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\hypersetup{
  pdftitle={Re-leveling with AI: Making Texts Work for English Learners},
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\title{Re-leveling with AI: Making Texts Work for English Learners}
\author{Chris Spackman}
\institute{The Graham Family of Schools}
\date{\currentterm}

\begin{document}

% title frame
\frame{\titlepage}

% \begin{frame}
%   \frametitle{Opening Survey}

%   \section{Getting Started}

%   \vspace*{0.5em}

%   \emph{\textbf{Welcome!}}

%   % \vspace*{1em}

%   Please complete the survey at \url{https://www.ChrisSpackman.com/2025-11-21-intro-survey.html}.

%   Or, use this QR code:

%   \vspace*{-1.75em}

%   \centering \includegraphics[width=1.65in]{./images/01-first-google-form.png}

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% \begin{frame}
%   \frametitle{Brief Discussion}

%   Brief discussion of the survey.

%   \begin{itemize}
%   \item

%   \item Did you use the Google Translate app (or similar) to read the form?

%   \item Has anyone had experience living in a different culture and different language?

%   \end{itemize}

%   If it wasn't as obvious as a sledgehammer, we're trying to experience how some families experience school communications.

% \end{frame}

\begin{frame}
  \frametitle{Today's \emph{Nagare}}

\section{Getting Started}
  
  % ``\emph{Nagare}'' is a Japanese word meaning ``flow''.

  \begin{itemize}
    \semiwidelist
  \item Introductions and brief tech familiarity conversation
  \item A little about reading levels and readability
  \item Re-Leveling
  \item Enhancing / Elaborating / Amplifying
  \item Examples \ldots
  \item NotebookLM
  \item Practice (network allowing)
  \item Q \& A and wrap up
  \end{itemize}


\end{frame}

\begin{frame}
  \frametitle{About Chris Spackman}


  \begin{block}{Professional History}

    \begin{itemize}
      \widelist
    \item
      Taught K-12 EFL (English as a Foreign Language) in Japan, 1995 -- 2008
    \item
      Earned MA TESOL and Ohio ESL K-12 teaching license in 2010
    \item
      Work in K-12 ESOL for The Graham Family of Schools since 2010
    \item
      Teach adult ESOL for the Basic English program at Columbus State Community College since 2016
    \item
      Know English and Japanese; learning Spanish
    \end{itemize}

  \end{block}

\end{frame}


\begin{frame}
  \frametitle{Links for Today}

  Please go to \url{https://www.ChrisSpackman.com/2025-11-21.html} for links we will use today.

  Or, use this QR code:

  \vspace*{-1.5em}

  \centering \includegraphics[width=1.65in]{./images/00-qr-code-slides-and-links.png}

\end{frame}


\begin{frame}
  \frametitle{Readability}

  \section{Readability}
  
  There are several ways of figuring grade level or readability.

  These are just a few of them:

  \begin{multicols}{2}
  \begin{itemize}
    \semiwidelist
  \item \href{https://en.wikipedia.org/wiki/Coleman\%E2\%80\%93Liau_index}{Coleman-Liau Readability Index}
  \item \href{https://en.wikipedia.org/wiki/Flesch\%E2\%80\%93Kincaid_readability_tests\#Flesch\%E2\%80\%93Kincaid_grade_level}{Flesch-Kincaid Grade Level}
  \item \href{https://en.wikipedia.org/wiki/Flesch\%E2\%80\%93Kincaid_readability_tests\#Flesch_reading_ease}{Flesch Reading Ease}
   \item \href{https://en.wikipedia.org/wiki/Fry_readability_formula}{Fry Readability Formula}
   \item \href{https://en.wikipedia.org/wiki/Gunning_fog_index}{Gunning Fog Index}
   \item \href{https://en.wikipedia.org/wiki/Lexile}{Lexile} (proprietary)
   \item \href{https://en.wikipedia.org/wiki/Linsear_Write}{Linsear Write Grade Level Formula}
   \item \href{https://en.wikipedia.org/wiki/SMOG}{The Smog Index}
   \end{itemize}
 \end{multicols}

 \href{https://readabilityformulas.com/readability-scoring-system.php}{ReadabilityFormulas.com}
 is an excellent free site for checking the readability of a
 passage. Paste text in, and the results will appear automagically.

\end{frame}

\begin{frame}
  \frametitle{Problems with Readability}

  Most readability formulas focus on a few aspects of the text:

  \begin{multicols}{2}
  
  \begin{itemize}
    \semiwidelist
  \item sentence length
  \item word length
  \item syllables per word
  \item vocabulary lists (some, not all)
  \end{itemize}

  \end{multicols}
  
  These miss language elements that can be difficult for ELs, like
  phrasal verbs or passive voice, and those that can be easy, like
  cognates.

