1. Learning Diversity in Grades 5-12

2. Today’s Focus How can I assess the reading levels of 100+ students in the first week of class? Which students will need help with the textbook and other printed materials used in my course?

3. Notecard Reflections Examine the data from an 11 th Grade Rochester classroom to support struggling readers. What thoughts run through your mind as you consider the data evaluated in class? Out of 15 students, how many do you suspect will be able to manage the textbook with minimal assistance? Did you expect these results? Are you surprised? What ideas do you have to support a classroom filled with developmentally diverse readers? Examine the data from an 11 th Grade Rochester classroom to support struggling readers. What thoughts run through your mind as you consider the data evaluated in class? Out of 15 students, how many do you suspect will be able to manage the textbook with minimal assistance? Did you expect these results? Are you surprised? What ideas do you have to support a classroom filled with developmentally diverse readers?

4. Beautiful Words We are completely in agreement with him on this point: That symbolization is constitutive of symbolic consequences will trouble no one who believes in the absolute value of the Cartesian cognito. But it must be understood if symbolization is constitutive of consciousness, it is permissible to perceive that there is an immanent bond of comprehension between the symbolization and the symbol (Sartre, 1948, p. 65)

6. Textbook Analysis - Readability Flesch-Kincaid Readability is determined by typing 3 100ish word passages into Microsoft Word (Flesch- Kincaid formula). –Turn on readability under “Tools” menu, then run spellchecker. Flesch-Kincaid Readability is determined by typing 3 100ish word passages into Microsoft Word (Flesch- Kincaid formula). –Turn on readability under “Tools” menu, then run spellchecker. What reading level does a student need to comprehend this text?

7. Reminder of Readability Websites: ! http://juicystudio.com/services/reada bility.phphttp://juicystudio.com/services/reada bility.php http://www.online- utility.org/english/readability_test_an d_improve.jspreadability_test_an d_improve.jsp http://juicystudio.com/services/reada bility.phphttp://juicystudio.com/services/reada bility.php http://www.online- utility.org/english/readability_test_an d_improve.jspreadability_test_an d_improve.jsp

8. GATE 1 The Textbook Characteristics

9. Textbook Analysis Accommodating for Special Needs What accommodations are available? (Books on tape, etc.) Alignment with Standards Access Online Student Feedback - What do THEY think? I seriously recommend gathering a variety of students to provide feedback in the process of selecting any new textbooks. Accommodating for Special Needs What accommodations are available? (Books on tape, etc.) Alignment with Standards Access Online Student Feedback - What do THEY think? I seriously recommend gathering a variety of students to provide feedback in the process of selecting any new textbooks.

10. Textbook Analysis - Everything Else Check out the “Criteria Chart!” Concept density  How many new terms are introduced in a section?  At what level of abstraction? Text framework  How is the information presented? (White space, graphics, titles, subtitles, highlighting, etc.) Personalization of writing  Human faces, use of “you” or “your”, people like themselves, inspiring graphics… Check out the “Criteria Chart!” Concept density  How many new terms are introduced in a section?  At what level of abstraction? Text framework  How is the information presented? (White space, graphics, titles, subtitles, highlighting, etc.) Personalization of writing  Human faces, use of “you” or “your”, people like themselves, inspiring graphics…

11. GATE 2 Student Characteristics

12. Group Administered Diagnostic Tests Content-Based Assessment (Use CBA format with your textbook.) Cloze Test Content-Based Assessment (Use CBA format with your textbook.) Cloze Test

13. (Content Based Assessment) CBA Choose a 200-250ish word passage from your current textbook. Every student reads silently while you note 15-second increments on the board. Student notes finish time, picks up comprehension questions. (Create five.) (vocabulary, facts, inferential) Information: –Comprehension below 80%= text too difficult –Slow reader= need to reread to comprehend Choose a 200-250ish word passage from your current textbook. Every student reads silently while you note 15-second increments on the board. Student notes finish time, picks up comprehension questions. (Create five.) (vocabulary, facts, inferential) Information: –Comprehension below 80%= text too difficult –Slow reader= need to reread to comprehend http://www.interventioncentral.com/htmdocs/tools/okapi/okapi.php CBA Creation Support This link may be found in the external links section of blackboard

14. Cloze Test Select 300-word passage (approximately) Leave first and last sentence intact Delete every 5th word –replace with 12 spaces –50 total deletions Allow unlimited time, misspellings o.k. Count only exact word replacement –> 50% = able to comprehend the text Select 300-word passage (approximately) Leave first and last sentence intact Delete every 5th word –replace with 12 spaces –50 total deletions Allow unlimited time, misspellings o.k. Count only exact word replacement –> 50% = able to comprehend the text

15. –Create 5 look-it-up questions using the textbook. –Questions should involve interpretation of graphics, use of glossary, index, table of contents…) –Create 5 look-it-up questions using the textbook. –Questions should involve interpretation of graphics, use of glossary, index, table of contents…) Textbook Navigation Challenge! Do students know how to use your textbook?

