Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Creating a Common Core Aligned Unit Nancy H. Ketz firstname.lastname@example.org NYSAFLT Summer Institute August 10, 2012
aka • Banging your head against a wall can give you a headache.
Don’t worry about writing everything down. • NYSAFLT will be sending you: • This powerpoint • The list of common core key ideas • My lesson prompts
Today’s Plan: • Purpose & General Background of CCSS • The 32 Key Ideas • State Recommendations • Sample Lesson aligned to the CCSS • Sample Unit Module aligned to the CCSS • Your Turn: Let’s create some modules! • Time to Share: Critique & Tweak
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 21st century literacy.
There are 2 Common Core Standards: Math/Quantitative 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.
The SED required Math and ELA to pilot the creation/implementation of CCSS aligned units in the 2011-2012 school year. LOTE is scheduled to implement the CCSS in the 2012-2013 school year.
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.
Taken Straight from the SED’sEngageNY Website: • “The Common Core Standards … are NOT meant to replace content standards…but rather to supplement them.”
Taken Straight From the SED’s EngageNY Website: • “ Teachers are free to provide students with whatever tools and knowledge their professional judgment and experienceidentify 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.”
The Common Core for Literacy includes 32 Key Ideas: • 6 standards for language conventions • 6 standards for speaking and listening • 10 (or 11) standards for reading • 10 (or 11) standards for writing
Key Ideas for the “Conventions of Standard Language” • L1: grammar and usage • L2: capitalization, punctuation, and spelling • L3: knowledge of language • L4: clarified meaning through context clues • L5: understanding of nuance • L6: use of domain-specific words and phrases
LS1: conversations and collaborations with diverse partners • LS2: integration and evaluation of information • LS3: evaluation of speaker’s point of view • LS4: presentation of information • LS5: strategic use of digital media • LS6: speech adapted to a variety of contexts
R1: Reading to determine what the text says explicitly, citing textual evidence • R2: Determine central ideas or themes, with supporting details • R3: Analysis of how and why individuals, events, or ideas develop and interact • R4: Interpretation of words and phrases; analysis of meaning or tone • R5: Analysis of the structure of texts
R6: Assessment of how point of view or purpose shapes the content and style of a text • R7: Integration and evaluation of content presented in diverse formats and media • R8: Evaluation of arguments in a text • R9: Analysis of how two or more texts address similar themes or topics • R10: Independent reading and comprehension of complex literary and informational texts
W1: Writing arguments to support claims • W2: Writing informative/explanatory texts • W3: Writing narratives to develop real or imagined experiences or events • W4: Development, organization, and style are appropriate to task, purpose, and audience • W5: Planning, revising, editing, rewriting, or trying a new approach
W6: Using technology, including the Internet, to produce and publish writing • W7: Conducting research projects • W8: Gathering relevant information; integrating information while avoiding plagiarism • W9: Drawing evidence from literacy or informational texts to support analysis, reflection, and research • W10: Writing over time
What is a CCSS Aligned Unit/Module/Activity? • What is a unit? • What is a unit “module”? • What components of unit design are being recommended in NY?
Recommended Components: • Organizing Center • Essential Question • Guiding Questions • Learning Objectives (Outcomes) • Activities and the Aligned Standards • Reflective Questions • Collaborative Learning Environment • Engagement, Relevance, Meaningfulness
And: • Cognitive Engagement • Constructivist Learning • 21st Century Skills • Diversified Assessments • Performance Criteria • Academic Rigor
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.
Organizational Center • The overarching idea is to reinforce the vocabulary and structures necessary to discuss school supplies. • The problem to be resolved involves shopping for school supplies and navigating a TL website for the first time.
Organizing Center • Title: Shopping Au Pichon • This module was piloted with a 7th grade French class during their 4th week of study. Previous learning includes: --- Vocabulary: 24 objects found in a classroom or in a student’s backpack, colors and numbers 1-10. --- Structures: I have, Do you have, Pass me, Please, Thank you, Yes, No,
The overarching idea: Students need to navigate a TL website and make appropriate choices as they shop for school supplies.
Rationale: This activity is essential because: • It exposes students to a TL website for the first time, and forces them to construct meaning from what they find there. • It reinforces previously-learned vocabulary and structures. • It incorporates listening, speaking, reading, and writing.
Is this a real-world task? • Do we use the Internet? • Do we ever shop on-line? • Do we go shopping for back-to-school stuff in August/September? • Do French people use the Internet, shop on-line, and buy back-to-school stuff?
Unit Sketch and Timeline • Day 1: (in computer lab) Activity 1 • Day 2: (in classroom) Activities 2,3,4
Essential Question • In all honesty, I can’t imagine one for this activity! What could be earth-shattering or controversial about back-to-school shopping?
Guiding Questions • Qu’est-cequec’est? (What is this?) • As-tu un stylo? (Do you have a pen?) • What is the placement and agreement on the colors? • What interesting things did you notice on the Pichon website?
Learning Objective/Activities • 1. Website virtual shopping (reading, interpretative mode) L4, R1, R4 • 2. Sentence creation (writing, presentational mode) W4 • 3. Q/A interview (listening/speaking, interpersonal mode) SL1, SL2, SL4 • 4. Reflective notes (reflection)
Key Idea L4 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.
Key Ideas SL1, SL2 • #1: In a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • #2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Key Idea SL4 • #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.
Key Ideas R1, R4 • #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. • #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.
Key Idea W2 • #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.
Cognitive Engagement:Extent of Students’ Mental Efforts • Requires thinking, analysis, and problem-solving • High academic standard • Vygotsky’s “zone of proximal development” • Challenging and stimulating