Overlapping

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Overlapping Strategies
TO MEET THE LANGUAGE, LEARNING, AND LITERACY
NEEDS OF A DIVERSE STUDENT POPULATION
Linda Champney University of Colorado at Denver
linda_champney_at_ultrasys.net
Dr. Nancy Shanklin University of Colorado at
Denver Nancy.Shanklin_at_cudenver.edu
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Content Literacy Pyramid
MEETING THE LANGUAGE, LEARNING, AND LITERACY
NEEDS OF A DIVERSE STUDENT POPULATION
Linda Champney University of Colorado at Denver
linda_champney_at_ultrasys.net
Dr. Nancy Shanklin University of Colorado at
Denver Nancy.Shanklin_at_cudenver.edu
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The Learning, Language, Literacy Special
Populations in Public Schools in the United States

• Students with Learning Disabilities. The
  national statistics from the U.S. Department of
  Education from 2002-2003 report that 6,449,904 or
  13.4 (National Center for Education Statistics,
  2004) of public school children are served under
  the Individuals With Disabilities Act.
• Students with Limited English Proficiency. 42
  of all public school teachers in 2002 have at
  least one limited English proficient student in
  their classes and only 30 of those teachers have
  received any training in how to teach those
  students (U.S. Department of Education, National
  Center for Education Statistics, 2003).
• Struggling Readers. The National Assessment of
  Educational Progress cites 69 of 4th graders,
  69 of 8th graders and 66 of 12th graders were
  below the proficient level in reading in 2002.
  Only 5 of the 12th graders could elaborate or
  extend the ideas they were reading about (U.S.
  Department of Education, National Center for
  Education Statistics, 2002).

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SYSTEMIC CHANGE FRAMEWORK
Focus of Content Literacy Pyramid Research
Ferguson, D. L., Kozleski, E. B., Smith, A.
(2003).  Transformed, Inclusive Schools  A
Framework to Guide Fundamental Change in
Urban Schools.  Effective Education for
Learners with Exceptionalities, 15,
Elsevieer Science, pp. 43-74.
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Recommendations for General Education Students in
Content Classrooms

• The Learner-Centered Principles Work Group of the
  American Psychological
• Association Board of Educational Affairs (1997)
  generated the following list of
• principles of effective instruction for all
  students
• Learning needs to be an intentional process of
  constructing meaning
• Goals must be personally relevant to the student
• Learner must be able to connect new knowledge to
  prior knowledge in meaningful ways
• Learner exercises control over his/her thinking
  by creating and using strategies where
  appropriate
• Learner uses metacognitive strategies
• Instructional practices and the classroom
  environment must be appropriate for the learners
• Motivation to learn is influenced by the
  students background and prior experiences with
  learning and must be taken into consideration
• Intrinsic motivation to learn is enhanced when
  students are interested in the subject under
  discussion, are given a degree of personal choice
  and control, and are able to see the relevance of
  what they are learning to real life
• Unless students are motivated, they will not
  learn. They need a purpose for learning
• Individuals learn best when material is
  appropriate to their developmental level and is
  presented in an enjoyable and interesting way
• Learning can be enhanced when the learner has an
  opportunity to interact and to collaborate with
  others on instructional tasks
• Educators need to help students examine their
  learning preferences and expand or modify them,
  if necessary
• When learners perceive that their individual
  differences in abilities, backgrounds, cultures,
  and experiences are valued, respected, and
  accommodated in learning tasks and contexts,
  levels of motivation and achievement are enhanced
  
• Assessment provides important information to both
  the learner and teacher at all stages of the
  learning process

