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The Content Literacy Continuum: A The Content Literacy Continuum: A Framework for Helping Struggling Framework for Helping Struggling
Adolescent Learners Adolescent Learners
Don DeshlerDon Deshler
University of KansasUniversity of Kansas
Center for Research on LearningCenter for Research on Learning
August 8, 2006August 8, 2006
Portland, OregonPortland, Oregon
How many words a year do 5th graders read
who read at the 50th percentile?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26
(A) 250,000(A) 250,000
(B) 400,000(B) 400,000
(C) 600,000(C) 600,000
(D) 900,000(D) 900,000
How many words a year do 5th graders
read who read at the 10th percentile?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26
(A) 60,000(A) 60,000
(B) 100,000(B) 100,000
(C) 180,000(C) 180,000
(D) 250,000(D) 250,000
How many words a year do 5th graders
read who read at the 90th percentile?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26
(A) 1,800,000
(B) 2,500,000
(C) 3,000,000
(D) 4,000,000
Students who are successful during
their 9th grade year are ___ times as likely to graduate?
(A) 2.0(B) 2.5(C) 3.0(D) 3.5
Exhibit #1
Information Explosion/Instructional Time Dilemma
1960
1980
2000
Time
Content
Triple jeopardy for Triple jeopardy for teachers!teachers!
• Teach more content
• Teach content to higher level of proficiency
• Teach classes with greater diversity of students
We know that in secondary schools standardized tests…• Increase in
– Length– Question number and complexity
• Require students to be proficient in…– Complex thinking (inference, summarization)– Vocabulary– Background knowledge
Exhibit #1(“Raise the bar”)
Exhibit #2
Unsat.
Basic
Proficient
Advanced
Exemplary
WLPB-R: Struggling and Good Readers
Listen
Comp
N
Mean
%tile
N
Mean
%tile
N
Mean
%tile
N
Mean
%tile
N
Mean
%tile
61
81.21
10%
76
83.78
13%
66
108.70
70%
79
98.67
45%
60
114.58
82%
76
92.53
30%
79
100.16
50%
66
108.89
70%
60
118.22
88%
60
115.68
84%
79
98.18
45%
66
105.76
63%
76
90.33
25%
60
118.33
88%
66
107.27
68%
79
101.75
53%
76
90.00
25%
60
120.43
91%
66
109.03
73%
79
101.01
53%
76
91.67
27%
60
116.73
86th %tile
66
106.69
66th %tile
79
97.52
42nd %tile
76
88.65
21st %tile
61
78.41
7th %tile
61
79.13
8%
61
75.08
5%
61
81.79
10%
61
82.84
12%
Letter-
Wd IDReading Comprehension
Read
Skills
Broad
Read
Read
Vocab
Word
Attack
Pass
Comp
76
89.51
23%
61
80.36
9%
60
118.95
88%
66
107.63
68%
79
98.28
45%
76
89.36
25%
61
79.33
8%
79
98.18
45%
66
106.70
66%
60
114.28
82%
POOR READERS
GOOD READERS
Word Attack
• Examiner points and says: “I want you to read some words that are not real words. Tell me how they sound.”
• Examples: nat; knoink; paraphonity “How does this word sound?” Poor Readers Good Readers
SS of 100
84
108
SS of 85
SS of 115
Passage Comprehension
• Examiner points to the pictures, sentences, or passages and says: “Read this sentence to yourself and tell me one word that goes in the space.”
• Examples: The bird is ______. Also, 20-30 word passages. [Cloze procedure]
Poor Readers Good Readers
SS of 100
87
106
SS of 85
SS of 115
Overall Reading Comprehension
• A composite score of passage comprehension and vocabulary. A good indicator of overall reading proficiency.
Poor Readers Good Readers
SS of 100
84
106
SS of 85
SS of 115
Reading Component Profile
List Comp Word ID Word Att Vocab Passage Comp Reading Comp
115
110
105
100
95
90
85
80
75
70
Mean
Sta
nd
ard
S
core
s ◊
∆∆ ∆∆ ∆ ∆
◊◊
◊◊
◊
∆ Proficient
◊ Not proficient
Exhibit #2(“Close the gap”)
So…. How can secondary schools respond to these “competing” realities????
Begin by….
Getting a profile of the literacy performance of all students in your school
Adolescent Reading Model
Language Comprehension
• Background Knowledge
• Syntax
• Vocabulary
• Text Structures
Reading Comprehension: Comprehension comes fromintegrating prior knowledge with new information from the text. This newknowledge facilitates deeper thinking about the text and can be applied to learn new information and solve problems.
