading
Language!
Wilson Reading
Orton-Gillingham

39. Level 4 Delivery Structures
Pullout programs
Labs
Courses
Before or after school tutoring

40. Therapeutic Intervention
Level 5
Therapeutic Intervention
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.

41. 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.

42. 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.

43. 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)

44. 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

45. + + + CLC Student Success Sustained Professional Development
Effective Delivery Systems
Research Validated Instruction + + +
Administrative Support

46. 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

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

48. Professional Development Phases
Learn It
Do It
Refine It
Use It
Traditional

49. + + + CLC Student Success Sustained Professional Development
Effective Delivery Systems
Research Validated Instruction + + +
Administrative Support

50. What Can the Content Literacy Continuum Do for High Schools?

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

52. Promotes focus on
Content:
Rigorous academic
standards

53. 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!

54. Provides for different levels of intervention.

55. Focuses on change at the school level.

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

57. Represents a structured, systematic effort to package research validated literacy practices.
SIM+

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

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

60. Helps professionals differentiate complementary roles.