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Part Three: Adapting and Modifying Texts Adapting material is largely a matter of [modifying] language of a text without distorting or diluting its meaning..., the aim is to make the material more accessible by eliminating a few linguistic features that impede comprehension.

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Overarching Question for Series Enduring Understanding for Series Critical Content Adapting texts Critical Skills Navigate Evaluate Adapt/modify Terminology language demand cognitive demand How can I implement a PBL that is accessible and supports ELLs for success? Adapting material is largely a matter of simplifying the language of a text without distorting or diluting its meaning..., the aim is to make the material more accessible by eliminating a few linguistic features that impede comprehension. (OELA) Topic: Adapting and Modifying Texts

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Degrees of Cognitive Demand how easy or how difficult the topic or content of a discussion is for the language learner school tolerance Degrees of Language Demand (Contextual Demand) to the number and nature of clues available to a speaker or listener that assist in conveying the meaning of the language little support - a lot of support Quadrant I: High context, and Low cognitive demand (BICS) Quadrant III: High context, and High cognitive demand Quadrant II: Low context, and Low cognitive demand Quadrant IV: Low Context, and High cognitive demand (CALP)

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What texts will you be exposing your students to during your PBL experience? magazines books, literature newspapers online textbooks online articles textbooks websites To overview the text, evaluate: Are there text structures? re there text features? Is there a glossary, index or an annotated dictionary? What are the sentence structures like? hich words do you expect to be unfamiliar to the students? Text Structures structures used to organize the texts information title headings, subheadings captions italicized or bold words Text Features Word HelpSentence Structures pictures diagrams charts dictionary glossary of terms index annotated dictionary length of sentences punctuation used

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What supports meaning for ELLs? 1.) Does the article have text features? - pictures - diagrams - charts - symbols 2.) Does the article have text structures that help assist the reader in gaining meaning? - title - headings - bold words - chunked / boxed out info. - labels with images - captions Supporting meaning Evaluate each text. Does it support the reader in gaining meaning or not? Would you add or change the supports? *Justify how you know.*

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Remember: Re-write sentences or small chunks - check the effectiveness - keep content terminology/jargon Use leveled texts -Consider lexile numbers - ESL INSIDE books (ask ESL teachers) Access LASS Coordinators, ESL Coordinator, ESL teachers - Keep integrity of author and text content Leveled Text Content Resources - newsela.com - United Streaming Complex Sentence -an independent clause, with two dependent clauses -- has a subordinator (because, although,...) After they finished investigating, they began to record their results into their journals because they had to explain their experiment. Compound - two or more ideas connected using a conjunction (ex: and, but, or, so, nor, yet) The students investigated and then recorded their results. Simple Sentence - independent clause - has a subject and a verb - one complete thought They finished investigating. They wrote their answers in their journals.

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Vocabulary Support Strategies within a text: 1.) Offering synonyms in parenthesis or actually changing the word to the synonym 2.) Providing an annotated thesaurus or dictionary 3.) Adding a picture with a caption that helps show the meaning of a word. Some words that need to be addressed: capita, consumption, prosper emissions, degrade --------------------------------------------------------------- Which strategy would you use for each word to modify this text for a LEP3 or LEP 4? Example 1: Parenthetical Synonym support Example 2: Annotated Thesaurus or Dictionary Example 3: Adding picture support with a caption Click on the link to see each example.

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OriginalAdapted for LEP3 Click on each link to see the difference. What is different between the two?

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Directions 1.) Pull out your own paper to record ideas. 2.) Look at the examples in the box. 3.) Under the picture, consider the questions. 4.) Write down the thoughts you have as you analyze the text. EXAMPLE 1 -W-What are the text structures used? - What text features are used? EXAMPLE 2 -W-What text structures and features are present? - How might you help the student understand the diagrams? EXAMPLE 3 -W-What text structures and features are present? - What word help is available? hat are the sentence structures like? EXAMPLE 4 -W-What text structures and features are present? -W-What different purposes do each picture serve? hat are the sentence structures like?

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What will be your first step to implement a text adaptation strategy in your classroom work? What are the different ways to adapt your texts for ELLs? Why is it important to adapt texts in PBL experiences for ELLs? Distinguish the different reasons why you would choose one text adaptation strategy over another?