types of strategies in content enhancement: explicit emerging embedded

Types of Strategies in Content Enhancement:

ExplicitEmergingEmbedded

Overview

• In this session, ways to use different types of strategies in the Content Literacy Continuum will be presented. Definitions and examples of different types of strategies will be presented. Interactive discussion about how others have used strategies with the Content Literacy Continuum and suggestions for other innovations will occur throughout the session.

Integrating Explicit, Emerging, and Embedded Strategies into Content Enhancements

Level I

ConceptMasteryRoutine1

23 4 5

67

GIST software

Concept Strategy

(explicit)

Categorization Strategy

(emerging)

Self-Questioning

Strategy

(embedded)

Strategic Enhancer

for Definition

(emerging)

Self Checklist

Evaluation

Cue

Do Review

Planning

• The potential for using different types of strategies is always present when a teacher uses Content Enhancement Routines at Level I of the Content Literacy Continuum. These are considerations when teachers use SMARTER planning, particularly when they focus on the R-Step, in each Enhancement decision.

•

Unit Planning

Generalization & Problem Solving

Content Manipulation

Content: Facts, Concepts,

Definitions, Propositions

Teachable Moments

• Teacher decisions in the instructional process may be carefully planned ahead of time or may be inserted as the teachable moment arises during a lesson. Possible strategies that teachers have to consider may the thought of as the 3-Es: Explicit, Emerging, and Embedded Strategies. Each of these will be defined, and example will be provided.

EXPLICIT CE Strategy

• First, an EXPLICIT strategy is the heart of the Content Enhancement Routine process as exemplified in the linking steps on the graphic and cued with an acronym.

Concept

Comparison Table2 Overall Concept

1

3 Characteristics3 Characteristics

9 Extensions 4 Like Characteristics

6 Unlike Characteristics

8 Summary

5 Like Categories

7 Unlike Categories

1 Concept

C Communicate targeted conceptsO Obtain the Overall ConceptM Make lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basics

Resources

Renewable resources(Oxygen, water, sunlight)

Non-renewable resources(Metals, minerals, fossil fuels)

Part of natural environment

Used by humans

Replaced or recycled by nature

Unlimited


Used by humans

Not replaced or recycled by nature

LimitedWhere found

Who uses

Unlimited Limited

Replaced by nature Not replaced by

nature

Renewable and non-renewable resources are both part of the natural

environment on earth used by humans. They differ in availability and nature’s

ability to replace them.


Used by humansHow available

How

replaced

Evaluate the

success of

recycling

efforts on

two non-

renewable

resources

Explicit:COMPARING

EMERGING CE Strategy

• Second, an EMERGING strategy is found in a segment of an instructional routine process or device. It may be a small part of the graphic organizer device that emerges as useful on its own. Teachers and student can, if they wish, co-construct the steps for use, develop an acronym or numbered steps, or use a Strategic Enhancer that was developed to support that emerging strategy.

CONCEPT DIAGRAM

Pollution

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Contamination

Waste

Acid rain

In the air

Causes harm

Smog

Wastewater

Dumps

Recycled by nature

Examples: Nonexamples:EXPLORE EXAMPLESSmog

Acid rain

Non-decomposed dumps

Greenhouse

gases?

Clouds

Treated wastewater

Recycled plastics

Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.

HarmPresence of wastesWastes are too great to be recycled by

nature

In air

In water

On land

DecompositionRecycled by nature

Emerging:DEFINITON (1+2+4=7)

EMERGINGDefinition Strategy from the Concept Diagram:A good definition consists of the

*name of the concept;*name of the overall concept;*all of the characteristics that must always

be present in the concept.

Concept Linking Steps to use:Name of concept Step 1Name of overall concept Step 2Always characteristics Step 4

Resulting in the definition Step 7

EMBEDDED CE Strategy

• Third, an EMBEDDED strategy is a stand-alone strategy that may have been taught separately or in another class. However, it is used when needed to enhance the power of the Content Enhancement device and content learning. Many of the Strategic Enhancers provide support for use of embedded strategies during content instruction.

