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- Taking Stock of Content Enhancement - Jan Bulgren, Keith Lenz (00:35:23)
2009 SIM Conference -
VIDEO (Note: video cuts off in the middle)
This session will give a big picture overview of the status of CE, focusing on five main topics: embedded strategies, emerging strategies, integrated routines, literacy integration and assessment.
Handouts:
Session Powerpoint - Teacher Developed, Teacher Led School-Wide Test-Taking Initiative - Beth mayer
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2019 SIMposium
The nuts and bolts on how a literacy team of teachers evolved and led a two year school wide literacy initiative using the SIM Test Taking Strategy along with modifications and adaptations for the 21st century. The school state test results improved and their school grade went from a C to a B. There are many high leverage practices that the team implemented. Attendees will participate in the process, as well as, walk away with resources that can be used or modified when starting a school wide initiative using this strategy or any SIM strategy. - Teachers Content Enhancement Testimonials (00:01:42)
- Teaching Cause and Effect - Jan Bulgren (1:39:00)
SIM Conference 2014 -
VIDEO
Handouts:
Cause and Effect, Bulgren 2014 - Teaching Cause and Effect - Jan Bulgren (46:03)
SIM Conference 2013 -
VIDEO
The Cause and Effect Routine in iBook format for iPads is demonstrated in this SIM Conference Session. Participants had the opportunity to learn about and try out the Cause and Effect Routine. Build a Cause and Effect device with Jan and see the sample widgets, videos, and other assets that make this routine unique. - Teaching Cross-Curricular Argumentation - Jan Bulgren
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2021 SIMposium: Watch Video
Presentation: 2022 Florida Update Passcode: #$wbpmb90!
Presentation 2024 NE Update slides
The purpose of this presentation is to introduce the CROSS-CURRICULAR ARGUMENTATION ROUTINE. This new Content Enhancement Routine extends the line of higher order reasoning routines that can be used across content areas, domains, and curricula. It is designed to support teachers and students as they collaborate to analyze and evaluate a claim, the evidence presented to support the claim, the reasoning used to show how the evidence supports the claim, and other arguments, as they prepare to judge the quality and strength of the argument. Two different versions of the Guide will be presented and discussed for use in different ways. In addition, the scope of use for the routine across science, mathematics, social studies and English Language Arts will be presented. In this interactive session, attendees will be introduced to the Cross-Curricular Argumentation. Guide, the Linking Steps, the embedded cognitive strategy, and how this routine is used with the Cue-Do-Review instructional procedures. It responds to reasoning challenges associated with argumentation in state and national standards.
WHAT TO BRING: You may want to purchase The Cross-Curricular Argumentation Routine in advance to have for this session.
Learner Objectives:
To introduce attendees to the Cross-Curricular Argumentation Routine To provide time for collaborative group discussion and suggestions for use of the two Guides To collaborate on use across content areas to respond to standards
Please review these slides: “OVERVIEW of Cross-Curricular Argumentation
” prior to our session. This will provide an orientation to the two graphic devices as well as the embedded cognitive strategy and the instructional procedures in Cross-Curricular Argumentation. This set of slides is one of several that have been prepared to introduce you to a group of Higher Order Thinking and Reasoning routines in the Content Enhancement series. These routines support teachers and students as they respond to standards calling for active engagement and use of higher order thinking and reasoning. These include making comparisons, determining causes and effects, making a decision, answering questions that explain main ideas, and engaging in argumentation. Several other sessions at this SIMposium explore the entire set of HOTR instructional routines and supplemental materials.
Review this brief Powtoon on the Cross-Curricular Argumentation Routine prior to our session. It provides an orientation to Cross-Curricular Argumentation that you may use later to introduce CCAR to new teachers or to promote interest in this routine.
