March 29, 2012 Nancy H. Ketz [email protected] The NYSAFLT Webinar Series presents:

March 29, 2012Nancy H. [email protected]

The NYSAFLT Webinar Series presents:

Today’s plan:Today’s plan:

PurposePurpose

What the Common Core is/isn’tWhat the Common Core is/isn’t

Focus on LanguageFocus on Language

Focus on Speaking/ListeningFocus on Speaking/Listening

Focus on Reading Focus on Reading

The Six “Shifts” + Close ReadingThe Six “Shifts” + Close Reading

Focus on WritingFocus on Writing

Sample Unit aligned to the Common CoreSample Unit aligned to the Common Core

SourcesSources

The purpose of the Common Core The purpose of the Common Core Standards is to “ensure that all students Standards is to “ensure that all students are college and career ready in literacy…”are college and career ready in literacy…”

Purpose

Students will:Students will:

undertake close, attentive, undertake close, attentive, critical reading critical reading that is at the heart of understanding.that is at the heart of understanding.

demonstrate the demonstrate the cogent reasoning cogent reasoning and use of and use of evidenceevidence essential to responsible citizenship. essential to responsible citizenship.

demonstrate demonstrate 2121stst century literacy century literacy..

Core SubjectsCore Subjects& 21& 21stst Century Themes Century Themes

Core subjects includeCore subjects include: : English, reading or language arts English, reading or language arts

World LanguagesWorld LanguagesArts Arts Mathematics Mathematics Economics Economics Science Science Geography Geography History History Government and Civics Government and Civics

In addition to these subjects, schools must move beyond a focus on basic competency in core In addition to these subjects, schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving in subjects to promoting understanding of academic content at much higher levels by weaving in 21st century interdisciplinary themes21st century interdisciplinary themes: :

Global AwarenessGlobal AwarenessFinancial, economic, business and entrepreneurial literacy Financial, economic, business and entrepreneurial literacy Civic literacy Civic literacy Health literacy Health literacy Environmental literacyEnvironmental literacy

2121stst Century Skills Century SkillsInnovation, creativity, critical thinkingInnovation, creativity, critical thinking

Problem solvingProblem solving

Communication and collaborationCommunication and collaboration

Technology skills and media literacyTechnology skills and media literacy

Life and career skillsLife and career skills

Flexibility, adaptability, initiativeFlexibility, adaptability, initiative

Self-directionSelf-direction

Social and cross-cultural skillsSocial and cross-cultural skills

Leadership and accountabilityLeadership and accountability

Dr. John King’s Statement:Dr. John King’s Statement:

““We will continue to require that students We will continue to require that students complete at least two units of study in complete at least two units of study in LOTE at some time during the grades LOTE at some time during the grades kindergarten through nine. In addition, we kindergarten through nine. In addition, we encourage high school students to pursue encourage high school students to pursue a sequence in LOTE in order to earn a a sequence in LOTE in order to earn a Regents diploma wit advanced Regents diploma wit advanced designation.”designation.”http://www.p12.nysed.gov/newsnotes/#assess

May 23, 2011May 23, 2011

There are 2 Common Core Standards:There are 2 Common Core Standards:

Math and ELA/LiteracyMath and ELA/Literacy

The Literacy standards are then listed as The Literacy standards are then listed as literacy in Social Studies/History, Science, literacy in Social Studies/History, Science, and Technical Subjects. LOTE is one of and Technical Subjects. LOTE is one of the technical subjects. Our task is to align the technical subjects. Our task is to align our LOTE curriculum to the Literacy our LOTE curriculum to the Literacy Standards.Standards.

Unlike NCLB (which was a non-funded Unlike NCLB (which was a non-funded mandate), the Common Core Standards mandate), the Common Core Standards are part of NY’s application for the RTTT are part of NY’s application for the RTTT funding. funding.

The SED is requiring Math and ELA to The SED is requiring Math and ELA to pilot the creation/implementation of the pilot the creation/implementation of the Common Core Standards in the 2011-Common Core Standards in the 2011-2012 school year. LOTE is scheduled to 2012 school year. LOTE is scheduled to implement the CCS in the 2012-2013 implement the CCS in the 2012-2013 school year. However, many Districts are school year. However, many Districts are requiring their teachers to begin the requiring their teachers to begin the implementation this year. This is a implementation this year. This is a proactive approach.proactive approach.

