WORLD LANGUAGES 2012-13: A Year of Transition. Today’s Outcomes Celebrate the start of the school...

WORLD LANGUAGES

2012-13: A Year of Transition

Today’s Outcomes

Celebrate the start of the school year Greet new teachers Explore areas of focus for 2012 – 13 Develop resources for new curricula Acquire strategies that promote

language learning


WORLD LANGUAGES

Common Core Standards for English

Language ArtsCommon Core Standards for

Mathematical Practices

Universal Design for Learning

Understanding by Design

Argument Writing

Explanatory Writing

Disciplinary Literacy

Close Reading Teacher Evaluation

Technology: Google Docs

STEM

Text Complexity


WORLD LANGUAGES

Common Core Standards for English

Language Arts

Argument Writing

Explanatory Writing


Close Reading

Text Complexity

for English Language Arts, History/Social Studies, & Science & Technical Subjects

LET’S TAKE A CLOSER LOOK

for English Language Arts

World Languages & Common Core


The confluence of content knowledge,

experiences, and skills merged with the

ability to read, write, listen, speak, think

critically, and perform in a way that is

meaningful within the context of a

given field.

—Definition from Wisconsin Common Core Standards for

Literacy in All Subjects



Intermediate Literacy

Basic LiteracyPrimaryGrades

Grades

3 – 5

Grades6 – 12


Integrate discipline-specific literacy into teaching-learning.

Use authentic materials.

Develop conceptual understanding of language.

Include relevant application of skills.

Integrate relevant collaborative and creative literacy processes.

Employ performance tasks in real-world contexts across disciplines.

Encourage participation in communities of discipline-literate peers.


Approach text as an expert in the

discipline would . . . What do

scientists, historians,

mathematicians, or linguists do as

they read?


• Identify vocabulary• Identify language

structures• Refer to text features• Use context clues• Make connections• Apply knowledge about

the culture• Visualize• Chunk the text• Expect not to understand

every word• Use a dictionary

sparingly

How do LINGUISTS approach text?


Monitor comprehension Pre-read Set goals Think about what one

already knows Ask questions Make predictions Test predictions against

the text Re-read Take notes Summarize

• Identify vocabulary• Identify language

structures• Refer to text features• Use context clues• Make connections• Apply knowledge about

the culture• Visualize• Chunk the text• Expect not to understand

every word• Use a dictionary

sparingly

General Reading Strategies

How do LINGUISTS approach text?

Connection to the Common Core

CLOSE READING

TEXT COMPLEXITY

CITE textual evidence to support ANALYSIS of what the text says explicitly as well as inferences drawn from the text.

By the end of the year, read and comprehend (literary) nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Close reading is not applied to every text.

Close Reading

Preliminary process necessary for crafting a spoken or written response

Development of deep understanding & interpretation of a text based on the words themselves

Movement from details to larger issues

Close Reading

. . . It was just like, if the “ Red Square question” was here, you knew it was somewhere around that area right there. And you could just look for the answer and copy it down and you got full credit for it. So you didn’t have to read. It was something that you could like slide by without them knowing. I don’t know if they cared or not, but that’s the way everybody did it. You see the “Red Square question” and you sort of calculate where it’s around, you find the answer, and you write it down, and that’s it. —Rosa, a 9th grade student, describing her experiences reading history (Schoenbach & Greenleaf, 2009)

Close Reading

Move away from reading the text and answering

questions . . .

to employing routines that engage students in

reading, writing, listening, speaking,

thinking critically, and performing in

meaningful ways.

This includes interacting with the text by highlighting key

vocabulary, posting questions, completing charts, drawing

pictures, making connections, summarizing, and observing

patterns for a meaningful purpose.

How do we craft CLOSE READING questions that go beyond the literal?

TEXT COMPLEXITYQuantitative • Qualitative • Reader & Task

Text Complexity

Text Structure Language

Conventionality & Clarity

Levels of Meaning or Purpose

Knowledge Demands

QUALITATIVE

Text Complexity

Cognitive Capabilities Reading Skills Motivation &

Engagement Prior Knowledge &

Experience Content & Theme

Considerations Associated Tasks

READER & TASK

What does this look like in practice?

Disciplinary Literacy: Close Reading & Text Complexity

CURRICULUMOUTCOMES

CLOSEREADING

TEXTCOMPLEXITY

QUALITATIVE

TEXTTITLE

READER &TASK

SPECIFICBEHAVIORS

TEXT-DEPENDENTQUESTIONS

PROMPTS

RE-STATEOUTCOMES

PERFORMANCEASSESSMENTS


Take a CLOSE look at the lesson plan.

Where are the elements from the planning tool?

How does a teacher move from the planning tool to the classroom?

What elements are added?


How does this fit in?

Questions

PD

School groups

https://transitiontocommoncore.wikispaces.hcpss.org

www.hcpsswl.com

WORLD LANGUAGES 2012-13: A Year of Transition. Today’s Outcomes Celebrate the start of the school...

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