1. Real Rigor: Textbooks, online and offline texts Dr. Diane Kern URI EDC 448 Seminar 2 Dr. Diane Kern URI EDC 448 Seminar 2

2. What we’ll do today…  Evaluate textbooks using qualitative, quantitative, reader/task measures and try out  Link to Text set assignment  Discuss the place of online texts and a variety of print texts (such as trade books) in the secondary school classroom  Consider your guiding principles for choosing online and offline texts to support/enhance your content area instruction  Booktasting  Evaluate textbooks using qualitative, quantitative, reader/task measures and try out  Link to Text set assignment  Discuss the place of online texts and a variety of print texts (such as trade books) in the secondary school classroom  Consider your guiding principles for choosing online and offline texts to support/enhance your content area instruction  Booktasting

3. Admit Slip  Think about your note taking for Tovani’s Chapters 1, 2, and 4.  Which graphic organizer did you use?  What worked? What didn’t work?  How might you use this or adapt this in your own teaching?  Think about your note taking for Tovani’s Chapters 1, 2, and 4.  Which graphic organizer did you use?  What worked? What didn’t work?  How might you use this or adapt this in your own teaching?

8. Try one quantitative approach and analyze qualitative  Fry readability with the textbook you brought to class  Flesch-Kincaid calculator with a portion of the textbook you brought or an online text  URL calculator with a website you’d use with adolescents *links on wikispace: 448— PowerPoints/Sessions—Seminar 2  Fry readability with the textbook you brought to class  Flesch-Kincaid calculator with a portion of the textbook you brought or an online text  URL calculator with a website you’d use with adolescents *links on wikispace: 448— PowerPoints/Sessions—Seminar 2

9. Practical implications for our classrooms…  Know our texts, our guiding principles, CCSS push for text complexity  Make knowledgeable, quality choices of text material  Use assessment of texts to inform instruction  Make informed text book adoptions  Use text book materials “strategically” to bring our students and texts together (not apart!)  Know our texts, our guiding principles, CCSS push for text complexity  Make knowledgeable, quality choices of text material  Use assessment of texts to inform instruction  Make informed text book adoptions  Use text book materials “strategically” to bring our students and texts together (not apart!)

10. Teaching reading with texts  Offline texts  Online texts  Required textbooks READER + TEXT + STRATEGIES = MEANING  Before reading  During Reading  After Reading…link to lesson plan  Offline texts  Online texts  Required textbooks READER + TEXT + STRATEGIES = MEANING  Before reading  During Reading  After Reading…link to lesson plan

11. Know our guiding principles when selecting texts  Personal criteria  Multicultural literature criteria  Evaluating websites  Personal criteria  Multicultural literature criteria  Evaluating websites

12. Exit Slip  Booktasting!  “Taste” a variety of tradebooks or surf the web for online texts that meet YOUR criteria for use in your classroom.  Share your criteria with colleagues  Booktasting!  “Taste” a variety of tradebooks or surf the web for online texts that meet YOUR criteria for use in your classroom.  Share your criteria with colleagues