You will see in this presentation that your You will see in this presentation that your present curriculum and methods are present curriculum and methods are already greatly aligned to the CCS. The already greatly aligned to the CCS. The major difference is in the wording that major difference is in the wording that describes what we do.describes what we do.

Fact:Fact:

““The Common Core Standards … are The Common Core Standards … are NOT meant to replace content NOT meant to replace content standards…but rather to supplement standards…but rather to supplement them.”them.”

A Focus on Results, not MeansA Focus on Results, not Means

By emphasizing achievements, the CCS By emphasizing achievements, the CCS leave room for teachers/etc to determine leave room for teachers/etc to determine howhow those goals should be reached and those goals should be reached and whatwhat topics should be addressed. “ topics should be addressed. “

“ “ Teachers are free to provide students Teachers are free to provide students with whatever tools and knowledge their with whatever tools and knowledge their professional judgment and experienceprofessional judgment and experience identify as most helpful for meeting the identify as most helpful for meeting the goals set out in the Standards.”goals set out in the Standards.”

The truth is, this puts LOTE teachers in The truth is, this puts LOTE teachers in the driver’s seat. We know what we do the driver’s seat. We know what we do and how we do it better than others; this and how we do it better than others; this provides us with a great opportunity to provides us with a great opportunity to educate others about the educate others about the positive support positive support LOTE provides to Literacy/ELA and all LOTE provides to Literacy/ELA and all other subject areas.other subject areas.

What is NOT in the Common What is NOT in the Common Core Standards?Core Standards?

1. “The Standards define what all students 1. “The Standards define what all students are expected to know and do, are expected to know and do, NOT how NOT how teachers should teachteachers should teach. The Standards . The Standards must therefore be complemented by a must therefore be complemented by a well-developed, content-rich curriculum.”well-developed, content-rich curriculum.”

2. “The Standards focus on what is most 2. “The Standards focus on what is most essential. They do essential. They do NOT describe all that NOT describe all that can or should be taughtcan or should be taught. This is left to the . This is left to the discretion of the teachers…”discretion of the teachers…”

3. “The Standards do 3. “The Standards do NOTNOT define the define the nature of nature of advanced work advanced work for students who for students who have already met the Standards.”have already met the Standards.”

4. “The Standards do 4. “The Standards do NOTNOT define the define the intervention methods or materials intervention methods or materials necessary to support students who are not necessary to support students who are not at their grade-level expectations.”at their grade-level expectations.”

5. “The Standards do 5. “The Standards do NOTNOT define the full define the full range of range of supportssupports appropriate for appropriate for ELL’s.”ELL’s.”

6. “While the Standards are critical to 6. “While the Standards are critical to college and career readiness, they do college and career readiness, they do NOTNOT define the whole of this readiness, define the whole of this readiness, such as such as social, emotional, and/or physical social, emotional, and/or physical developmentdevelopment.”.”

So, what’s in the Common So, what’s in the Common Core Standards?Core Standards?

The Common Core for Literacy The Common Core for Literacy includes:includes:

6 standards for language conventions6 standards for language conventions

6 standards for listening and speaking6 standards for listening and speaking

10 standards for reading10 standards for reading

10 standards for writing10 standards for writing

Language Standards 1 and 2 Language Standards 1 and 2 address the “Conventions of address the “Conventions of

Standard Language”Standard Language”

#1: Demonstrate command of the #1: Demonstrate command of the conventions of standard English conventions of standard English grammar grammar and usage and usage when writing or speaking.when writing or speaking.

#2: Demonstrate command of the #2: Demonstrate command of the conventions of standard English conventions of standard English capitalization, punctuation, and spelling capitalization, punctuation, and spelling when writing.when writing.

Language Standard 3 Language Standard 3 addresses “Knowledge of addresses “Knowledge of

Language”Language”

Apply Apply knowledge of language knowledge of language to to understand how language functions in understand how language functions in different contexts, to make effective different contexts, to make effective choices for meaning or style, and to choices for meaning or style, and to comprehend more fully when reading or comprehend more fully when reading or listening. listening.