CONCEPT DIAGRAM

Pollution



Key Words


CONVEY CONCEPT

NOTE KEY WORDS



Contamination

Waste

Acid rain

In the air

Causes harm

Smog

Wastewater

Dumps

Recycled by nature


Acid rain


Greenhouse

gases?

Clouds

Treated wastewater

Recycled plastics



nature

In air

In water

On land


Self-questioningEmbedded:

that are

NAMEDATEUnit Organizer BIGGER PICTURE4

LAST CHAPTER CURRENT UNIT NEXT CHAPTER

is about... CHAPTER SCHEDULE CHAPTER MAP

1 32

58

Human Use of Resources

can result in

SE

LF

-TE

ST

Q

UE

ST

ION

S RE

LA

TIO

NS

HIP

S

67 1. Why is pollution a problem?2. How are renewable and non-renewable resources

alike and different?3. How does burning a tropical rain forest affect our

environment?4. How do effects of useful products cause problems for

the ozone layer and for humans?

Biosphere Environmental Solutions

Investigating Problems & Solutions

12-1 Our Environmentp. 635

The effects of human use of

natural resources on the earth’s

environment

p. 64112-2 Pollution

12-3 Resourcesp. 646

12-4 Problemsp. 650

12-7 Project Due

12-8 Test

Comparison

Analogy

Cause-Effect

Problem-Solution

must be understood

by

that can result inOur

environment

Environmental

problems

based on Understanding of

Pollution

RenewableNon-renewable

AirLandWater

Types of resourcesin

Explicit Emerging

CONCEPT DIAGRAM

Pollution



Key Words


CONVEY CONCEPT

NOTE KEY WORDS



Contamination

Waste

Acid rain

In the air

Causes harm

Smog

Wastewater

Dumps

Recycled by nature


Acid rain


Greenhouse

gases?

Clouds

Treated wastewater

Recycled plastics



nature

In air

In water

On land


Emerging:DEFINITON (1+2+4=7)

Emerging:CATEGORIZATION

Explicit:CONCEPT

3 CollectKnown Information

4 HighlightCharacteristics ofKnown Concept

5 ObserveCharacteristics

of New Concept

6 RevealCharacteristics

Shared

7 StateUnderstanding of

New Concept

KnownInformation

Name: Hannah B Date:Anchoring Table

2 NameKnown Concept

6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared

Known Concept New Concept

1 Announcethe New Concept

ANCHORSLinkingSteps:

Understanding of the New Concept:

Unit:

12

4 5

3

7

Roof on a house(from outer to inner)

Layers of the Atmosphere(from outer to inner)

third layer

second layer

The four layers of the atmosphere have different locations and components.

insulation

tarpaper

Explicit: ANCHORLinking Steps

Embedded:SUMMARIZATION

fourth and lastlayer before spaceshingles or tiles

tarpaper

shingles

tileswood

plywood & insulation

wood supports & rafters

thermospheremesosphere

stratosphere (contains the ozone layer)

tropospherefirst layer closest to where we live

12 12/2/06

Concept


1




8 Summary

5 Like Categories

7 Unlike Categories

1 Concept


Resources




Used by humans


Unlimited


Used by humans


LimitedWhere found

Who uses

Unlimited Limited


nature





Used by humansHow available

How

replaced

Evaluate the

success of

recycling

efforts on

two non-

renewable

resources

Explicit:COMPARING

Embedded:PARAPHRASING

Emerging:CATEGORIZATION

Categorization

1. Identify individual characteristics.

2. Sort into same and different.

3. Consider each set.

4. Name a higher category each characteristics or set of characteristics belong.

Name: Cole D._________________ Date:12.3.06_______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __ Cause and Effect Table

Question:

4 5

7

Describe Beginning Situation:

Conclusion:

Key Words:

Cause(s) Action(s) Effect(s)

21

6 End Result(s)

Sequence3

How does burning in a rain forest affect our environment?