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The Content Literacy Pyramid is to teachers who
are planning content lessons as the USDA food
pyramid is to moms who are choosing foods to
sustain an active, healthy family.
Whether choosing to eat an apple as part of the
fruits and vegetable category of the food pyramid
or completing an anticipation guide as part of
the prior knowledge category of the Content
Literacy Pyramid, the participant is moving
toward the goal. Not all parts need to be
consumed every day, but all parts need to be
addressed over the long run in order to reach the
goal.
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STUDENT S WITH LIMITED ENGLISH PROFICIENCY
ACCESSING PREVIOUS LEARNING CREATING KWL
CHARTS QUESTIONING USING PICTURES LISTENING TO
NARRATIVES PREREADING PREDICTING
STUDENTS WITH LEARNING DISABILITIES
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
PRIOR KNOWLEDGE
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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LEARNING BY INQUIRY GIVING PRAISE
RECOGNITION GIVING STUDENT CHOICES ACCESSING
BACKGROUND EXPERIENCES CONSIDERING STUDENT
INTERESTS PROVIDING LEVELED TEXTS USING
CONCEPT-ORIENTED READING INSTRUCTION (CORI)
STUDENT S WITH LIMITED ENGLISH PROFICIENCY
STUDENTS WITH LEARNING DISABILITIES
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
ENGAGEMENT
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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THINKING ALOUD SELF-MONITORING OF UNKNOWN WORDS
COMPREHENSION USING JOURNALS / LEARNING
LOGS REFLECTING / SHARING
STUDENT S WITH LIMITED ENGLISH PROFICIENCY
STUDENTS WITH LEARNING DISABILITIES
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
METACOGNITION
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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CONNECTING COGNATES CLARIFYING NOTING WORD
STRUCTURE CREATING MNEMONICS (Using Pictures
Story Cues) USING CONTEXT CLUES RECOGNIZING
EMBEDDED MEANINGS
STUDENT S WITH LIMITED ENGLISH PROFICIENCY
STUDENTS WITH LEARNING DISABILITIES
VOCABULARY
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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STUDENT S WITH LIMITED ENGLISH PROFICIENCY
STUDENTS WITH LEARNING DISABILITIES
ORGANIZERS
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
CREATING GRAPHIC ORGANIZERS STORY
MAPPING WEBBING/MAPPING OUTLINING MAKING VENN
DIAGRAMS SKETCHING
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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STUDENT S WITH LIMITED ENGLISH PROFICIENCY
ELABORATION
STUDENTS WITH LEARNING DISABILITIES
SUMMARIZING USING ELABORATIVE INTERROGATION DRAM
ATIZING VISUALIZING DEMONSTRATING LEARNING
COOPERATIVELY IMPLEMENTING RECIPROCAL TEACHING
ETC.
GENERAL EDUCATION STUDENTS
STRUGGLING READERS
CONTENT LITERACY PYRAMID
CONTENT LITERACY READING, WRITING, SPEAKING,
LISTENING, VIEWING TO LEARN CONTENT
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NOT USING CONTENT LITERACY PYRAMID
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UTILIZING CONTENT LITERACY PYRAMID
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STUDENT RESPONSES TO TWO LESSON PLANS Subject
Prompt Compare the two lesson plans
(attached and at bottom of Lesson 10) on LETTERS
FROM RIFKA and note the differences between
covering the subject and teaching the students.
List your observations and reflect on what that
might look like in your subject area. Posted by
Student 10 on Tuesday, March 29, 2005
1152Subject Student 10 The first example
brought back memories of when I was in the public
schools. Back then, the majority of teachers
taught by telling without any strategy other than
reading and memorizing. It is obvious how a class
of middle school students would not feel involved
in the task or the reading material. When the
teacher uses chapter questions as the
anticipation strategy, it is clear that the
students are not likely to feel connected to the
text. The teacher brought nothing interesting or
unique to the objectives of the lesson. Also, the
teacher did nothing to invite the students to be
part of the lesson and contribute to discussions.
I think trying to get students more connected to
reading tasks is a challenge, but by presenting
strategies that get the students excited and more
anxious to be involved is always necessary to
overcome that challenge. The second example
was much more complete and teacher-guided. The
teacher made efforts to get the students excited
about the story. It was a good idea to ask the
students of their own personal experiences to
encourage active participation and anticipation
for the reading task. It's reasonable to assume
that more students will respond to a lesson plan
that offers more variety in strategy and
structure, and asks more from the students' than
just reading and textual regurgitation. In
Social Studies, the style of teaching is crucial
if there is to be any connection to text or task.
When the teacher is simply presenting historical
"facts" and events, there is little connection to
the lesson, the material, or the objectives. When
a Social Studies teacher encourages others to
contribute to the discourse, the class is far
more interesting and effective. The Social
Studies teacher needs to have lesson plans and
supporting strategies that are make history
relevant to the student. This relevance is
difficult to achieve when teaching a class by the
book, with no or little participation
required. Posted by Student 6 on Sunday, April
3, 2005 2110Subject Lesson Plans The
first lesson is not very involved and comes
across as being boring. The first teacher can
certainly say that she covered the subject but
that is about all she did. The students were not
engaged in the first lesson. The second lesson is
a much more detailed lesson that is truly
teaching the students. The students are exposed
to a multi-subject lesson that integrates
language arts, history, geography and cooperative
learning. As a social studies teacher the second
lesson plan could certainly be used within my
class, I truly enjoyed the detail of the second
lesson plan. I also thought the second lesson
plan had elements that would benefit all students
even ESL or special education students.
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