Welcome Opening Prayer

1. Welcome Opening Prayer

2. Content Objectives: • I will review the definition of texts and the teacher’s responsibility in choosing classroom materials. • I will identify the characteristics of complex texts. • I will determine the readability of a text by using the Fry Readability formula • I will review the characteristics of effective vocabulary instruction from SIOP. Language Objectives • I will write the definition of texts and my responsibility in choosing classroom materials. • I will discuss the characteristics of complex texts and the characteristics of effective vocabulary instruction from SIOP.

3. Review THINK – PAIR – SHARE • What are texts? • What is the teacher’s responsibility in selecting materials for the classroom? • What quantitative factors should we look for when selecting classroom materials? • What qualitative factors should we look for when selecting classroom materials? • What does readability mean?

4. BELL QUIZ (5 points) In a short paragraph define texts and describe what is your responsibility as a teacher in choosing texts for your classroom.

5. Complext Texts New Learning Merging Your Thinking Questions

6. What makes text complex? Readability Formula • Challenging Vocabulary • Tier 2: Instructional Words • Tier 3: Content Specific Words • Long Complex Sentences • Sentence Structure determines how the words work together • Often contain multiple phrases or clauses, more ideas, longer noun or verb phrases, and more complex relationships • If students are to interpret the meaning of complex sentences, they need to be able to make sense of the phrasing, word order, punctuation, language, etc.

7. Coherence The ability to determine the connection between words, ideas, and sentences. Organization Ideas can be arranged across texts in many ways: • Sequential: Science experiment, recipe, fiction, history • Compare/Contrast: Science • Problem/Solution: History, Social Studies Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text

8. Background Knowledge • Vocabulary, sentence structure, coherence, and organization can all be determined by closely analyzing the text itself. A final determinant of text difficulty, however, depends on the reader's prior knowledge. • Old Man In the Sea • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.

9. What Can Teachers Do About Text Complexity? Build Skills • Fluency • Lots of practice using expression and punctuation within context • Stop and discuss meaning of text • Read same text several times, asking a different question each time.

10. Establish a Purpose • Students need to know what kind of text they are reading and what to do with the information • Example: "Determine the difference between desert and tundra biomes" would direct the reading differently from establishing the purpose, "Examine the author's use of imagery and consider how you could apply it in your own writing.” Foster Motivation and Persistence . Students need to help to keep their head in the game, because working past the pain of reading complex text will be beneficial. • You need to create successive successes • Students need a teacher, who combines complex texts with effective instruction

11. Textbook Analysis Assignment • Description • Rubric • Due Aug 6, 2013

12. Fry Readability Formula Using the article , “The Challenge of Challenging Text,” determine the readability by using the Fry formula. 1. Randomly select three (3) sample passages and count out exactly 100 words each, beginning with the beginning of a sentence. Do count proper nouns, initializations, and numerals. 2. Count the number of sentences in the 100 words, estimating length of the fraction of the last sentence to the nearest one-tenth. 3. Count the total number of syllables in the 100-word passage. If you don't have a hand counter available, an easy way is simply to put a mark above every syllable over one in each word; then, when you get to the end of the passage, count the number of marks and add 100. Small calculators can also be used as counters by pushing numeral 1, then pushing the + sign for each word or syllable. 4. Enter graph with average sentence length and average number of syllables; plot dot where the two lines intersect. Area where dot is plotted will give you the approximate grade level. Using a text you brought to class, determine the readability level by using the Fry formula.

13. Student Study Assignment • Observation: Look for ways that your student uses literacy to communicate information, feelings, and identities. You should also look for how your focal student uses literacy to make sense of (texts in) their world and position themselves and others. • Administer the Metacognitive Awareness of Reading Strategies Inventory

14. Vocabulary Instruction • Tier 1, Tier 2, and Tier 3 Vocabulary Words • Four main principles that guide vocabulary instruction • Students should be active • Students should personalize word learning. • Students should be immersed in words. • Students should build on multiple sources of information to learn words through repeated exposures.

15. Vocabulary Strategies • Morphemic Analysis • Context clues • External References • Contextual Redefinition • Personal Glossary • Graphic Organizer • Word Origins • Semantic mapping • Clues and questions • Verbal and visual word association • Vocabulary self collection • Word Map • TOAST • Analogies • Scrambled words & cross word puzzles

16. Vocabulary Presentations • Clearly identify the strategy – name it – and explain how it works, step by step. • Clearly explain its value; that is, why you’re using it and what it can do for students. Be specific. • Clearly explain its disciplinary connection by explaining what disciplinary skills, practices, processes, and ways of thinking, doing, and being it helps students develop. • Accurately demonstrate/enact the strategy as you would in your actual disciplinary classroom. If you make adjustments, explain why you are making adjustments. Most importantly, demonstrate the strategy in a disciplinary appropriate way by using disciplinary texts, processes, and concepts. • Stick to the 8-10 minute time limit. • Provide a handout for your colleagues.

17. Vocabulary Strategy Presentations • Morphemic Analysis • Context clues • External References • Contextual Redefinition • Personal Glossary • Graphic Organizer • Word Origins • Semantic mapping • Clues and questions • Verbal and visual word association • Vocabulary self collection • Word Map • TOAST • Analogies • Scrambled words & cross word puzzles 1-8 Due Tues. July 30 9-15 Due Tues. Aug 6

18. Content Objectives: • I will review the definition of texts and the teacher’s responsibility in choosing classroom materials. • I will identify the characteristics of complex texts. • I will determine the readability of a text by using the Fry Readability formula • I will review the characteristics of effective vocabulary instruction from SIOP. Language Objectives • I will write the definition of texts and my responsibility in choosing classroom materials. • I will discuss the characteristics of complex texts and the characteristics of effective vocabulary instruction from SIOP.

19. Assignments to date • Student Study (Due Aug 20) • Observations • Metacognitive Awareness of Reading Strategies Inventory • Text Analysis (Due Aug 6) • Vocabulary Presentation (Due July 30, Aug 6)