Atmosphere - gaseous mass surrounding the earthrain forest-dense evergreen forest in rainy, usually hot, areascarbon dioxide-gas formed in respiration, combustion & decomposition

Before 20th century during the 20th century Today

Tropical rain forests

remove carbon dioxide

from the atmospher

e and create

oxygen to keep the

atmosphere in

balance.

Farmers cut rain forest to grow crops to feed more people.

Burning the forest releases carbon dioxide into air.Fewer trees means less carbon dioxide is removed from the air.

Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter.

The entire

earth is becomin

g warmer,

even though the rain forest is being

destroyed in the

tropics.

What happens in one part of the world can affect everyone.

Explicit StepsEmerging:

SEQUENCING

Embedded:SYNTHESIS

Explicit:ANSWER

Linking steps Question Exploration Guide

Date: TitleCritical

Question #:

Name: Text ReferenceCourse

LessonUnit

How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6

1 What is the Critical Question?

What is the main Idea answer?4

2 What are the Key Terms and explanations?

3 What are the Supporting Questions and answers?

How do effects of useful products cause problems for the ozone layer and for humans ?

Environment = Ozone layer =Ultraviolet (UV) rays =

All the things surrounding us - air, land, water, living thingsInvisible layer of gas that shields us from ultraviolet rays harmful rays from the sun.What happens to the ozone layer?

How do products cause problems?What happens when chemicals are released?Why is it a problem if ozone is not formed?What do UV rays of the sun cause?

The ozone layer is being hurt by household products we use on earth.Products like hair spray contain chemicals that are released into the air.When chemicals like chlorine are released into they air, they keep ozone from being formed in the stratosphere.This is a problem because ozone protects us from UV rays of the sun.UV rays cause skin cancer and disrupt weather and crop production.

How can an individual who thinks there is a problem with ozone respond at home?

1-25-06

Our Environment

4

How can we explore the effects of chemicals for ourselves?

Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops.

Embedded:SUMMARIZATION

Human Use of ResourcesScience124

Lydia L.

Emerging:QUESTION

GENERATION

Emerging Questioning Strategies

1. What-when-where-who --how-why

2. Exploration of explicit terms in the question followed by implicit key terms in the question.

3. Exploration of the key terms and definitions

4. Use of question-answer-question pattern of unpacking a large, difficult question.

Argumentation & Evaluation Guide

C Bulgren revised 2/15/2008

Name: TeacherDate: _____________________________________

Topic/Title A Little Lead is Too MuchSource Environmental Health

7 Conclusion: Accept/reject/withhold judgment. Present and summarize your reasoning. I accept the claim that lead level standards in children should be lowered based on the arguments in the article. The research cited is an excellent source and earlier changes as a result of removing lead from gasoline seem to support theClaim.

1 What is the Claim, including any Qualifiers)? (underline qualifiers) If the CDC cut the current acceptable lead level in the blood in half for children up to age 6 and enforced it, they would perform better on intelligence testing.

2 What Evidence is presented? Identify each as data, fact, theory or opinion.

A published study followed 200 children from 6 months to 6 years testing a total of 8 times and found that children with lead concentrations from 5 to 9.9 micrograms per deciliter preformed an average of 4.9 points lower on their IQ tests. (data)

In 2001, the head of the CDC said the acceptable level would probably be changed from 10 to 5 micrometers per deciliter of blood, but a change in committee changed that decision. (opinion)

Lower rates were requested by the Independent Clean Air Scientific Advisory Committee. (fact)

Eliminating lead in gasoline resulted in a sizeable increase in IQ levels in children throughout the country. (fact)

Evaluate the evidence as poor, average or excellent and explain(Use reliability, validity, objectivity, well designed experiment).

The published study was valid and well designed. (Excellent)The other evidence is not well supported by facts, but I have heard of the CASAC (average)

4

What are concerns about (sources of error, counterarguments, questions)? Note if concerns are from source or reader. Some members of the CDC Advisory Committee are from the lead industry. EPA does not want to enforce lower standards.

