Strategic Instruction Model™ Content Enhancement Routines ... SI… · Framing Routine Frame...
Transcript of Strategic Instruction Model™ Content Enhancement Routines ... SI… · Framing Routine Frame...
StrategicInstructionModel™ContentEnhancementRoutinesQuickReferenceGuide
Florida’sSPDGSIMProject,2016**http://sim.kucrl.org/
CER Device Purpose WhenUsedandImpact
SPDGInstitutesBeginningStrand
UnitOrganizerRoutine
UnitOrganizerMap(page1)
ExpandedUnitMap(page2)*formatofmapsmayvary
Toprovidethecriticalinformationinaunitinawaythatshowstherelationshipsbetweenthecontent.TheUnitQuestionsprovidestudentswithamethodofself-assessingtheirlearning.
AtthebeginningoftheUnittoframethelearningforstudents,throughouttheunittoaddinformationlearnedtotheexpandedmap,attheendoftheunitasareviewtool.Withregularandconsistentuse,studentsscoredanaverageof15pointshigheronunittests.**
ConceptMasteryRoutine
ConceptDiagram
Tohelpstudentsidentifythecharacteristicsandexamplesofacriticalconcept.Itisusedtoensureeverystudenthasadeepunderstandingofaconceptandtheabilitytoapplyit.
Afterinitialinstructiononaconcept.Withregularandconsistentuse,studentsscoredanaverageof12pointshigheronunittests.**
FramingRoutine
Frame*formatmayvaryslightlybasedonthenumberofmainideasandessentialdetails
Anote-takingdevicethatallowsstudentstodifferentiatebetweenmainideasandcriticaldetailsononepage.Itisoftenusedtooutlinethestepsofarequiredskill.Itcanalsoscaffoldhigherorderthinkingtaskssuchascomparingandcontrasting.
ThroughoutinstructionThisroutineeffectivelyfacilitatessubject-matterlearningandsupportswriting.Studentswroteanaverageof102morewordsperproduct.**
CONCEPT DIAGRAMParts of SpeechAdverb
1
2
3
4
CONVEY CONCEPT:OFFER OVERALL CONCEPT:
NOTE KEY WORDS:
CLASSIFY CHARACTERISTICS:
Key Words3
1 2
Always Present Sometimes Present Never Presentadds information about the action (verb) describes a nounends in -lytells when, where, how, or to what
extent (verb) in predicate of the sentence
prepositional phrase
The squirrel scampered quickly.
He rarely lies.
Later Goldilocks ate some porridge.
The speedy squirrel passedthe turtle.
He is a rare breed of dog.
Goldilocks will eat some porridge.
Examples Non-Examples5 EXPLORE EXAMPLES:
An adverb is a part of speech that adds information about the action or verb of the sentence. It tells when, where, how, or to what extent related to the action of the sentence.
6
Generally, I don't like spicy foods.
I am going on vacation for a week.
TIE DOWN A DEFINITION:
7
6 PRACTICE WITH NEW EXAMPLE:
Adapted from The Concept Diagram Routine. Copyrights for the template are held by the authors of The Concept Diagram Routine
modifies a verb
ends in ly
Dorothy colors outside the lines. The airplane is above the clouds.
The Unit OrganizerNAME
DATE
with a detailed
Introduction: Unit Organizer
Discussion of the novel
Notes on elements of fictionLord of the FliesCh. 1-3
Setting activity
Read Ch. 4-6Characterization activity
Read Ch. 7-9FRAME: Ralph's ConflictConcept Diagram: SymbolismFRAME: Symbolism in novelFinish novel, review quiz
Short essay test
cause and effectanalysis
summarization
How does an author build the plot of a novel?How is character revealed through a character's thoughts, feelings, and actions?How is setting used to establish mood, place, time period, and culture?How do literary elements contribute to the overall effectiveness of a novel?
1.2.
3.4.
1 CURRENT UNIT2 LAST UNIT/Experience 3 NEXT UNIT/Experience
4 BIGGER PICTURE
5 UNIT MAP
6 UNIT RELATIONSHIPS7 UNIT SELF-TEST QUESTIONS
8 UNIT SCHEDULE
Literature
Fiction: The NovelPersuasive Writing Narrative Nonfiction
plot
theme
setting characters
conflict
an extended work of prose fiction
Adapted from The Unit Organizer Routine. Copyrights for the template are held by the authors of The Unit Organizer Routine.
built around
that reveals a
that revolves around
that dramatizes
literary devicesthat includes
is about...
and
and
and
including athat
may bethat
may be
or
or
such as
and
including
and
that begins with
with a detailed
with a
and a
The Unit OrganizerNAME
DATE
1. How do authors use literary devices to add depth and interest in novels?
9 EXPANDED UNIT MAP
10 NEW UNIT SELF-TEST QUESTIONS
Fiction: The Novel
Adapted from The Unit Organizer Routine. Copyrights for the template are held by the authors of The Unit Organizer Routine.