- Teaching Decision Making: A New Higher Order Reasoning Content Enhancement Routine - Jan Bulgren
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2019 SIMposium
The purpose of this presentation is to introduce the DECISION-MAKING ROUTINE. This new Content Enhancement Routine extends the line of higher order reasoning routines that can be used across content areas, domains, and curricula. It is designed to be used to help teachers and students consider an important issue, identify and rank different options or ways to respond to the issue, consider alternatives, come to a decision, and explain the reasoning. In this interactive session, attendees will be introduced to the Decision-Making Table, the Linking Steps, the embedded cognitive strategy, and how this routine is used with the Cue-Do-Review instructional procedures. It responds to reasoning required in state and national standards. Research data will presented on the effect of the use of the Routine on the performance of students of diverse abilities including knowledge of strategy steps, ability to apply the strategy ability to generalize its use, the correlation between students' knowledge of strategy steps and their ability to apply the strategy; and difference in student motivation to learn and confidence in the use of strategies between students whose teachers used the Decision-Making Routine and those who did not.
Learning Outcomes/Next Steps
Objectives are:
To introduce attendees to the Decision-making Routine. To provide time for collaborative group discussion, insights, recommendations and a question and answer session. To share group feedback on its use in different content areas and domains, and its power to respond to rigorous standards and assessments. - Teaching Essential Understandings of Complex Content Standards - Ed Ellis, University of Alabama, Tuscaloosa & Elizabeth Long, Hartselle High School, Tuscaloosa AL (01:21:19)
2012 SIM Conference -
VIDEO LINK
We’re supposed to teach that? …How? This session is for educators who have experienced this thought more than once when examining the 6-12 Common Core Language Arts Standards for Technical Subjects as well as content standards for science (NSTA), history (NCSS), and literature (NCTE). The session focuses on practical applications of the Genius Domain-specific Literacy Model, which emphasizes use of experience-to-notes, text-to-notes, and notes-to-writing routines and the use of domain-specific (or subject-specific) Smart Visuals for teaching “essential understandings” of content-area subjects. Also addressed will be connections between Genius and the SIM Content Literacy Continuum. Participants should bring a laptop that has Adobe Reader, Microsoft Word, and Power Point loaded on it.
Handouts:
Ellis_SIM_Genius powerpoint
Ellis_SIM_Genius_Part_2 powerpoint
Ellis_SIM_Genius_Part_3 powerpoint
Ellis_SIM_Genius_Part_4 powerpoint
Ellis_GraphicOrg powerpoint
Ellis_GraphicOrg2 powerpoint
Ellis_GraphicOrg3 powerpoint Too large to upload, contact simpd@ku.edu.
Ellis_SIM powerpoint
EllisGO_Original powerpoint Too large to upload, contact simpd@ku.edu - Teaching High School Core English Standards Using DVT’s for Writing and Literature, Ed Ellis (01:27:24)
2015 SIM Conference -
VIDEO
This session focuses on 9-10 and 11-12 Differentiated Visual Tools (DVTs), each individually designed to address specific high school Core Eng/LA Standards for Reading and Writing about Literature. Following an overview of the programs, visit with a panel of English teachers who have been beta-testing the programs to get their insights. - Teaching Methods and Scaffolding for Struggling Students in Virtual Environments - Bev Colombo
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2021 SIMposium
Learn about and share instructional methods, interventions and assessments for struggling readers and writers in an online environment. This session will focus on effective instruction and research-validated interventions including SIM that can be used in an online or virtual environment. Participants will also discuss the challenge of online assessment, explore digital tools, and engage in Q & A.
Powerpoint (download) - Teaching Methods and Scaffolding for Struggling Students in Virtual Environments_Colombo 2021.pptx
Powerpoint online - https://bit.ly/KUcolombo
- Teaching Partial Products and Standar Algorithms with CRA and SIM - Flores, Kaffar
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2021 SIMposium
The session will provide an overview and demonstration of two new Strategic Instruction Manuals for multiplication algorithms for students in grades four and above. Session attendees will learn how and why manipulatives, drawings, and strategies are used within the manuals.
