1. Many Languages: One Core Mr. Stephen R. Adamson and Dr. Freddie A. Bowles ACTFL Annual Conference Many Languages: One United Voice November 16-18, 2012 ~ Philadelphia, Pennsylvania

2. Presentation Goal At the end of the session, participants will understand the alignment of the Common Core State Standards (CCSS) with the National Standards for Learning Languages (NSLL) how the CCSS present an advocacy tool for FL education how to apply the Rigor and Relevance framework to assess instructional strategies

3. FACT or FICTION? The CCSS were created by the U. S. Department of Education. FICTION The CCSS were created by a state-led effort coordinated by the National Governor’s Association and the Council of Chief State School Officers.

4. FACT or FICTION? Only a few states have adopted the CCSS. FICTION 45 states and 3 territories (Guam, Northern Mariana Islands, and U.S. Virgin Islands)have adopted CCSS.

5. FACT or FICTION? The CCSS offer a prescribed way to teach. FICTION Local educators will decide how to meet the standards and teachers will decide how to develop lesson plans and tailor instruction for their own classrooms.

6. FACT or FICTION? The CCSS will replace the current state standards for math and ELAs. FACT --though many of the standards already align with the CCSS

7. FACT or FICTION? The CCSS focus on skills and not on content. FICTION ELAs include Classic myths and stories from around the world, America’s Founding Documents, foundational American lit, and Shakespeare. (See http://www.corestandards.org/assets/Publishers_Criteria_ or_3-12.pdfor_3-12.pdf for publishers’ criteria)

8. FACT or FICTION? The CCSS do not include a prescribed reading list. FACT The CCSS include sample texts that demonstrate the level of text complexity with the learning demands set out in the Standards. Teachers can decide what texts to use.

9. FACT or FICTION? I will have to teach social studies and science in addition to language. FICTION The CCSS state that in meeting the literacy standards in grades 6-12, a balance of texts across the curriculum include 1/3 each of literary, social studies/history, and science.

10. FACT or FICTION? The CCSS are a national curriculum. FICTION The standards are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local educators decide how CCSS will be met.

11. CCSS AND LANGUAGE LEARNING How do the Common Core State Standards align with the National Standards for Learning Languages?

12. CCSS and Language Learning: Reading, Writing, Speaking, Listening “Students who meet the standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” The standards insist that instruction in the 4 skills (plus language) should be a shared responsibility within the school.

13. CCSS and Language Learning: Reading, Writing, Speaking, Listening Students who are college and career ready in reading, writing, speaking, listening, and language: Respond to varying demands (audience, task, purpose, discipline), Comprehend and critique, and Understand other perspectives and cultures.

14. CCSS, NSLL, and Instruction How can language teachers integrate the CCSS into their curricula? 1. ACTFL Alignment http://www.actfl.org/sites/default/files/pdfs/Align ing_CCSS_Language_Standards_v6.pdf 2.The International Center for Leadership in Education Rigor and Relevance Framework http://www.leadered.com/rrr.html

15. Rigor/Relevance Framework 12 3 4 5 1 2 3 4 5 6 A B D C Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

16. Knowledge Taxonomy 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation

17. Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

18. Levels KNOWLEDGE TAXONOMY 6 5 4 3 2 1 1 2 3 45 APPLICATION High / Low High / High C D C D Low / Low Low / High A A B A 1 2 3 4 5 4 5 3 2 1

19. Application Model Categorize each example according to the application model. Look at this brochure you received for a back-to-school sale. Write a note to your parent telling which of these school supplies you need for your classes and what colors you prefer.

20. Application Model You and your partner each list the activities you are planning for the next week. Make one weekly calendar including the days and times. Then write down all the activities you each listed, with your names next to the activity. Discuss the upcoming activities, asking and answering questions.

21. High / High Example One person has been searching the Internet for a good price for CDs on E- Bay for over an hour. The other person needs to do research for a school project. Discuss who should be using the computer now—the person who is looking for music or the person who needs to do research for the school. Support your choice with several reasons.

22. WORLD LANGUAGES: Ensuring success for all other content areas is at the CORE of what we do!

23. Remember—it’s not what YOU do in front of the class; it’s what YOUR STUDENTS do independently of you.

24. References Bowles, F. A. (2012). Common Core and World Languages: Not So Uncommon. Retrieved from www.planetgnosis.com Common Core State Standards. (2012). http://www.corestandards.org/ International Center for Leadership in Education. (2012). Rigor/Relevance Framework®. Retrieved from http://www.leadered.com/rrr.html

25. Thank you for coming to our presentation! stephen_adamson@rocketmail.com fbowles@uark.edu