The NYSAFLT Webinar Series presents Aligning LOTE to

The NYSAFLT Webinar Series presents: Aligning LOTE to the Common Core March 29, 2012 Nancy H. Ketz nketz@nysaflt. org

Today’s plan: Purpose What the Common Core is/isn’t Focus on Language Focus on Speaking/Listening Focus on Reading The Six “Shifts” + Close Reading Focus on Writing Sample Unit aligned to the Common Core Sources

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

Students will: undertake close, attentive, critical reading that is at the heart of understanding. demonstrate the cogent reasoning and use of evidence essential to responsible citizenship. demonstrate 21 st century literacy.

Core Subjects & 21 st Century Themes Core subjects include: English, reading or language arts World Languages Arts Mathematics Economics Science Geography History Government and Civics 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 21 st century interdisciplinary themes: Global Awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy

21 st Century Skills Innovation, creativity, critical thinking Problem solving Communication and collaboration Technology skills and media literacy Life and career skills Flexibility, adaptability, initiative Self-direction Social and cross-cultural skills Leadership and accountability

Dr. John King’s Statement: “We will continue to require that students complete at least two units of study in LOTE at some time during the grades kindergarten through nine. In addition, we encourage high school students to pursue a sequence in LOTE in order to earn a Regents diploma wit advanced designation. ” http: //www. p 12. nysed. gov/newsnotes/#assess May 23, 2011

There are 2 Common Core Standards: Math and ELA/Literacy The Literacy standards are then listed as literacy in Social Studies/History, Science, and Technical Subjects. LOTE is one of the technical subjects. Our task is to align our LOTE curriculum to the Literacy Standards.

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

The SED is requiring Math and ELA to pilot the creation/implementation of the Common Core Standards in the 20112012 school year. LOTE is scheduled to implement the CCS in the 2012 -2013 school year. However, many Districts are requiring their teachers to begin the implementation this year. This is a proactive approach.

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

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

A Focus on Results, not Means By emphasizing achievements, the CCS leave room for teachers/etc to determine how those goals should be reached and what topics should be addressed. “

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

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

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

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

3. “The Standards do NOT define the nature of advanced work for students who have already met the Standards. ”

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

5. “The Standards do NOT define the full range of supports appropriate for ELL’s. ”

6. “While the Standards are critical to college and career readiness, they do NOT define the whole of this readiness, such as social, emotional, and/or physical development. ”

Data driven instruction Locally selected measures Stateprovided growth measures The route to College and Career Readiness Evidencebased observation Common Core Instruction Student Learning Objectives

So, what’s in the Common Core Standards?

The Common Core for Literacy includes: 6 standards for language conventions 6 standards for listening and speaking 10 standards for reading 10 standards for writing

Language Standards 1 and 2 address the “Conventions of Standard Language” #1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. #2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language Standard 3 addresses “Knowledge of Language” Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Language Standards 4, 5, and 6 address “Vocabulary Acquisition and Use” #4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate.

Language Standard #5 #5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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

Speaking and Listening

Listening and Speaking Standards 1, 2, and 3 address “Comprehension and Collaboration” #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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

Speaking/Listening Standard #3 #3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Listening and Speaking Standards 4, 5, and 6 address the “Presentation of Knowledge and Ideas” #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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

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

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

Reading

Reading Standards 1, 2, and 3 address “Key Ideas and Details” #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

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

Reading Standards 4, 5, and 6 address “Craft and Structure” #4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

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

Reading Standards 7, 8, and 9 address the “Integration of Knowledge and Ideas” #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

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

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

Reading Standard 10 addresses the “Range of Reading and Level of Text Complexity” #10: Read and comprehend complex literary and informational texts independently and proficiently.

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

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

Literary texts may include: Quotations Sayings Jokes or riddles Comic strips Poems Myths Fables Movie or video clips Plays Short stories Chapter from novel Informational texts may include: Ads or commercials Labels Charts or tables Recipes and other lists Brochures News articles News, weather, or sportscast Editorials Song lyrics Interviews Podcasts

Shift 2 Grades 6 -12: Knowledge in the disciplines: Content area teachers must emphasize literacy in their domain.

Shift 3 Staircase of Complexity: Use gradeappropriate texts with “steps of growth” and appropriate scaffolding to support student needs.

Shift 4 Text-based answers: Students must have rich and rigorous conversations dependent on a common text, developing habits for making evidentiary arguments both in conversation as well as in writing.

Shift 5 Writing from sources: Writing should emphasize the use of evidence rather than personal narrative.

Shift 6 Academic vocabulary: Focus on commonly found words (discourse, theory, etc) and less on “esoteric literary terms” to “build students’ ability to access more complex texts across the content areas. ”

What is Close Reading? Multiple Readings Stick to well-established, research-based, best practices for reading.

What might Close Reading consist of? Provide background information, context, and purpose for the reading. Introduce vocabulary as necessary. Provide a variety of pre-reading, during reading, and post-reading activities. Check for audience. Check for structure.

Remember…. Word/phrase comprehension leads to paragraph comprehension. Literal comprehension leads to inferential comprehension.

An example of Close Reading: “Demain dès l’aube” Structure (R 5) Tone by stanza (R 4) Summary by stanza (R 2, 4) Audience (R 1) Study of vocabulary (R 4) Setting/ background/perspective (R 6) Relationship of sequence (R 3)

Writing

Writing Standards 1, 2, and 3 address “Text Types and Purposes” #1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

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

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

Writing Standards 4, 5, and 6 address the “Production and Distribution of Writing” #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

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

Writing Standards 7, 8, and 9 address “Research to Build and Present Knowledge” #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

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

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

So what might a LOTE Unit aligned to the Common Core look like?

Linguafolio recommends:

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

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

Using Close Reading Skills in the Interpretive Mode, students will read a teacher-selected level-appropriate news article. They will: read for comprehension and details (R 1) determine a central theme (R 2) interpret unknown words or phrases (R 4) trace the development (R 3) assess a point of view (R 6)

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

Using Presentational Mode, teams will present their news items from a variety of formats: Police report (Writing #1, 2, 3) Newspaper interview (Writing #1, 2, 3) TV news report (Speaking #4 and 5)

What template should I use for writing my unit? In reality, each District presently has its own idea for this. Write your unit in the style of your District’s format.

Final Thoughts The Common Core Standards are all about Literacy. LOTE has been the leader in Literacy for decades!!!! You already know WHAT to teach and HOW to teach; just familiarize yourselves with the wording of the CCS, the 6 Shifts, and the Close Reading Strategies, and describe what you do in those terms.

For more information, contact me at: nketz@nysaflt. org The NYSED CCSS website is at: http: //engageny. org ACTFL’ s website is at: http: //www. actfl. org The Framework for 21 st Century is at: http: //www. p 21. org

Additional sites: Nė en 17 à Leidenstadt by Fredericks, Goldman, Jones is available on You. Tube. Front page news articles can be found at http: //www. onlinenewspapers. com Shopping for French school supplies: http: //www. pichon. fr.