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

Introduction to the Content Literacy Continuum: Overview of Content Enhancement

Sue WoodruffSIM Professional Development Leader

[email protected](231) 557-3914

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

KnowledgeCritical Content

Thinking About the Curriculum... Knowledge

Course

KnowledgeCourse

Unit

Course

All Students

Most Students

Some Students

Unit

UnitALL

SOME

Generalization & Problem Solving

Content Manipulation

Content: Facts, Concepts,

Definitions, Propositions

Some

Most

All

SMARTER Planning around critical content is essentialin order to deepen content knowledge!

Selecting the critical questions.

Mapping content structures.

Analyzing learning difficulty based on:

Reaching enhancement decisions by selecting powerful...

Teaching strategically through explicit...

Evaluating enhancementsRevaluate outcomes

Quantity ComplexityInterest Background

Relevance OrganizationAbstractness

Teaching Devices

Teaching Routines

SMARTER Planning

Poll: How many words a year do 5th graders ...



LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Content Literacy

HIGHER ORDER

What implications does this data have to you as a

content teacher?

The CLC says…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

Additionally, the CLC …..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

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content

Instruction

CONTENT CLASSES

Level 2. Embedded Strategy

InstructionLevel 3. Intensive

Strategy Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

Level 5. Therapeutic Intervention

Foundational language competencies

Learning Strategies Curriculum

Content Enhancement

Routines

The Strategic Instruction ModelAlso Helps Teachers

Plan, Present, Explain

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 LiteracyAn Implementation Guide for School Leaders

Introduction to the Content Literacy Continuum (CLC) FrameworkIntroduction to the Content Literacy Continuum (CLC) Framework

the big picture 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

routinesroutines

finally, by understanding

strategiesstrategies

then, by understanding

embedded within content

(gen ed)


(gen ed)

taught explicitly in a

support setting


support setting

when when

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

CONTENT CLASSES

Level 2. Embedded Strategy

InstructionLevel 3. Intensive

Strategy Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

Level 5. Therapeutic Intervention

Foundational language competencies

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 ComplexityInterest BackgroundRelevance Organization

Abstractness

Teaching Devices

Teaching Routines

SMARTER Planning

SMARTER

Content Enhancement RoutinesPlanning and

Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying RoutineLINCS Vocabulary Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

ORDER Routine

Content Enhancement RoutinesPlanning and

Leading LearningCourse Organizer

Unit OrganizerLesson Organizer

Explaining Text, Topics, and Details

Framing RoutineSurvey Routine

Clarifying RoutineLINCS Vocabulary Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing PerformanceQuality Assignment Routine

Question Exploration RoutineRecall Enhancement Routine

ORDER Routine

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.

• 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.

How well does ContentEnhancement 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.

An example …

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.

Expressions

Solving

Equations

Problem

Solving

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

ELF-

TEST

QU

ESTI

ON

S

UN

ITRELA

TION

SHIPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

IT S

ELF-

TEST

QU

ESTI

ON

S

UN

ITRELA

TION

SHIPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

1/22

The roots and consequences of civil unrest.

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

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

1/28 Quiz


"Influential Personalities" projectdue

1/30 Quiz


2/6 Review for test

2/7 Review for test

2/6 Test

is about...

Sectionalism

pp. 201-236

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?

ORGANIZATIONKNOWLEDGESTRUCTURE GUIDING

QUESTIONS

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

Civil War armed conflict

United States war between the States

Northern Ireland

1990’s crisis in the Balkans

American Revolutiona

ry 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 nationAbout distribution of power

economic

religious

ethnic

War between nations

social

political

PRIORKNOWLEDGE

Hierarchical

CATEGORIZATION ANALYSIS

of characteristicsDISCRIMINATING

EVALUATION

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9 Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics

8 Summary

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9 Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7 Unlike Categories6 Unlike Characteristics 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

Good portsGood natural resourcesImmigrants in labor forceProfit from industriesGood land transportationGood credit with other countries

Good portsGood natural resourcesSlaves in labor forceProfit from growing cottonPoor land transportationGood 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 portsGood natural resources

Good credit with other countries

Quality of portsQuality of natural resourcesQuality of credit

Immigrants in labor forceProfit from industriesGood land transportation

Slaves in labor forceProfit from growing cottonPoor land transportation

Primary source of laborSource of profitsQuality 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.

CATEGORIZATIONStrategic thinking prompts

FACTS

The Framing RoutineUsed 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.

The FRAME RoutineKey Topic

Main idea

is about…

So What? (What’s important to understand about this?)

Essential details

Main idea

Essential details Essential details

Main idea

The Vocabulary LINCing RoutineDesigned 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.

Where we are going today…Introduction to the Content Literacy Continuum (CLC) FrameworkIntroduction to the Content Literacy Continuum (CLC) Framework

the big picture the big picture

by first considering





is about

routinesroutines

finally, by understanding

strategiesstrategies

then, by understanding


(gen ed)


(gen ed)


support setting


support setting

when when

then returning to

Documents

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