  They also miss all the other factors, such as \ldots

\end{frame}

\begin{frame}
  \frametitle{Considerations beyond ``readability''}

Here are a few other important considerations:

\begin{multicols}{2}
 
\begin{itemize}
  \semiwidelist
  \item meaning or purpose of the text
  \item text structure
  \item language \& syntax (partially addressed)
  \item knowledge demands
  \item cultural \& emotional load
  \item cohesion \& coherence
  \item text supports \& features
  \end{itemize}

\end{multicols}

\vspace*{-0.75em}

All impact English Learners' acquisition of a text. Re-leveling
addresses language \& syntax factors. Enhancing addresses most of the
factors.

I prefer ``enhance'', but you will often also see ``amplify'' and
``elaborate''. They all refer to adding scaffolding to the text to
support learners.

  
\end{frame}

\begin{frame}\frametitle{Radar Chart}

\vspace*{-1.0em}
  
  \centering \includegraphics[width=0.5\textwidth]{./images/reading-difficulty-radar-chart-for-inserting.png}
  
\end{frame}

\begin{frame}\frametitle{Radar Chart Example}

\vspace*{-0.35em}
  
  \centering \includegraphics[width=0.5\textwidth]{./images/reading-difficulty-radar-chart-nnedi.png}
  
\end{frame}


\begin{frame}
  \frametitle{When / How to use the text?}

Consider those other factors, then also consider when and how to use the text: 

\begin{itemize}
  \semiwidelist
  \item Difficultly ``high'' texts: close or guided reading.
  \item ``Medium'' texts: whole-class / group reading, individual with supports
  \item ``Easy'' texts: individual
  \end{itemize} 

  This will impact how much you need to re-level or enhance the text.

  Close reading a page together in class? Probably does not need to be modified.

  Assigning individual reading? Non-easy texts may need re-leveling / enhancing.
  
\end{frame}


\begin{frame}
  \frametitle{Re-Leveling}

  \section{Re-Leveling}

%  \vspace*{0.5em}
  
  Re-Leveling okay, but:

  \vspace*{-0.25em}
  
  \begin{itemize}
    \semiwidelist
  \item limit to the worst / longest / most complex sentences
  \item remove only the least important / most irrelevant vocabulary
  \item tweak prompts, be very specific (give grade level, which formula, etc.)
  \item do \textbf{not} trust LLMs' claims of reading level
  \item double check LLM output with other, unrelated LLMs
  \item read and modify final output for \emph{your} students
  \end{itemize}
  
  Sometimes, a very easy-to-read short reading to build background
  knowledge may be better than re-leveling the main text. LLMs can
  also help with this.

\end{frame}

\begin{frame}
  \frametitle{Re-Leveling (continued)}
 
  \textbf{Example prompt:} \emph{Re-level the following text to a 6th grade level on the Flesch-Kincaid Grade Level scale. The students are 9th grade long-term English Learners in World History class in Ohio. Be sure to keep all appropriate academic vocabulary and do not simplify the content. Focus on shortening sentences by breaking up complex or compound sentences and relocating adjective and adverb clauses (when possible). Difficult or uncommon words that are not important for the meaning and are not cognates in Spanish or French can be replaced.}

[text to re-level]
  
\end{frame}


\begin{frame}
  \frametitle{Enhance, When You Can}

  \section{Enhancing}
  
  Instead of re-leveling the text, enhance it (if you have the time): 

  \begin{itemize}
    \semiwidelist
  \item add explanations, summaries, etc.
  \item add vocabulary glosses (explain, don't replace)
  \item build background knowledge (and super easy reading totally okay for that)
  \item chunk the text
  \item highlight speakers, important terms, etc.
  \item include images, links to videos when appropriate, etc
  \end{itemize}

  Easier said than done, and it can depend on the software you use.
  
\end{frame}

\begin{frame}
  \frametitle{Tech Issues With Enhancing}

  Some enhancements are easy, but not that flexible. Others are easy only with the right software.

  \begin{itemize}
    \semiwidelist
  \item Chunking: easy if multiple versions, but can't be toggled
  \item Highlighting text: easy, but can't be toggled easily (need different versions)
  \item Images: generally easy to add
  \item Text boxes: for annotations, definitions, etc, but not available on GDocs
    \begin{itemize}
    \item [\(\rightarrow\)] Text in GDoc drawings does not translate (it is an image of text)
    \end{itemize}

  \end{itemize}

  \href{https://docs.google.com/document/d/1qDRCypat5gTC-UBslXdTaM7OSV-2fSQQIXE_K7bW6H0/edit?usp=sharing}{This
    enhanced text} was fairly easy and quick to create but is ``all or nothing''.