To prepare for my session, I would like participants to:
Be familiar with the concrete-representational-abstract (CRA) sequence Be familiar with methods of teaching single-digit multiplication using multiple representations like CRA
SIM_Partial_Products_Standard_Algorithm_2021.ppt
To prepare for this session, please look over this document, SIM_2021_Multiplication_Pre_Information.docx
Background Articles:
Improvement in Elementary Students' Multiplication Skills and Understanding after Learning Through the Combination of the Concrete-Represenational-Abstract Sequence and Strategic Instruction
- Margaret M. Flores, Vanessa M. HintonTeaching Multiplication with Regrouping to Students with Learning Disabilities
- Margaret M. FLores, Vanessa M. Hinton, Kelly B. SchweckA Comparison of the Effectiveness of Using CRA-SIM vs. Direct Instruction to Teach Multiplication with Regrouping
- Margaret M. Flores, Bradley J. Kaffar, Vanessa HintonTeaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence
- Margaret M. Flores, Jessica H. MiltonTeaching the partial products algorithm with the concrete representational abstract sequence and the Strategic Instruction Model -
Margaret M. Flores, Alexcia J. Moore, Jill M. Meyer - Teaching Reading Strategies in Gen Ed Classrooms: Adaptation, Modification, Results, Jim Knight, Susan Claflin, Nancy O'Kane
2000 SIM Conference -
VIDEO LINK (part 1) | VIDEO LINK (part 2)
The Pathways to Success project is designed, in part, to create “SIM schools,” schools where a variety of Learning Strategies and Content Enhancement Routines are taught in general education classrooms. To teach reading strategies effectively to larger classes, several modifications have been made. First, a phonics component has been added to the Word Identification Strategy to provide more prerequisite skills for students. Second, strategies instruction has incorporated daily group modeling and feedback routines to ensure mastery of the finer points of reading strategies. Third, scoring has been significantly streamlined. This presentation will summarize those changes and the student achievement results that have been obtained when they have been implemented. All participants will receive copies of new scoring devices designed for group presentation of strategies. - Teaching STEM Content with CORGI - Bryan Dean,Evelina Dean, Clair Geboski, Anne-Marie Knokey, Jan Bulgren
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2021 SIMposium
shared Session PPT
Corgi is a free Google based application that draws upon the power of the SIM graphic organizers in the higher-order thinking and reasoning Content Enhancement Routines (CERs) to help students learn content. Our goal is to adapt CER graphic organizers for use in a flexible, accessible digital environment. In this session, participants will learn about the research basis of Corgi. Participants will watch an interactive and collaborative demonstration of Corgi and learn the important skill of comparison. Then all participants will have the opportunity to try out Corgi on their own. The project is funded by the National Science Foundation (NSF) and Office of Special Education Programs (OSEP).
- Teaching Students Content Area Expertise - Don Deshler, Keith Lenz (00:04:21)
- Teaching Writing Strategies in the General Ed Classroom - Jean Schumaker, Vicki Ricketts, Bev Colombo
2014 SIM Conference -
VIDEO LINK
Join us for a dialogue about teaching the writing strategies in English/Language Arts and other general education classes. The presenters will share lessons learned from the RtI Writing study and other projects and engage participants in a dialogue about successes, difficulties, and unresolved questions. The session will feature practical ideas for implementing the writing strategies including engaging activities, games, and other interventions.
Handouts:
Course_Notebook_SIM_Conf_pres_(1)
Code_List_for_Informative_Papers-6.30.14
Code_List_for_Paragraphs_7.10.14
Language_of_Sentence_Writing
Common_Core_Narrative_Writing_Standards
Common_Core_State_Standards_for_Informative_Writing
Common_Core-Argumentative_Writing_Standards
General_Ed_Issues_with_Writing_Strategies7-13-14
Writing_in_Gen_Ed_Lessons_Learned_SIM_Conf_7-13-14
Common_Core_Text_Types_Standards_07.30.12
CommonCoreConventionsChartFINAL
Writing_Strategies_Scope_and_Sequence_Riverbank_Yr2 - Technology and Tricks in Support of SIM Professional Development - Helen Barrier (00:56:32)
2005 SIM Conference -
VIDEO LINK
New techniques, technologies and resources can be used to positively affect your SIM professional development ideas. These include how to scan participant samples, how to use CE templates and what to insist on from administrators before you commit to any professional development.
