1. WORLD LANGUAGES 2012-13: A Year of Transition

2. 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

3. 2012-13: A Year of Transition WORLD LANGUAGES Common Core Standards for English Language Arts Common 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

4. 2012-13: A Year of Transition WORLD LANGUAGES Common Core Standards for English Language Arts Argument Writing Explanatory Writing Disciplinary Literacy Close Reading Text Complexity

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

6. LET’S TAKE A CLOSER LOOK for English Language Arts

7. World Languages & Common Core

8. Disciplinary Literacy 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

9. Disciplinary Literacy Disciplinary Literacy Disciplinary Literacy Intermediate Literacy Basic Literacy

10. Disciplinary Literacy  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.

11. Disciplinary Literacy Approach text as an expert in the discipline would... What do scientists, historians, mathematicians, or linguists do as they read?

12. Disciplinary Literacy 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?

13. Disciplinary Literacy  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 StrategiesHow do LINGUISTS approach text?

14. 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.

15. 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

16. 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)

17. 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.

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

20. TEXT COMPLEXITY Quantitative Qualitative Reader & Task

21. Text Complexity  Text Structure  Language Conventionality & Clarity  Levels of Meaning or Purpose  Knowledge Demands QUALITATIVE

22. Text Complexity  Cognitive Capabilities  Reading Skills  Motivation & Engagement  Prior Knowledge & Experience  Content & Theme Considerations  Associated Tasks READER & TASK

23. What does this look like in practice?

24. Disciplinary Literacy: Close Reading & Text Complexity

25. CURRICULUM OUTCOMES CLOSE READING TEXT COMPLEXITY

26. QUALITATIVETEXT TITLE READER & TASK

27. SPECIFIC BEHAVIORS

28. TEXT- DEPENDENT QUESTIONS PROMPTS

29. RE-STATE OUTCOMES PERFORMANC E ASSESSMENTS

30. Disciplinary Literacy: Close Reading & Text Complexity

31.  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?

32. Disciplinary Literacy How does this fit in? Questions PD School groups

33. https://transitiontocommoncore.wikispaces.hcpss.org www.hcpsswl.com