Language Standards 4, 5, and 6 Language Standards 4, 5, and 6 address “Vocabulary Acquisition address “Vocabulary Acquisition

and Use”and Use”

#4: Determine or #4: Determine or clarify the meaning clarify the meaning of of unknown and multiple-meaning words and unknown and multiple-meaning words and phrases by using phrases by using context cluescontext clues, analyzing , analyzing meaningful word parts, and consulting meaningful word parts, and consulting general and specialized reference general and specialized reference materials as appropriate.materials as appropriate.

Language Standard #5Language Standard #5

#5: Demonstrate understanding of #5: Demonstrate understanding of figurative language, word relationships, figurative language, word relationships, and and nuancesnuances in word meanings. in word meanings.

Language Standard #6Language Standard #6

#6: Acquire and use accurately a range of #6: Acquire and use accurately a range of general academic and general academic and domain-specific domain-specific words and phrases words and phrases sufficient for reading, sufficient for reading, writing, speaking, and listening at the writing, speaking, and listening at the college and career-readiness level; college and career-readiness level; demonstrate independence in gathering demonstrate independence in gathering vocabulary knowledge when encountering vocabulary knowledge when encountering an unknown term important to an unknown term important to comprehension or expression.comprehension or expression.

How is this any different from How is this any different from what we do in a LOTE class?what we do in a LOTE class?

Speaking and ListeningSpeaking and Listening

Listening and Speaking StandardsListening and Speaking Standards1, 2, and 3 address 1, 2, and 3 address

“Comprehension and “Comprehension and CollaborationCollaboration””

#1: Prepare for and participate effectively #1: Prepare for and participate effectively in a range of in a range of conversationsconversations and and collaborations with diverse partners, collaborations with diverse partners, building on others’ ideas and expressing building on others’ ideas and expressing their own clearly and persuasively.their own clearly and persuasively.

Speaking/Listening Standard #2Speaking/Listening Standard #2

#2: #2: Integrate and evaluate information Integrate and evaluate information presented in diverse media and formats, presented in diverse media and formats, including visually, quantitatively, and including visually, quantitatively, and orally.orally.


#3: Evaluate a speaker’s #3: Evaluate a speaker’s point of viewpoint of view, , reasoning, and use of evidence and reasoning, and use of evidence and rhetoric.rhetoric.

Listening and Speaking Listening and Speaking Standards 4, 5,and 6 address Standards 4, 5,and 6 address

the “Presentation of Knowledge the “Presentation of Knowledge and Ideas”and Ideas”

#4: #4: Present informationPresent information, findings, and , findings, and supporting evidence such that listeners supporting evidence such that listeners can follow the line of reasoning and the can follow the line of reasoning and the organization, development, and style are organization, development, and style are appropriate to task, purpose, and appropriate to task, purpose, and audience.audience.


#5: Make strategic use of #5: Make strategic use of digital media digital media and visual displays of data to express and visual displays of data to express information and enhance understanding of information and enhance understanding of presentations.presentations.


#6: #6: Adapt speech to a variety of contexts Adapt speech to a variety of contexts and communicative tasks, demonstrating and communicative tasks, demonstrating command of formal English when command of formal English when indicated or appropriate. indicated or appropriate.

How is this different from How is this different from what LOTE teachers what LOTE teachers already include in their already include in their curriculum?curriculum?

ReadingReading

Reading Standards 1, 2, and 3 Reading Standards 1, 2, and 3 address “Key Ideas and Details”address “Key Ideas and Details”

#1: Read closely to #1: Read closely to determine what the determine what the text says text says explicitly and to make logical explicitly and to make logical inferences from it; cite specific textual inferences from it; cite specific textual evidenceevidence when writing or speaking to when writing or speaking to support conclusions drawn from the text.support conclusions drawn from the text.

Reading Standard #2Reading Standard #2

#2: Determine #2: Determine central ideas or themes central ideas or themes of a of a text and analyze their development; text and analyze their development; summarize key summarize key supporting details supporting details and and ideas.ideas.


