Using Content Enhancement Using Content Enhancement Routines to Ensure Mastery Routines to Ensure Mastery of Critical Content Despite of Critical Content Despite Poor Literacy Skills Poor Literacy Skills Dotti Turner Certified SIM Professional Developer Team Lead, Massachusetts Striving Readers Grant Pam Leitzell Certified SIM Professional Developer Team Lead, Massachusetts Striving Readers Grant
33
Embed
Using Content Enhancement Routines to Ensure Mastery …external.kucrl.org/images/presentations/Boston_2008_CEC2.pdf · Using Content Enhancement Routines to Ensure Mastery of Critical
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Using Content EnhancementUsing Content Enhancement
Routines to Ensure MasteryRoutines to Ensure Mastery
of Critical Content Despiteof Critical Content Despite
Poor Literacy SkillsPoor Literacy Skills
Dotti Turner
Certified SIM Professional Developer
Team Lead, Massachusetts Striving Readers Grant
Pam Leitzell
Certified SIM Professional Developer
Team Lead, Massachusetts Striving Readers Grant
CLC Framework
• Researchers at KU – CRL developed a frameworkcalled the Content Literacy Continuum (CLC; Lenz &Ehren, 1999).
• This structure provides a vehicle for
(a) considering the factors that influence the successof secondary literacy efforts.
(b) leveraging the talents of secondary school faculty.
(c) organizing instruction to increase in intensity as thedeficits that certain subgroups of students demonstratebecome evident.
A Continuum of Literacy Instruction
Level 1: Enhanced content instruction (strategic teaching to ensure
mastery of critical content for all regardless of literacy levels)
• Does not connect facts and details in ameaningful way
• Provides very little elaboration on ideas
Executive Functioning
• Has difficulty sequencing
• Is unable to organize information
• Lacks self-monitoring skills when
planning and executing tasks
Here’s what his teachers
are saying …
• Is often unprepared for class
• Has difficulty understanding concepts
• Does not finish assignments
• Is not working up to ability
• Does not get the “big picture” - seems lost
• Has difficulty organizing time, materials,
belongings, or thoughts.
Social Studies and Science
“There so many facts in social studies and
science. I try to remember as many as I can, but
they just seem to fall out of my brain. I hope to
remember 65% of them since 65% is passing.”
“I try on the essays, but when I write, my mind just
goes blank. They are always telling us to
organize our information when we write.
Organizing is hard for me.”
GUIDES FOR
ESSAY
WRITING
The stock
market crash
a variety of
effects
responses by
Hoover
his treatment
of the Bonus
Army
Ideas of FDR, his
cabinet, and Brain
Trust
relief recovery reform
FACTS
PROMPTS
FOR ESSAY
WRITING
PROMPTS
FOR ESSAY
WRITING
CATEGORIZATION
English
“The books we read in English are so hard. Inever understand them! I always get lost. Inever read the whole thing.”
“When we discuss things in class, I try to lookbusy so that the teachers won’t call on me.”
“Usually we have to write some kind of essayabout each story. I don’t even know where tostart. How do I know what parts of the book Ishould talk about.”
Lord of the Flies
Concept Diagram
Group Project
Lord of the Flies
How did William Golding use symbolism to add depth and interest to this novel?
Big Idea / Concept
Math
“Math just seems to be learning maybe a
hundred different kinds of problems.
They all kind of run together in my mind,
and I can’t keep each of them straight.
Yeah, I don’t do my homework a lot.
Sometimes I take one look at it and
don’t know where to start.”
Expressions
Problem
Solving
Solving
Inequalities
Solving
Equations
STEPSCOMPARE and
CONTRAST
Massachusetts Striving
Readers Grant
• Initial Professional Development
• Coaching
• Teacher sharing and collaboration
• Impact on students
“ A dyslexic student’s route to learning isthrough meaning. Rote memory will not workwell.”
“They need a “top-down, big pictureapproach, teach ideas first, establishcategories for different groups of facts,and point out connections within andbetween categories.”