Rising Action
built around
Resolution
an extended work of prose fiction
Falling Action
Climax
plot
Exposition
that includes
that dramatizesthat reveals a
literary devices
that revolves around
is about...
theme conflict
characterssettingleads to
ends with
leads to
leads toCentral Meaning
Unifying Idea
Time
Place
Social Context
Protagonist
Antagonist
Minor Characters
Internal External
such as
Person vs. Nature
such as
Person vs. Self
and
symbolism
allusion
figurative language
Person vs. Society
Person vs. Person
StrategicInstructionModel™ContentEnhancementRoutinesQuickReferenceGuide
Florida’sSPDGSIMProject,2016**http://sim.kucrl.org/
CER Device Purpose WhenUsedandImpact
SPDGInstitutesIntermediateStrand
CourseOrganizerRoutine
CourseOrganizer(page1)
CourseMap(page2)
Tosharetheplanor“roadmap”foracoursewithstudents.Itprovidesamethodforstudentstomeasuretheirprogressthroughoutthecourse.Itpreviewsthebigquestionsandconceptsthatstudentswillencounter.
Atthebeginningofacourseandattheend/beginningofeveryunit.Withregularandconsistentuse,studentswithlearningdisabilitiesansweredanaverageofeight“bigidea”coursequestionscorrectlyascomparedtofouroutof10.**
QuestionExplorationRoutine
QuestionExplorationGuide*formatmayvaryslightly(landscapevs.portrait)
Tounpackcriticalquestionsofthecourse,performancetasks,orhigherorderquestionswithstudentsandtosupportdevelopmentofthroughwrittenanswerstocomplexquestions.
BeforeaunittestorduringinstructionthroughouttheunitStudentswhoweretaughtalessonusingQERearnedanaveragetestscoreof70percent,whiletraditionallytaughtstudentsscoredanaverageof48percent.**
ConceptComparisonRoutine
ComparisonTable*formatmayvaryslightlybasedonthenumberofconceptstobecompared
Toanalyzethecharacteristicsoftwoormoreimportantandrelatedconcepts,categorizethelikeandunlikecharacteristics,anddevelopasummary.Tosupportcomparisonandcontrastinappliedsettings.
Afterinstructiononsimilarbutimportantconcepts.Studentswithoutdisabilitiescorrectlyansweredanaverageof23.8%moreitemscorrectlyontestsandstudentswithdisabilitiesansweredanaverageof14.8%moreitemscorrectlyontests.**
COMPARISON TABLE
Step 1: Communicatetargeted concepts
Step 2: ObtainOverall Concept
Step 3: Make lists ofknown characteristics
Step 4: Pin downLike Characteristics
Step 5: AssembleLike Categories
Step 6: RecordUnlike Characteristics
Step 7: IdentifyUnlike Categories
Step 8: Nail downa summary
Step 9: Go beyondthe basics
2 OVERALL CONCEPT
1 CONCEPT 1 CONCEPT
3 CHARACTERISTICS 3 CHARACTERISTICS
8 SUMMARY
9 EXTENSIONS 5 LIKE CATEGORIES
7 UNLIKE CATEGORIES
4 LIKE CHARACTERISTICS
6 UNLIKE CHARACTERISTICS
Density Dependent (DD) Density Independent (DI)
Limiting Factors
Density Dependent and Density Independent factors are both types of limiting factors that are alike in how they control population size but differ in the size of popualtions they affect.
Identify DD and DI factors that affect people in St. Petersburg. Which type of factor do you think has the biggest affect on people and why?
limits the size of a populationonly a factor when popualtion reaches a certain sizehas more effect on a large, dense populationdoes not affect small, scattered populationsex. competition, predation, parasitism, contagious disease
limits the size of a populationaffects all populations the same regardless of sizeex. natural disasters, big weather changes, seasonal changes, human activity that changes an ecosystem
limits the size of a popualtion how they controlpopulation size
only affects large, crowded populations
affects all size populations in the same way
size of a population they affect
Adapted from The Concept Comparison Routine. Copyrights for the template are held by the authors of The Concept Comparison Routine.
StrategicInstructionModel™ContentEnhancementRoutinesQuickReferenceGuide
Florida’sSPDGSIMProject,2016**http://sim.kucrl.org/
CER Device Purpose WhenUsedandImpact Clarifying
RoutineClarifyingTable
Tohelpstudentsconstructthemeaningofanimportanttermsothattheycanrememberittohelpaddressstudentmisconceptions.
Throughoutinstructionascriticalterms(vocabularywords,aperson,aplan,anevent,anobject,oratimeinhistory)areintroduced.StudentsansweredahigherpercentageofitemscorrectlyontestswhentheClarifyingRoutinewasusedininstruction(85%ascomparedto63%).**
ForallContentEnhancementRoutinesWhattowatchforduringinstruction…
❑ Teacherandstudentscallthedevicebeingusedbyname(UnitOrganizer,Frame,etc.)❑ Teacherandstudentsknowwhytheyareusingthedeviceandhowitwillhelpthemlearn❑ Teacherandstudentsdevelopthedevicetogether(withtheteacherusingapreviouslydrafteddevicetoleadthe
discussion)❑ Studentsknowhowtofinddifferenttypesofcontentonthedevice
RedFlags….
❑ Teachershandoutcompleteddevicestostudents❑ Blankdevicesaregiventostudentstocompleteindependently