#3: #3: Analyze how and why individuals, Analyze how and why individuals, events, or ideas develop and interact events, or ideas develop and interact over over the course of a text.the course of a text.

Reading Standards 4,5,and 6 Reading Standards 4,5,and 6 address “Craft and Structure”address “Craft and Structure”

#4: #4: Interpret words and phrases Interpret words and phrases as they as they are used in a text, including determining are used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape choices shape meaning or tonemeaning or tone..


#5: Analyze the #5: Analyze the structure of textsstructure of texts, , including how specific sentences, including how specific sentences, paragraphs, and larger portions of the text paragraphs, and larger portions of the text relate to each other and the whole.relate to each other and the whole.


#6: Assess how #6: Assess how point of view or purpose point of view or purpose shapes the content and style of a text.shapes the content and style of a text.

Reading Standards 7, 8, and 9 Reading Standards 7, 8, and 9 address the “Integration of address the “Integration of

Knowledge and Ideas”Knowledge and Ideas”

#7: #7: Integrate and evaluate content Integrate and evaluate content presented in diverse formats and mediapresented in diverse formats and media, , including visually and quantitatively, as including visually and quantitatively, as well as in words. well as in words.


#8: Delineate and #8: Delineate and evaluate the argument evaluate the argument and specific claims in a text, including the and specific claims in a text, including the validity of the reasoning as well as the validity of the reasoning as well as the relevance and sufficiency of the evidence.relevance and sufficiency of the evidence.


#9: #9: Analyze how two or more texts Analyze how two or more texts address similar themes or topics address similar themes or topics in order in order to build knowledge or to compare the to build knowledge or to compare the approaches the authors take. approaches the authors take.

Reading Standard 10 addresses Reading Standard 10 addresses the “Range of Reading and the “Range of Reading and Level of Text Complexity”Level of Text Complexity”

#10: #10: Read and comprehend complex Read and comprehend complex literary and informational texts literary and informational texts independently and proficientlyindependently and proficiently..

What else must I consider?What else must I consider?

There are There are 6 SHIFTS 6 SHIFTS that the Common that the Common Core requires of us if we are to be truly Core requires of us if we are to be truly aligned with it in terms of curricular aligned with it in terms of curricular materials and classroom instruction.materials and classroom instruction.

Shift 1Shift 1

Balancing informational and literary textsBalancing informational and literary texts. . At least 50% of texts at elementary level At least 50% of texts at elementary level must be informational; even more at must be informational; even more at secondary level. Shift 1 also recommends secondary level. Shift 1 also recommends close reading strategiesclose reading strategies..

Literary texts may Literary texts may include:include:

QuotationsQuotations

SayingsSayings

Jokes or riddlesJokes or riddles

Comic stripsComic strips

PoemsPoems

MythsMyths

FablesFables

Movie or video clipsMovie or video clips

PlaysPlays

Short storiesShort stories

Chapter from novelChapter from novel

Informational texts may Informational texts may include: include:

Ads or commercialsAds or commercials

LabelsLabels

Charts or tablesCharts or tables

Recipes and other listsRecipes and other lists

BrochuresBrochures

News articlesNews articles

News, weather, or News, weather, or sportscastsportscast

EditorialsEditorials

Song lyricsSong lyrics

InterviewsInterviews

Podcasts Podcasts

Shift 2Shift 2

Grades 6-12: Knowledge in the disciplines: Grades 6-12: Knowledge in the disciplines: Content area teachers must emphasize Content area teachers must emphasize literacy in their domainliteracy in their domain..

Shift 3Shift 3

Staircase of ComplexityStaircase of Complexity: Use grade-: Use grade-appropriate texts with “steps of growth” appropriate texts with “steps of growth” and appropriate scaffolding to support and appropriate scaffolding to support student needs.student needs.

Shift 4Shift 4

Text-based answersText-based answers: Students must have : Students must have rich and rigorous rich and rigorous conversations dependent conversations dependent on a common text, developing habits for on a common text, developing habits for making evidentiary arguments both in making evidentiary arguments both in conversation as well as in writing.conversation as well as in writing.

Shift 5Shift 5

Writing from sources: Writing should Writing from sources: Writing should emphasize emphasize the use of evidence the use of evidence rather than rather than personal narrative.personal narrative.

