13. 5 Questions
1. What’s in place in core classes to ensure that students
will get the “critical” content no matter what level
their literacy skills?
14. 5 Questions
1. What’s in place in core classes to ensure that students
will get the “critical” content no matter what level
their literacy skills?
2. Are procedures for teaching powerful learning
strategies embedded in courses across the
curriculum?
15. 5 Questions
1. What’s in place in core classes to ensure that students
will get the “critical” content no matter what level
their literacy skills?
2. Are procedures for teaching powerful learning
strategies embedded in courses across the
curriculum?
3. What happens for students who know how to decode
but can’t comprehend well?
16. 5 Questions
1. What’s in place in core classes to ensure that students
will get the “critical” content no matter what level
their literacy skills?
2. Are procedures for teaching powerful learning
strategies embedded in courses across the
curriculum?
3. What happens for students who know how to decode
but can’t comprehend well?
4. What happens for those students who are reading
below the 4th grade level?
17. 5 Questions
1. What’s in place in core classes to ensure that students
will get the “critical” content no matter what level
their literacy skills?
2. Are procedures for teaching powerful learning
strategies embedded in courses across the
curriculum?
3. What happens for students who know how to decode
but can’t comprehend well?
4. What happens for those students who are reading
below the 4th grade level?
5. What happens for students who have language
problems or significant reading disabilities?
18. Finally….
Use a “content literacy”
framework to determine an
action plan
23. Building Blocks for
Content Literacy
HIGHER
ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
24. Building Blocks for
Content Literacy
HIGHER
ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
25. HIGHER ORDER
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
SUBJECT MATTER
Level 1:
Enhance content instruction (mastery of critical
content for all regardless of literacy levels)
STRATEGIES
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)
SKILLS
Level 4:
Intensive basic skill instruction (mastery of entry
LANGUAGE
level literacy skills at the 4th grade level)
Level 5: Therapeutic or personalized intervention
26. HIGHER ORDER
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
SUBJECT MATTER
Level 1:
Enhance content instruction (mastery of critical
content for all regardless of literacy levels)
STRATEGIES
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)
SKILLS
Level 4:
Intensive basic skill instruction (mastery of entry
LANGUAGE
level literacy skills at the 4th grade level)
Level 5: Therapeutic or personalized intervention
27. HIGHER ORDER
SUBJECT MATTER
Level 1:
Enhance content instruction (mastery of critical
content for all regardless of literacy levels)
STRATEGIES
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)
SKILLS
Level 4:
Intensive basic skill instruction (mastery of entry
LANGUAGE
level literacy skills at the 4th grade level)
Level 5: Therapeutic or personalized intervention
28. Tiered Framework of Support
in Every School
5% (or so) need tertiary support Intensive, personalized
15% (or so) need secondary Focused, smaller instructional
support groups, pacing altered
Selection of instructional
80% (or so) of students have materials and practices
needs met through chosen to meet student
implementation of evidence- needs. Implementation
based practices with fidelity. Prevention of
learning problems or low
achievement.
29. Tiered Framework of Literacy Support
Personalized literacy instruction
Tier 3 Coordinated across all levels
Reading programs for students
needing instruction at the word level
Reading programs for students
Tier 2 2 to 5 years below grade level
Targeted learning strategies
embedded in content classes
Content Enhancement
Tier 1 routines used school-wide
30. Tiered Framework of Support in Every
School
Selection of
instructional
80% (or so) of materials and practices
students have chosen to
needs met through meet student needs.
implementation of Implementation with
evidence- fidelity. Prevention focus.
based practices (Content Enhancement - Level 1 CLC -
fits here. Embedded strategies - Level 2
CLC fits here.)
15% (or so) need secondary Focused, smaller instructional
support groups, pacing altered
Intensive, personalized
5% (or so) need tertiary
support
31. Tiered Framework of Support in Every
School
Selection of
instructional
80% (or so) of
materials and practices
students have
chosen to
needs met through
meet student needs.
implementation of
Implementation with
evidence-
fidelity. Prevention of
based practices
learning problems or low
achievement.
Focused, smaller instructional
15% (or so) need secondary groups, pacing altered (Intensive
support Learning Strategies or OTHER program
- Level 3 and 4 -fits here.)
5% (or so) need tertiary
Intensive, personalized
support
32. Tiered Framework of Support in Every School
Selection of
instructional
80% (or so) of
materials and practices
students have
chosen to
needs met through
meet student needs.
implementation of
Implementation with
evidence-
fidelity. Prevention of
based practices
learning problems or low
achievement.
15% (or so) need secondary Focused, smaller instructional
support groups, pacing altered
Intensive, personalized
(Instruction designed to meet
5% (or so) need tertiary specific, individual needs - Level 5
support of CLC - fits here)
33. A Continuum of Literacy Instruction
Level 1: Enhanced content instruction (strategic teaching to ensure
mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave learning
strategies within and across courses as part of large-group instruction)
Level 3: Intensive strategy instruction (ensure mastery of specific
strategies via research-based instruction in small groups and in tutoring)
Level 4: Intensive basic skill instruction (mastery of entry-level
literacy skills below the 4th grade level)
Level 5: Therapeutic, personalized intervention (mastery of
language underpinnings related to curriculum content, learning strategies,
and entry level skills)
37. What are the most
effective literacy
interventions?
Editor's Notes
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.
• Point # 4: A framework for a comprehensive and coordinated approach.
COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION
• Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services.
A school wide model. Supports SIM AND other programs/interventions