Handouts:
slide handout
- Text Pattern Strategy (Understanding Academic Language) -Frances Ihle & Margie Motzel (01:08:39)
2013 SIM Conference -
VIDEO LINK
Before struggling readers can recognize the similarities and differences between discipline-specific texts (and contexts), they must learn to use generic strategies that can be used when reading any type of academic textbook: English, language arts, science, social studies, and math. When students apply these strategies across multiple content areas, they increase their awareness of syntactic structures, or language patterns, that appear in all academic texts. The complex language structures that present struggling readers with the most difficulty are: (a) passive voice, (b) noun phrases, and (c) connectives. The Text Pattern Strategy teaches students how authors of content area texts use academic language to convey meaning. This electronic manual consists of five lessons, instructional materials, and learning sheets. - The Content Literacy Continuum - Don Deshler (00:00:56)
- The Cooperative Thinking Strategies - Rosemary Tralli
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VIDEO LINK (part 1) | VIDEO LINK (part 2)
Discover the THINK, BUILD, and LEARN strategies!In this interactive session, participants will explore the purposes, components, and vast applications of these new and vital strategies. This session will emphasize the integration of the cooperative thinking strategies across content areas, grade levels, and diverse learning environments - The Dilemma of raising the bar and closing the performance gap - Don Deshler (00:01:43)
- The District Perspective: Alryn Zack, Former Principal, Muskegon, MI (00:03:44)
- The Impact of Literacy Skills on Content Area Learning - Keith Lenz, Don Deshler (00:06:45)
- The Language of Literacy - Barb Ehren
2005 SIM Conference -
VIDEO LINK
Content Literacy-Adolescent Literacy-Basic Literacy-High Literacy: Same? Different? Related? Are you confused? These terms are among the many labels associated with literacy. To have important conversations about the listening, speaking, reading, and writing abilities of adolescents, we need to be speaking the same language. We need a common ground for establishing shared meaning. This session will define and discuss the use of a variety of terms currently used in literacy.
Handouts:
Language of Literacy - The Lesson Organizer Routine (00:20:01) (2001)
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VIDEO LINK
The Lesson Organizer is used to plan lessons and introduce and connect ideas to the unit and the course. This video shows how a secondary teacher uses the Lesson Organizer Routine to introduce and support learning in a lesson on alcohol. The Lesson Organizer visual device is used to display information and guide learning. - The Link Between CE and Literacy- Lenz, Bulgren, Deshler, Ehren (01:14:42)
2007 SIM Conference -
VIDEO LINK
Recently, we have been surprised by questions about why we include teaching routines in our literacy improvement efforts in the Content Literacy Continuum. Although it seems clear that the routines can significantly shore up background knowledge and vocabulary, there are other dimensions of the routines that not only address literacy but also provide language supports, scaffold emerging literacy strategies, and provide a bridge to high literacy requirements of state assessments. Th e presenters will visit Content Enhancement Routines, identifying why each is important in the development of a comprehensive secondary literacy program and illustrating the point with cross-routine literacy links. - The Performance Gap - Don Deshler (00:01:38)
- The Process for Training Content Enhancement - Connie Gentle (00:36:21)
2001 SIM Conference -
VIDEO LINK
This session will include general information regarding Content Enhancement training. Specific information will include audience, sequence of training, contents of a training session, and an opportunity for questions and answers related to specific routines and settings for training to occur. - The Road to Success: A SIM-Based Transition Curriculum - Richard Johnson, KUCRL Division of Adult Studies (01:21:13)
2006 SIM Conference -
VIDEO LINK
Expand your professional development portfolio with a SIM-based transition curriculum: The Road to Success. This session provides an overview of "job-readiness and job retention" content for adolescents and adults with learning disabilities and other cognitive barriers to learning. The Road to Success curriculum makes extensive use of SIM and related instructional elements through five units: Discovering My Path, Charting the Course, Making Decisions and Moving Along, Responding to Roadblocks and Reaching My Destination. The Road to Success has been successfully used by Kansas Vocational Rehabilitation Agency and has been introduced in Texas and Michigan schools for transition students and other special populations. -
The Strategic Tutoring Professional Development e-Program - Paula Lancaster (01:48:48)
SIM Preconference 2009 -
VIDEO LINK
Participants will receive an overview of all three programs and their accompanying documents. Considerable time will be spent on ways to implement the program in an effort to develop a Strategic Tutoring Center and the role of the SIM PD-er in supporting potential tutors and center directors.