Shift 6Shift 6

Academic vocabularyAcademic vocabulary: Focus on : Focus on commonly found words (discourse, theory, commonly found words (discourse, theory, etc) and less on “esoteric literary terms” to etc) and less on “esoteric literary terms” to “build students’ ability to access more “build students’ ability to access more complex texts across the content areas.”complex texts across the content areas.”

What is Close Reading? What is Close Reading?

Multiple Readings Multiple Readings

Stick to well-established, research-based, Stick to well-established, research-based, best practices for reading.best practices for reading.

What might Close Reading What might Close Reading consist of?consist of?

Provide background information, context, Provide background information, context, and purpose for the reading.and purpose for the reading.

Introduce vocabulary as necessary.Introduce vocabulary as necessary.

Provide a variety of pre-reading, during Provide a variety of pre-reading, during reading, and post-reading activities.reading, and post-reading activities.

Check for audience.Check for audience.

Check for structure.Check for structure.

Remember….Remember….

Word/phrase comprehension leads to Word/phrase comprehension leads to paragraph comprehension.paragraph comprehension.

Literal comprehension leads to inferential Literal comprehension leads to inferential comprehension.comprehension.

An example of Close Reading:An example of Close Reading:“Demain d“Demain dès l’aube”ès l’aube”

Structure (R5)Structure (R5)

Tone by stanza (R4)Tone by stanza (R4)

Summary by stanza (R2,4)Summary by stanza (R2,4)

Audience (R1)Audience (R1)

Study of vocabulary (R4)Study of vocabulary (R4)

Setting/ background/perspective (R6)Setting/ background/perspective (R6)

Relationship of sequence (R3)Relationship of sequence (R3)

WritingWriting

Writing Standards 1, 2, and 3 Writing Standards 1, 2, and 3 address “Text Types and address “Text Types and

Purposes”Purposes”

#1: #1: Write arguments to support claims Write arguments to support claims in in an analysis of substantive topics or texts an analysis of substantive topics or texts using valid reasoning and relevant and using valid reasoning and relevant and sufficient evidence.sufficient evidence.

Writing Standard #2Writing Standard #2

#2: #2: Write informative/explanatory texts Write informative/explanatory texts to to examine and convey complex ideas and examine and convey complex ideas and information clearly and accurately through information clearly and accurately through the effective selection, organization, and the effective selection, organization, and analysis of content.analysis of content.


#3: #3: Write narratives to develop real or Write narratives to develop real or imagined experiences or events imagined experiences or events using using effective technique, well-chosen details, effective technique, well-chosen details, and well-structured event sequences.and well-structured event sequences.

Writing Standards 4, 5, and 6 Writing Standards 4, 5, and 6 address the “Production and address the “Production and

Distribution of Writing”Distribution of Writing”

#4: Produce clear and coherent writing in #4: Produce clear and coherent writing in which which the development, organization, and the development, organization, and style are appropriate to task, purpose, and style are appropriate to task, purpose, and audienceaudience..


#5: Develop and strengthen writing as #5: Develop and strengthen writing as needed by needed by planning, revising, editing, planning, revising, editing, rewriting, or trying a new approachrewriting, or trying a new approach..


#6: #6: Use technology, including the Internet, Use technology, including the Internet, to produce and publish to produce and publish writing and to writing and to interact and collaborate with others.interact and collaborate with others.

Writing Standards 7, 8, and 9 Writing Standards 7, 8, and 9 address “Research to Build and address “Research to Build and

Present Knowledge”Present Knowledge”

#7: Conduct short as well as more #7: Conduct short as well as more sustained sustained research projects research projects based on based on focused questions, demonstrating focused questions, demonstrating understanding of the subject under understanding of the subject under investigation.investigation.


#8: #8: Gather relevant information Gather relevant information from from multiple print and digital sources, assess multiple print and digital sources, assess the credibility and accuracy of each the credibility and accuracy of each source, and source, and integrate the information integrate the information while while avoiding plagiarism.avoiding plagiarism.


#9: Draw evidence from literacy or #9: Draw evidence from literacy or informational texts to informational texts to support support analysis, analysis, reflection, and research. reflection, and research.

