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