Learning Diversity in

Grades 5-12

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?

Notecard Reflections• Examine the data from an 11th 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?

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)

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.

What reading level does a student need to comprehend this text?

Reminder of Readability Websites: !

• http://juicystudio.com/services/readability.php

• http://www.online-utility.org/english/readability_test_and_improve.jspLinks are in

blackboard (discussion.)

GATE 1

The Textbook Characteristics

Textbook Analysis

• Accommodating for Special NeedsWhat 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.

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…

GATE 2

Student Characteristics

Group Administered Diagnostic Tests

• Content-Based Assessment (Use CBA format with your textbook.)

• Cloze Test

(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 comprehendhttp://www.interventioncentral.com/htmdocs/tools/okapi/okapi.php

CBA Creation SupportThis link may be found in the external links section of blackboard

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 textI’m

not requirin

g

you to make one.

Know HOW to

make one.

– 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?

Assess Study Strategies

• Pre-reading overview• Self-questioning while reading• Attention monitoring• Rehearsal, summarizing• Note-taking• Test review strategies• Organization

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

Due Today!

Differentiation Plan Part A

Text Modification

Differentiation Plan Part B

Reducing readability & information overload

Adaptations for StudentsThose with reading disabilitiesThose learning English.Those with memory deficitsThose who are gifted (Compact regular curriculum so they can quickly demonstrate mastery and do other things)

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

Color Coded Textbook

Types of Text Patterns (Frames)

Cause/EffectConcept/DefinitionGoal/Action/OutcomeProblem/SolutionProposition/SupportCompare/Contrast

Buehl Chapter 3Video: Alanna Text Structure I

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–“1st, 2nd, 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

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

Have the MN Standards in front of you when you create

Adapted Study GuidesHave the MN Standards in front of you when you create

Video: Jordan

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

Adapted Tests• 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

Test-Writing Techniques• Reduce readability

15 word, 19 syllables = 6th grade readability

• Matching exercisesBlocks of 5-12 stimuli

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.)

Teaching Strategies for Text Frames

Pattern GuidesFrame-specific

Organizers

Let’s learn a bit about Thinking

Maps! Pattern Guides

Frame-specific Organizers…where less is more…..