\end{frame}


\begin{frame}
  \frametitle{Another Enhanced Text}

  With ChatGPT and Google Gemini, I
  \href{https://en.wikipedia.org/wiki/Vibe_coding}{vibe coded} an HTML
  (web) page that includes several recommended enhancements:

  \begin{itemize}
  \item chunking
  \item images
  \item speaker highlighting
  \item summaries, explanations, etc.
  \item vocabulary definitions in English and Spanish
  \end{itemize}

  All can be toggled on and off, so students can use the ones they
  want, don't have to use the ones they don't need.

\end{frame}

\begin{frame}
  \frametitle{Enhanced YA Short Story}

  \href{https://www.osugisakae.com/blog/mandated-reporter-conversations-with-nnedi.html}{\emph{Mandated Reporter: Conversations with Nnedi}} is a young adult short story / novella I wrote a few years ago. \href{https://www.chrisspackman.com/educator-resources/pd/2025-11-21-ohio-tesol/conversations-with-nnedi-enhanced.html}{The enhanced version} is highly super-duper enhanced.

  \vspace*{-0.75em}

  \centering \href{https://www.chrisspackman.com/educator-resources/pd/2025-11-21-ohio-tesol/conversations-with-nnedi-enhanced.html}{\includegraphics[width=1.65in]{./images/01-qr-code-nnedi-enhanced.png}}
  
\end{frame}

\begin{frame}
  \frametitle{NotebookLM}

\section{NotebookLM}
  
  First, try the \href{https://notebooklm.google.com/notebook/5fd9275f-7dcf-4269-a642-d1deb5e12a4b}{Readability, Re-Leveling, and Elaborating for Second Language Learners} NotebookLM.

  NotebookLM is like having an expert friend who you can call up with questions any time.

\end{frame}

\begin{frame}
  \frametitle{Practice Time}

\section{Practice!}
  
Let's play \ldots

\end{frame}


% \begin{frame}
%   \frametitle{Lagniappe}

% \section{Lagniappe}
  
% (links to all the research and reports)

% \end{frame}


\begin{frame}
  \frametitle{Q \& A; Wrap Up}

  \section{Wrap Up}

  \begin{itemize}
    \widelist
  \item Questions? Answers? Comments?

  \item The slides and other resources from today are at \href{https://www.ChrisSpackman.com/Educator-Resources/pd/2025-11-21/index.html}{ChrisSpackman.com}

  \item My ``professional'' email address is \href{mailto:chris@chrisspackman.com}{chris@ChrisSpackman.com}.

  \item My work email is \href{mailto:spackman.1@thecharlesschool.org}{spackman.1@TheCharlesSchool.org}.

  \item My Gmail (for the shared documents) is \href{mailto:osugisakae@gmail.com}{osugisakae@gmail.com}.

  \item I'm on Mastodon at \href{https://twit.social/@chris_spackman}{@chris\_spackman@twit.social}.
    \begin{itemize}
    \item I believe you can also find me at that address on BlueSky % (they are federated)
    \end{itemize}

  \end{itemize}

\end{frame}



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%   \section{Links}

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% \end{frame}

% \begin{frame}
%   \frametitle{Links (cont.)}

%   \begin{itemize}
%     \begin{small}
%     \item \url{https://www.plainlanguage.gov/guidelines/}
%     \item \url{https://www.youtube.com}
%     \item \url{https://www2.ed.gov/about/offices/list/ocr/ellresources.html}
%     \item \url{https://youtu.be/TXI9-IsRk7M} (creating multilingual forms)
%     \item \url{mailto:chris@chrisspackman.com}
%     \item \url{mailto:osugisakae@gmail.com}
%     \item \url{mailto:spackman.1@thecharlesschool.org}
%     \end{small}
%   \end{itemize}

% \end{frame}


\begin{frame}
  \frametitle{Copyright / Copyleft}

  \section{Copyright}

  \vspace*{1em}

  This document is copyright \textcopyright 2025 Chris Spackman.

  These slides are licensed under a
  \href{http://creativecommons.org/licenses/by-sa/4.0/}{Creative Commons
    Attribution-ShareAlike 4.0 International License}

  \begin{center}
    \href{http://creativecommons.org/licenses/by-sa/4.0/}{\includegraphics{images/ccbysa.png}}
  \end{center}

  Please see \href{https://www.ChrisSpackman.com/Educator-Resources/pd/2025-11-21-ohio-tesol-releveling/}{ChrisSpackman.com} for editable versions of resources from today.

  \hfill {\tiny Last edited: 2025-11-20}

\end{frame}


\begin{frame}
  \frametitle{Session Feedback}

\section{Feedback}
  
\begin{center}
  \includegraphics[width=0.68\textwidth]{./images/Conference_Presenter_Slides_2025I_IJ.png}

  \vspace*{-0.4em}
  
  {\small I have no idea what the copyright status of this image is.}

\end{center}

\end{frame}


\end{document}

