1. THE COMMON CORE AND WORLD LANGUAGES Anna Crocker Jefferson County Schools

2. ALIGNING WORLD LANGUAGES TO THE COMMON CORE

3. 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

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

5. 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. https://www.actfl.org/sites/default/files/p dfs/21stCenturySkillsMap/p21_worldlangu agesmap.pdf https://www.actfl.org/sites/default/files/p dfs/21stCenturySkillsMap/p21_worldlangu agesmap.pdf

6. 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 21st century interdisciplinary themes: Global Awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy

7. 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

8. 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.

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

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

11. 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.

12. 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…

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

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

15. 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

16. 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.

17. Students of foreign languages tend to score higher on standardized tests. Results from the Scholastic Aptitude Test (SAT) show that students who had studied a foreign language for 4 or more years outscored other students on the verbal and math portions of the test (College Board 2004)

18. Applying current standard practices of foreign language instruction (“Five Cs of Communication, Culture. Connections with other disciplines, Comparisons with students’ native languages and cultures, and use of foreign language in Communities outside the classroom”) reinforces English language course content of other coursework. (Curtain & Dahlberg 2004)

19. 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.

20. How do we teach grammar? ◦Deductive  Students learn rule  Students use rule ◦Inductive  Students use rule  Students learn rule

21. examples Interrogative sentences through writing interviews and dialogues Substitution Original sentenceWordTarget Sentence Are you having a party? DidDid you have a party? We like ice cream. HeHe likes ice cream. Headless sentences (passive voice) ……….was struck by lightening. ……….was invented by Thomas Edison. ……….had been discarded by the king.

22. GRAMMAR IS A PIANO I PLAY BY EAR. ALL I KNOW ABOUT GRAMMAR IS ITS POWER. GRAMMAR REFERS TO THE LANGUAGE PATTERNS THAT INDICATE RELATIONSHIPS AMONG WORDS IN SENTENCES.

23. 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.

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

25. 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.

26. How is this any different from what we do in a World Language class?

27. Standard 1: Communication in Languages Other than English Prepare for and participate effectively in personal interactions with members of other cultures

28. REAL-WORLD COMMUNICATION We teach: ◦Interpersonal communication in which culturally appropriate listening, reading, viewing, speaking and writing occurs as a shared activity among language users ◦Interpretive language in which language users listen, view and read using knowledge of cultural products, practices and perspectives ◦Presentational communication in which speaking and writing occur in culturally appropriate ways

29. Our Standards and CCS Standard 2: Knowledge and Understanding Other Cultures Standard 3: Connections with Other Disciplines and Information Acquisition Standard 4: Comparisons to Develop Insight into the Nature of Language and Culture

30. CCS and WL  So What do we need to do in order to incorporate the CCS into our World Language Curriculum?

31. Reading

32. #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. #2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas. #3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

33. #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 #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. #6: Assess how point of view or purpose shapes the content and style of a text.

34. #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. #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. #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.

35. #10: Read and comprehend complex literary and informational texts independently and proficiently.

36. WHAT ELSE DO WE NEED TO 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.

37. SHIFT 1 Balancing informational and literary texts. At least 50% of texts must be informational. Shift 1 also recommends close reading strategies.

38. Imagery, including comparisons: Similes Metaphors Personification Figurative language Symbols What is being compared? Why is the comparison effective? (typically because of the clear, strong, or unusual connection between the two) What symbols are present? Why did the author choose these symbols? Craft TechniquePossible Questions Imagery, including comparisons: Similes Metaphors Personification Figurative language Symbols What is being compared? Why is the comparison effective? (typically because of the clear, strong, or unusual connection between the two) What symbols are present? Why did the author choose these symbols?

39. Word choice What word(s) stand out? Why? (typically vivid words, unusual choices, or a contrast to what a reader expects) How do particular words get us to look at characters or events in a particular way? Do they evoke an emotion? Did the author use nonstandard English or words in another language? Why? What is the effect? Are there any words that could have more than one meaning? Why might the author have played with language in this way? Craft TechniquePossible Questions

40. Craft TechniquePossible Questions Tone and voice What one word describes the tone? Is the voice formal or informal? If it seems informal, how did the author make it that way? If it's formal, what makes it formal? Does the voice seem appropriate for the content?

41. Craft TechniquePossible Questions Sentence structure Short sentence Long sentences Sentence fragments Sentences in which word order is important Questions What stands out about the way this sentence is written? Why did the author choose a short sentence here? (for example, so it stands out from sentences around it, for emphasis) Why did the author make this sentence really long? (for example, to convey the "on and on" sense of the experience.) Why did the author write a fragment here? (for example, for emphasis or to show a character's thoughts) Based on the order of the words in this sentence, which word do you think is the most important? Why? What was the author trying to show by placing a particular word in a certain place?

42. 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

43. SHIFT 2SHIFT 3 Knowledge in the disciplines: Content area teachers must emphasize literacy in their domain. Staircase of Complexity: Use grade-appropriate texts with “steps of growth” and appropriate scaffolding to support student needs.

44. SHIFT 4Shift 5 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. Writing from sources: Writing should emphasize the use of evidence rather than personal narrative.

45. 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.”

46. 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.

47. REMEMBER…. Word/phrase comprehension leads to paragraph comprehension. Literal comprehension leads to inferential comprehension.

48. An example of Close Reading: “Demain d ès l’aube” Structure Tone by stanza Summary by stanza Audience Study of vocabulary Setting/ background/perspective Relationship of sequence

49. DEMAIN D ÉS L’AUBE _____, d és l’aube, á l’heure où blanchit l,a campagne, Je partirai. Vois-____, je sais ______ tu m’attends. J’irai _____ la forȇt, j’irai __ ____ la montagne. Je ne puis demeurer _________ ______ toi plus longtemps.

50. Writing

51. 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.

52. 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.

53. 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. Une VIVANTE ARDENTE QUI CHANTE VIE.

54. 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.

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

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

57. 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.

58. 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.

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

60. 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.

61. SO WHAT MIGHT A UNIT LOOK LIKE AGLIGNED WITH THE COMMON CORE?

62. Linguafolio recommends :

63. 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.

64. From the Common Core Conventions of Language #1, 3, 4, 5, and 6, students will have previously learned the formation and usage of the passé composé 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.

65. 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 determine a central theme interpret unknown words or phrases trace the development assess a point of view

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

67. 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)

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

69. Final Thoughts The Common Core Standards are all about Literacy. World Languages 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.

70. THANK YOU! Anna Crocker Jefferson County Schools acrocker@jeffco.k12.co.us 303-982-5927