- he Unit Organizer Routine (00:13:50) (2002)
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VIDEO LINK
The Unit Organizer demonstrates how teachers can "frame" a unit and then organize information into lessons. By framing a unit, the teacher then helps students see and understand the "big picture" of the unit. This video shows how an elementary teacher and her students use the Unit Organizer Routine to introduce a lesson on conferencing to improve writing. - The Virginia Project: A Six-Year Journey to Implement the CLC (01:30:50)
2011 SIM Conference -
VIDEO LINK
Diane Gillam and Kendall Hunt, KUCRL
Jeffrey Crook, Ian Shenk, Cathy Guillena and Frances Warnick, Patrick Henry High School, Ashland VA.
Donald Latham, Julie Dauksys, Liberty Middle School, Ashland VA.
Jamie Talbott, Dana McCaleb, James River High School, Buchanan, VA
Tim McClung, Central Academy Middle School, Fincastle, VA
Joni Poff and John Busher, Botetourt County, VA Public Schools
Explore lessons learned and future considerations from the six year journey toward implementing the CLC with the four schools receiving the 2011 SIM Impact Award. The results that will be shared are due to the heroic, collective effort of each Literacy Leadership Team in partnership with its school community to focus on one priority--improving literacy outcomes for every student. All 5 levels of the CLC are fully in play at each school and the results are impressive. - The Word Identification Strategy : The Teaching Routine (00:35:02) - Cathy Spriggs, Resource Specialist, Turlock, CA Junior High School
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VIDEO LINK
Come learn about the successful adaptation of the Word Identification Strategy (DISSECT) as a Content Enhancement Routine. Field study results will be shared, as well as an instructional time line and phonics support piece. - The Word Mapping Strategy - Monica Harris (01:41:28)
2009 SIM Conference -
VIDEO LINK
Participants will learn how to use the Word Mapping Strategy. A review of the introductory lessons, practice worksheets and use of the Word Maps will be described and modeled. The mnemonic MAPS is used to recall the steps of the strategy. The mnemonic device helps students learn and remember the names of the steps. The strategy involves breaking words into their morphemic parts (prefix, suffix, root) attaching meaning to each word part, making a prediction about the meaning of the unknown word based upon the meaning of each part, and checking the dictionary for the definition.
Handouts:
Word Mapping powerpoint
Word Mapping PD Guide - Theme Writing (Fundamentals)
- 2001 SIM Conference
2001: Theme Writing Part 1 - Schumaker
2001: Theme Writing Part 2 - Shumaker - Theme Writing: Informative Writing - Jean Schumaker (01:29:16)
2015 SIM Conference -
VIDEO LINK
Jean Schumaker will present a new strategy program for teaching students how to write short Persuasive Themes and Argumentative Themes. Several types of themes will be covered, including themes with counterarguments, themes with examples, and long themes.
Handouts:
Common_Core_Narrative_Writing_Standards Doc
Informative_Writing_SIM_Conf_2015_Literature Powerpoint
Common_Core_Argumentative_Writing_Standards Doc
Common_Core_Informative_Writing_Standards Doc
Text_Type_Exercise Doc
- Theme Writing: Persuasive Writing - Jean Schumaker (01:15:46)
2015 SIM Conference -
VIDEO LINK
Jean Schumaker will present a new strategy program (Yes, the book is ready!) for teaching students how to write short Informative research papers as well as Compare Essays, Contrast Essays, Causes Essays, Effects Essays, and longer papers (including Cause and Effects Essays and Compare and Contrast Essays). - Top 10 (When it Comes to Data) - Sue Woodruff (01:28:51)
2013 SIM Conference -
VIDEO LINK
Have you wanted to learn more about data collection and SIM? Do you want to feel more comfortable using data? Do you want to ask questions about the best place to start? At this session, Sue will present her Top 10 List when thinking about SIM implementation and data collection from what she has learned over the las 20 years of dabbling with data. There are simple things that all of us can do. As a network that implements the work of the KUCRL, we have opportunities to test strategies and routines in new and novel situations. Practical applications and ideas will be shared in this session about a topic that many people like to avoid!
Handouts:
Data Top 10 ppt too large to upload. Contact simpd@ku.edu.
FR-DataPresentation PDF