Word Recognition
• Phonological Awareness
• Decoding
• Sight Word Reading
• Fluency
Executive Processes
• Cognitive Strategies
• Metacognitive Strategies
KU-CRL Hock & Deshler, 2006
Integration
Then ask….
Five important questions about literacy supports!
1.What happens for those students who are reading below the 4th grade level?
2.What is in place across a school staff to ensure that students will get the “critical” content in spite of their literacy skills?
3. What happens for students who know how to decode but can’t comprehend well?
4. What steps have been taken to ensure that powerful learning strategies are embedded across the curriculum?
5. What happens for students who have language problems?
Finally…. Use a “content literacy” framework to determine an action plan
The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.
is the door to content acquisition & higher order thinking.
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)
LANGUAGE
SKILLS
STRATEGIES
SUBJECT MATTER
Building Blocks for Content Literacy
HIGHER ORDER
The CLC says…• There are unique (but very important) roles for
each member of a secondary staff relative to literacy instruction– Every teacher is not a reading teacher, and literacy coaches Every teacher is not a reading teacher, and literacy coaches
may be necessary but aren’t sufficient!may be necessary but aren’t sufficient!
• Some students require more intensive, systematic, explicit instruction of content, strategies, and skills
The Muskegon High School The Muskegon High School StoryStory
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit North Central Accreditation visit
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit • School-wide reading screening
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit • School-wide reading screening• Intensive word identification intervention (Level 4)
Word Identification Intervention at MHS
Word Identification Intervention at MHS (9th grade)ALL STUDENTS (Average # students per year is ~100)
5.7
6.7
6.05.8
6.26.5
6.1
9.69.8
9.69.3
8.4
9.0
8.4
0.0
2.0
4.0
6.0
8.0
10.0
12.0
1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02
Grade Equivalent Scores on DST: R
PRE (Form A) POST (Form B)
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit • School-wide reading screening• Intensive word identification intervention• Reading comprehension strategies class (Level 3)
Strategic Reading Class at Muskegon High School
0123456789
Sem 1 Sem 2 Sem 3 Sem 4 Sem 5
Pretest (Form S) Posttest (Form T)
Gra
de L
evel
Sco
res
on G
MR
T-C
ompr
ehen
sion
Sub
test
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit • School-wide reading screening• Intensive word identification intervention • Reading comprehension strategies classes• Writing strategies as a part of English classes
(Level 2)
State Writing Assessment
94
74.585
0102030405060708090
100
Percentage of Students Passing the Michigan
State Writing Assessment
Strategies SchoolMean of OtherSame-Sized
School
State Average
State Writing Assessment
The Muskegon High School The Muskegon High School StoryStory
• North Central Accreditation visit • School-wide reading screening• Intensive word identification intervention• Reading comprehension strategies classes• Writing strategies as a part of English classes• Engaging content teachers in solving the literacy
problem (Level 1)
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
EL
F-T
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TQ
UE
ST
ION
S
UN
ITR
EL
AT
ION
SH
IPS
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
EL
F-T
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TQ
UE
ST
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S
UN
ITR
EL
AT
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SH
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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
1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" projectdue
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
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
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 NorthEconomic 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
9th Grade Physical Science (n-78)
62%
65%65%
71%
73% 73%
56%
58%
60%
62%
64%
66%
68%
70%
72%
74%
76%
Students w/ Disabilties (n=13) Students w/o Disabilities (n=65) Whole Group (n=78)
Average % Score on Unit Tests
NON CE Units CE Units
Let’s pause for a moment…..Let’s pause for a moment…..
What factors do you think accounted for the success
story at MHS?
Another question…..
Where would you begin to embed the continuum of
content literacy instruction in your school?
Intense-Explicit InstructionLEVEL 1
• Cue
• Do
• Review
LEVEL 2• “I do it!” (Learn by watching)• “We do it!” (Learn by sharing)• “Ya’ll do it!” (Learn by
sharing)• “You do it! (Learn by
practicing)
LEVEL 3/4/5• PretestPretest• Describe Describe
– Commitment (student & Commitment (student & teacher)teacher)
– GoalsGoals– High expectationsHigh expectations
• ModelModel• Practice and quality Practice and quality
feedbackfeedback– Controlled and advancedControlled and advanced
• Posttest & reflectPosttest & reflect• Generalize, transfer, applyGeneralize, transfer, apply
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
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
Level 5. Therapeutic Intervention
Foundational language competencies