3

6

5 Evaluate the source’s reasoning as poor, average or excellent and explain.(Use logic, accepted ways of thinking, false assumptions)

I think the sources reasoning is excellent. It was based a good source and was logical.

What type of reasoning proves the evidence supports the claim? (Identify as authority ,analogy, correlation, cause and effect, theory, principles or generalization)

The published study was well designed and cited. (authority)

The assumption was made that what was true for the sample group of 200 children is true for all children. (generalization)

Higher lead levels in the blood reduce IQ performance. (cause and effect)

Embedded: Self-questioning

Explicit:Linking steps

Emerging:SUBSTRATEGIES

Question Exploration as Support for Written

Responses

Janis Bulgren, Ph.D.

University of Kansas

Center for Research on Learning

In the past, a protective ozone layer was formed when UV rays hit the oxygen in the air around the earth.

The problem is that the ozone layer around the earth is being destroyed by CFCs in products cleaning products, foam containers, refrigerator coolants and spray cans).

The effects include: 1) physical harm (skin cancer & cataracts)2. environmental harm (crops and ocean plants)3. change in weather patterns 4) greenhouse warming of the

Solutions include: 1. voluntary cutbacks of CFC products2 use of alternatives to CFCs (HCFCs)3. world conferences to cut CFCs

Some people still don’t think it’s a problem.

People can harm the environment without intending it or even believing it.

All the things surrounding us (air, land, livingInvisible layer of gas that shields us from UV radiationUltraviolet radiation, or harmful rays from the sunChlorofluorocarbons-chemicals with chlorine

TitleCriticalQuestion #:

Name: Text Reference Course

LessonUnit

Explore and use the main idea.5

Extend the main idea to your world.6

1 What is the critical question?

What is the main Idea answer?4

2 What are the key terms and explanations?

3 What are the supporting questions and answers?

How do problems with the ozone layer teach us about human effects on our environment?

What is our environment?What is the ozone layer?What is UV?What are CFCs?

What has happened in the past?

What has caused PROBLEMS?

What are the EFFECTS?

What are SOLUTIONS?

What are other concerns?

What can an individual do? An individual can decide to do research on which products cause damage to ozone layer.

Our Environment

3

How can we explore the facts ourselves?

Experiments with balloons show that oxygen can be changed to ozone.

X

Figure 1: Question Exploration Guide for the question, “How do problems with the ozone layer teach us about human effects on our environment?

Chapter 7, pages 101-116

Use answers to smaller questions to develop the body of the essay e.g.,

Paragraphs 2, 3, & 4.

Add insightsto conclusion in Paragraph 5 with generalizations..

Use background information and

definitions to develop Paragraph

1.

Use Main Idea Answer to develop a conclusion

in Paragraph 5.

Develop the question as a topic sentence in

Paragraph 1.

c J. Bulgren 2008

Concept


1




8 Summary

5 Like Categories

7 Unlike Categories

1 Concept


Resources




Used by humans


Unlimited


Used by humans


LimitedWhere found

Who uses

Unlimited Limited


nature





Used by humansAvailability

Replacement

Evaluate the

success of

recycling

efforts on

two non-

renewable

resources

Body: Paragraphs 2,3,4

Opening Paragraph 1

Conclusion Paragraph 5

CONCEPT DIAGRAM

Pollution



Key Words


CONVEY CONCEPT

NOTE KEY WORDS



Contamination

Waste

Acid rain

In the air

Causes harm

Smog

Wastewater

Dumps

Recycled by nature


Acid rain


Greenhouse

gases?

Clouds

Treated wastewater

Recycled plastics



nature

In air

In water

On land


Paragraphs 2,3,4

Paragraph 1

Paragraph 5

Future

types of strategies in content enhancement: explicit emerging embedded

Documents

embedded strategies

possible strategies

content literacy continuum

content enhancement

emerging strategy

explicit strategy

instructional process

enhancement decision