Writing Standard 10 addresses Writing Standard 10 addresses “Range of Writing”“Range of Writing”

#10: Write routinely over #10: Write routinely over extended time extended time frames frames (time for research, reflection, and (time for research, reflection, and revision) and shorter time frames (a single revision) and shorter time frames (a single sitting, one or two days) for a range of sitting, one or two days) for a range of tasks, purposes, and audiences.tasks, purposes, and audiences.

So what might a LOTE Unit So what might a LOTE Unit aligned to the Common Core aligned to the Common Core

look like?look like?

Linguafolio recommends:

A La UneA La Une

Within my unit on “Front Page News,” the Within my unit on “Front Page News,” the end result will be a demonstration in the end result will be a demonstration in the presentational mode that students are able presentational mode that students are able to discuss a “front page news item” in one to discuss a “front page news item” in one of several formats. of several formats.

From the Common Core Conventions of From the Common Core Conventions of Language #1, 3, 4, 5, and 6, students will Language #1, 3, 4, 5, and 6, students will have previously learned the formation and have previously learned the formation and usage of the preterit and imperfect tenses usage of the preterit and imperfect tenses and the vocabulary and formation of the and the vocabulary and formation of the interrogative. They will acquire vocabulary interrogative. They will acquire vocabulary of “exclamatory” expressions as well as of “exclamatory” expressions as well as “front page news” topics. “front page news” topics.

Using Close Reading Skills in the Using Close Reading Skills in the Interpretive Mode, students will read a Interpretive Mode, students will read a teacher-selected level-appropriate news teacher-selected level-appropriate news article. They will:article. They will:

read for comprehension and details (R1) read for comprehension and details (R1)

determine a central theme (R2)determine a central theme (R2)

interpret unknown words or phrases (R4)interpret unknown words or phrases (R4)

trace the development (R3)trace the development (R3)

assess a point of view (R6)assess a point of view (R6)

In Interpersonal Mode, using different In Interpersonal Mode, using different news items, partners will converse, asking news items, partners will converse, asking for and providing information about their for and providing information about their item. Speaking and Listening 1 and 2item. Speaking and Listening 1 and 2

Using Presentational Mode, teams will Using Presentational Mode, teams will present their news items from a variety of present their news items from a variety of formats:formats:

Police report (Writing #1,2,3)Police report (Writing #1,2,3)

Newspaper interview (Writing #1,2,3)Newspaper interview (Writing #1,2,3)

TV news report (Speaking #4 and 5)TV news report (Speaking #4 and 5)

What template should I use for What template should I use for writing my unit?writing my unit?

In reality, each District presently has its In reality, each District presently has its own idea for this. Write your unit in the own idea for this. Write your unit in the style of your District’s format. style of your District’s format.

Final ThoughtsFinal Thoughts

The Common Core Standards are all The Common Core Standards are all about Literacy.about Literacy.

LOTE has been the leader in Literacy for LOTE has been the leader in Literacy for decades!!!!decades!!!!

You already know WHAT to teach and You already know WHAT to teach and HOW to teach; just familiarize yourselves HOW to teach; just familiarize yourselves with the wording of the CCS, the 6 Shifts, with the wording of the CCS, the 6 Shifts, and the Close Reading Strategies, and and the Close Reading Strategies, and describe what you do in those terms. describe what you do in those terms.

For more information, contact me at:For more information, contact me at: [email protected]

The NYSED CCSS websiteThe NYSED CCSS website is at: is at: http://engageny.org

ACTFL’ s website is at:ACTFL’ s website is at: http://www.actfl.org

The Framework for 21The Framework for 21stst Century is at: Century is at: http://www.p21.org

Additional sites:Additional sites:

NNėė en 17 en 17 àà Leidenstadt by Fredericks, Leidenstadt by Fredericks, Goldman, Jones is available on YouTube.Goldman, Jones is available on YouTube.

Front page news articles can be found at Front page news articles can be found at http://www.onlinenewspapers.com

Shopping for French school supplies:Shopping for French school supplies:

http://www.pichon.fr . .

March 29, 2012 Nancy H. Ketz [email protected] The NYSAFLT Webinar Series presents:

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