read at a high school level

Archived Information

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

What is the Strategic Instruction Model (SIM) ?

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

Learning Strategies Curriculum

Content Enhancement Routines

Strategic Tutoring

Cooperative Thinking StrategiesTeam and Problem Solving

StrategiesCommunity Building

Strategic Instruction Model

Learning Strategies Curriculum

CRL

Learning Strategies Curriculum

Acquisition Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

Self-Questioning

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Strategic Instruction Model

CRL

Content Enhancement Routines

Content Enhancement Teaching Routines

Planning and Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

ELF-

TEST

QU

ESTI

ON

S

is about...

UN

ITR

ELATIO

NSH

IPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

The roots and consequences of civil unrest.

The Causes of the Civil WarGrowth of the Nation The Civil War

Sectionalismpp. 201-236

1/22 Cooperative groups - over pp. 201-210

1/28 Quiz1/29 Cooperative groups - over pp. 210-225

"Influential Personalities" project due

1/30 Quiz

2/2 Cooperative groups - over pp. 228-234

2/6 Review for test

2/7 Review for test

2/6 Test

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

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?

NAMEDATEThe Unit Organizer

NEW

U

NIT

SE

LF-T

EST

QU

ESTI

ON

S

Expanded Unit Map is about...9

10How did national events and leaders pull the different sections of the U.S. apart?

The Causes of the Civil WarElida Cordora

1/22

Sectionalismpp. 201-236

was based on the

developed because of

North

South

West

SocialDifferences

PoliticalDifferences

EconomicDifferences

Areas of the U.S.

Differences 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 U.S.

such as -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-1861 Confederacy formed

which

inclu

ded

the

which

inclu

ded

the

which

inclu

ded

the

and includedand included and included

To really create social change, many peoplehave to be organized, outspoken, and persistent!

Progressive Era

Unsafe food

Monopolies

Limited voting rights

Unsafe and unfairworking conditions

Muckrakers wroteabout problems

Bully pulpits forcednew laws

Demonstratorscreated public pressure

Activists organizedprotests

Meat Inspection Act

Anti- trust Act

Voting rightsexpanded

Commerce and LaborDepartments

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

Main idea

Essential details Essential details

Main idea

a period of social change in the U. S.

Social Problems

What is the Content Literacy Continuum (CLC) ?

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

is the door to content acquisition.

.

CLC- A Continuum of ActionLevel 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.

Enhanced Content Instruction

Level 1

.

Level 1: Ensure mastery of critical content.

All students learn critical content required in the core curriculumregardless of literacy levels.

Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.

all most some

For example: The Unit Organizer Routine

Embedded Strategy Instruction

Level 2

.

Level 2: Weave shared strategies across classes.

Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.

For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”

Self-Questioning

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Intensive Strategy Instruction

Level 3

.

Level 3: Support mastery of shared strategies for targeted strategies.

Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.

For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.

Self-Questioning

• Attend to clues as you read

• Say some questions

• Keep predictions in mind

• Identify the answer

• Talk about the answers

Eight Stage Instructional Process

1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization

Daily instruction for 6 to 8 weeks in each strategy.

What is 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

Level 4Basic Skill and Strategy Instruction for Those Below a 4th Grade Level

Level 4: Provide more intensive intervention for those who need work on basic literacy elements.

Students learn literacy skills through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.

For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.

Therapeutic Intervention

Level 5

Level 5: Deliver a more intensive clinical option for those who need it.

Students with underlying language disorders learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.

For example: Speech-language pathologists engage students in curriculum-relevant therapy.

Research Validate

d Instructi

on

Effective

Delivery

Systems

Administrative Support

Sustained Professiona

l Developme

nt

+ + +

What Can the Content Literacy Continuum Do for High Schools?

Addresses, national state, and district priorities in literacy.

ContentContent::Rigorous academicstandards

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!

Provides for different levels of intervention.

Focuses on change at the school level.

Is conceptualized as part of the school improvement process.

Dovetails with requirements most states have for school improvement plans.

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

SIM+

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

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

Helps professionals differentiate complementary roles.

CLCCLCWrap it up and take it!

www.kucrl.org