1. articulation and advocacy Common Core 21 st Century skills Provide educators a fresh space to look at articulation

2. Transitioning from pre-collegiate to post-secondary What is the role of the teacher in providing effective instruction so that students can reach the level of proficiency necessary to enter undergraduate programs with confidence?

3. What does the intermediate level look like? learner has progressed from understanding and communicating at the sentence level to understanding and communicating at the paragraph level and can use connected sentences and paragraphs independently

4. What characterizes the intermediate level? express own thoughts basic personal info limited number of uncomplicated tasks hesitant, inaccurate strong first language interference deal with most tourist situations simple and direct exchange of info handle very short social interactions can’t sustain conversation

5. Differences between intermediate low, mid and high? IL= understand the gist and some supporting details of conversations dealing with everyday life IM= understand the gist and some supporting details of conversations dealing with everyday life IH= identify most supporting details in written and oral text

6. more differences…… IL= infer the meaning of some unfamiliar words when used in familiar contexts IM= infer the meaning of some unfamiliar words when used in familiar contexts IH= infer meaning of unfamiliar words in new contexts

7. Which specific skills need polishing? word order, verb tense, cases, declensions, articles, possessive adjectives, negation, imperatives, prepositions, interrogatives, demonstrative pronouns, reflexive pronouns, subjunctive, participial modifiers, numerals and measure, time expressions, adverbs, particles, relative pronouns, indirect discourse

8. Or perhaps these skills…… isolated words and phrases, chunks of language, extended discourse being understood by unsympathetic interlocutors code switching, false cognates, literal translations accuracy, clarity, precision

9. designing and delivering instruction How should curricula be designed so that teachers can assist students to achieve proficiency? Which role does the teacher play? Which role does the student play? Which role does technology play? How can the standards guide instruction?

10. Why are there standards?  drives instruction  makes expectations fair  provides clear conceptual framework  levels learning across schools  brings students to national focus

11. three modes of communication the Interpretive Mode of communication, in which students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this kind of “one-way” reading or listening include cultural interpretations of printed texts, videos, online texts, movies, radio and television broadcasts, and speeches

12. three modes of communication the Interpersonal Mode of communication, in which students engage in direct oral and/or written communication with others. Examples of this “two-way” communication include conversing face-to-face, participating in online discussions or videoconferences, instant messaging and text messaging, and exchanging personal letters or e-mail messages

13. three modes of communication the Presentational Mode of communication, in which students present, orally and/or in writing, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this “one-to-many” mode of communication include a presentation to a group, posting an online video or webpage, creating and posting a podcast or videocast, and writing an article for a newspaper

14. Weaving in the 21 st Century skills 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

15. Six strands A. Critical Thinking and Problem Solving B. Creativity and Innovation C. Collaboration, Teamwork, and Leadership D. Cross-Cultural Understanding and Interpersonal Communication E. Communication and Media Fluency F. Accountability, Productivity, and Ethics

16. content statements in each strand at grade levels 4, 8, and 12 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time

17. cumulative progress indicators at each grade level 4, 8, and 12 9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. 9.1.12.A.1 Apply critical thinking and problem- solving strategies during structured learning experiences.

18. strand D holds the best connection to our work Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives. 9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1.12.D.2 Determine the immediate and long-term effects of cross- cultural misconceptions or misunderstandings resulting from past or current international issues or events. 9.1.12.D.3 Explain why the ability to communicate in another language in an appropriate cultural context is a valuable 21st- century skill.

19. Common Core and World Languages: where do we intersect? Integrates skills across content areas Helps students become mobile Helps students compete internationally It’s a mandate Gives us a common language to talk about what is expected Funding: adoption, implementation, accountability Starts with E, LA, math: others are on the way In E, LA: independent autonomous learners – communicating to a variety of audiences for a variety of purposes Evidence-based, demonstrate competency Demands students understand perspectives from other cultures Attends to academic v real world use of language

20. Common Core and World Languages: where to start the advocacy? Common Core standards for English/Language Arts are built around the language acquisition framework: The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

21. Common Core: we are already there Common Core: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ACTFL proficiency guidelines: Identify most supporting details in written and oral text. Infer meaning of unfamiliar words in new contexts.