16. Assess Study Strategies Pre-reading overview Self-questioning while reading Attention monitoring Rehearsal, summarizing Note-taking Test review strategies Organization Pre-reading overview Self-questioning while reading Attention monitoring Rehearsal, summarizing Note-taking Test review strategies Organization

17. Due: Differentiation Plan Part A ( I am not requiring you to create a cloze test.) Photocopy a textbook chapter of your choice that you would like to work with in-depth over the next few class sessions. Bring the photocopy with you to class. Download the MN Standards for your content area in Microsoft Word. Isolate the standards that specifically relate to your chapter. Bring these standards to class

18. Due Today! Differentiation Plan Part A

19. Text Modification Differentiation Plan Part B Reducing readability & information overload

20. Adaptations for Students Those with reading disabilities Those learning English. Those with memory deficits Those who are gifted (Compact regular curriculum so they can quickly demonstrate mastery and do other things) Those with reading disabilities Those learning English. Those with memory deficits Those who are gifted (Compact regular curriculum so they can quickly demonstrate mastery and do other things)

21. Color Coded Text Code  YELLOW--Important terms, people, dates and the explanations of those items  BLUE--Main ideas (Must-know information)  PINK--Important details Rule of thumb: No more than 30% of text should be highlighted Code  YELLOW--Important terms, people, dates and the explanations of those items  BLUE--Main ideas (Must-know information)  PINK--Important details Rule of thumb: No more than 30% of text should be highlighted

22. Color Coded Textbook

23. Types of Text Patterns (Frames) Cause/Effect Concept/Definition Goal/Action/Outcome Problem/Solution Proposition/Support Compare/Contrast Cause/Effect Concept/Definition Goal/Action/Outcome Problem/Solution Proposition/Support Compare/Contrast Video: Alanna Text Structure I

24. Text Pattern Clues Cause/Effect –“if…then, as a result, therefore, because” Concept/Definition –characteristics, features, examples –“for example” Goal/Action/Outcome –numerical or chronological order –“1 st, 2 nd, next, then, finally” Cause/Effect –“if…then, as a result, therefore, because” Concept/Definition –characteristics, features, examples –“for example” Goal/Action/Outcome –numerical or chronological order –“1 st, 2 nd, next, then, finally” Problem/Solution –“problem is, dilemma is” –Variation—question-and- answer Proposition/Support –“In the opinion of…” –Citing of evidence Compare/Contrast –“in contrast, same as, on the other hand Video Clip: Alanna Text Structure II

25. Adapted Study Guides Must-know questions starred (*) Align must know questions with MN standards! Identify core knowledge, comprehension, application level material Include Graphic Organizers to enhance learning organization. Incorporate specific strategies that teach students how to study. Mnemonic devices, etc. Nice-to-know questions un-starred Analysis, synthesis, evaluation questions Must-know questions starred (*) Align must know questions with MN standards! Identify core knowledge, comprehension, application level material Include Graphic Organizers to enhance learning organization. Incorporate specific strategies that teach students how to study. Mnemonic devices, etc. Nice-to-know questions un-starred Analysis, synthesis, evaluation questions Have the MN Standards in front of you when you create

26. Adapted Study Guides Have the MN Standards in front of you when you create Video: Jordan

27. How can we Assess Study Strategies? Pre-reading overview Self-questioning while reading Attention monitoring Rehearsal, summarizing Note-taking Test review strategies Organization Pre-reading overview Self-questioning while reading Attention monitoring Rehearsal, summarizing Note-taking Test review strategies Organization

28. Adapted Tests Must-know questions starred (*) Grading System –C if starred (*) questions well done –B or A requires answering un-starred questions Must-know questions starred (*) Grading System –C if starred (*) questions well done –B or A requires answering un-starred questions Have the MN Standards in front of you when you create

29. Test-Writing Techniques Reduce readability 15 word, 19 syllables = 6th grade readability Matching exercises Blocks of 5-12 stimuli Reduce readability 15 word, 19 syllables = 6th grade readability Matching exercises Blocks of 5-12 stimuli

30. More Test-Writing Techniques Multiple choice Use a question for the item stem Fill-in-the-blank Delete words near the end of the sentence Options for pictures & words (Explain & draw a picture to represent current understanding.) Multiple choice Use a question for the item stem Fill-in-the-blank Delete words near the end of the sentence Options for pictures & words (Explain & draw a picture to represent current understanding.)

31. Teaching Strategies for Text Frames Pattern Guides Frame-specific Organizers Pattern Guides Frame-specific Organizers

32. Let’s learn a bit about Thinking Maps! Pattern Guides Frame-specific Organizers…where less is more….. Pattern Guides Frame-specific Organizers…where less is more…..