1. Chris Hamiel a framework for SCHOOL CHANGE and INCREASED LITERACY

2. Course Organizer This Course: Course Questions: is about Strategic Instruction Model (SIM ) and CLC how SIM, a comprehensive approach to adolescent literacy, can help address the needs of students to read and understand complex materials and express themselves effectively in writing through using the Content Literacy Continuum. 1. What are the expectations that your students must meet to be successful in school and as an adult? 2. What are the challenges that your students face in being successful? 3. How can Content Enhancement Routines and Learning Strategies help deal with those challenges? 4. What is the relationship between Content Enhancements, Learning Strategies and MCA II demands? 5. How does the Content Literacy Continuum provide a framework for literacy focus in secondary schools? SIM: improving adolescent literacy Content Enhancement Routines Teacher-focused interventions which prompt teachers to think about, adapt and present essential content in a “learner-friendly” fashion. Learning Strategies Student focused interventions designed to provide skills and strategies students need to learn the content. Content Literacy Continuum: A framework designed as a school- wide approach to address content literacy need in secondary schools.

3. COURSE MAP Strategic Instruction Model® (SIM) and CLC® Respect Humor COMMUNITY PRINCIPLES Discussion Reflection Pair-Share LEARNING RITUALS Dialogue Questioning PERFORMANCE OPTIONS includes Improved literacy for allModeling All teachers involvedCue-Do-Review Strategic instructionEnhanced Instruction in Content Classes Data driven decision-makingAdministrative Leadership CRITICAL CONCEPTS Content Literacy Continuum Content Enhancement Routines Organized through Learning Strategies

4. Literacy is…

5. Listening Speaking Reading Writing Thinking

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

7. 5 Areas of Concern 1. Getting the critical content 2.Students need learning strategies in content 2.Students who can’t comprehend well 3.Students reading below the 4th grade level 5. Students with language problems

8. Content Literacy Continuum CLC is a school-wide literacy initiative consisting of 5 levels of instruction to meet the needs of ALL the students in a school CLC is a school-wide literacy initiative consisting of 5 levels of instruction to meet the needs of ALL the students in a school

9. 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)

10. SUBJECT MATTER 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) STRATEGIES Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level) SKILLS Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content & learning strategies) LANGUAGE HIGHER ORDER Level 1:Enhance content instruction (mastery of critical content for all regardless of literacy levels) A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC)

11. Content Enhancement Routines Tools for teachers to use in partnership with students to promote mastery of critical content and enhance background information necessary for literacy.

12. 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

13. All Content Enhancement Routines MUST: Be able to be infused into any content Apply to HALO (high, middle, low, other) achievers Be easy to teach and evaluate Make a positive difference

20. Supporting Research HALO).Field tests took place in 7th-12th grade classes characterized by diversity (HALO). Teachers learned the routine easily. (2-3 hrs of instruction). 10 to 20Students gained an average of at least 10 to 20 percentage points on unit tests. Teachers continued using the routine after the studies were completed.

21. This is REALLY about… Helping teachers focus on what is CRITICAL for ALL students to learn and making it easy for them to learn

22. Learning Strategies… Tools that enable students to become independent learners by learning how to learn

23. Word Identification Paraphrasing Self-Questioning Visual Imagery Word Mapping ACQUISITION

24. STORAGE FIRST-Letter Mnemonics Paired Associates LINCS Vocabulary STORAGE F orm a word. I nsert a letter. R earrange the letters. S hape a sentence. T ry combinations.

25. Sentence Writing Paragraph Writing Error Monitoring Theme Writing Assignment Completion Test-Taking Essay Test-Taking DEMONSTRATION OF COMPETENCE C apital letter O verall appearance P unctuation S pelling

26. Cooperative Thinking SCORE LEARN BUILD Teamwork THINK

27. COMMUNITY BUILDING Talking Together Following Instructions Together Organizing Together Taking Notes Together

28. OTHER STRATEGIES Motivation Math SLANT

29. Implementation Sustaining Planning/Initial PD Phases to CLC Implementation Success Partners in the Phases: Teachers, School Literacy Leadership Team, and the CLC Site Coordinator/PD Team Year 1Years 1, 2 and 3

30. Planning and Initial PD Phase Meet with teachers and administrators to learn about the school, its students, its successes, its challenges and the way it conducts business Establish a school based literacy leadership team that represents various content areas Assess readiness and developing infrastructures and systems to implement levels of the content literacy continuum Develop and initiate a PD plan for CLC and SIM

31. Implementation Phase Begin to implement CLC Build knowledge capacity through professional development Establishing implementation support Coaching Model demonstrations Initiate walk-through by literacy leadership team Establish collegial support across staff

32. “We study problems in education and work to place solutions that make a difference into the hands of educators, learners, employers, and policy makers.” Don Deshler, Director

33. For further information MN CLC Project: Barbara Vallejobavallejo@minn.net Diane Larson dilarson3@charter.net Shari Schindelesharischindele@earthlink.netsharischindele@earthlink.net Visit the website of the Center for Research on Learning: www.kucrl.org