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March 29, 2012

The NYSAFLT Webinar Series presents:. Aligning LOTE to the Common Core. Nancy H. Ketz nketz@nysaflt.org. March 29, 2012. 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

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March 29, 2012

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  1. The NYSAFLT Webinar Series presents: Aligning LOTE to the Common Core Nancy H. Ketz nketz@nysaflt.org March 29, 2012

  2. 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 • Sources

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

  4. 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.

  5. Core Subjects& 21st 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

  6. 21st 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

  7. Dr. John King’s Statement: • “We will continue to require that students complete at least two units of study in LOTE at some time during the grades kindergarten through nine. In addition, we encourage high school students to pursue a sequence in LOTE in order to earn a Regents diploma wit advanced designation.” • http://www.p12.nysed.gov/newsnotes/#assess • May 23, 2011

  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. LOTE is one of the technical subjects. Our task is to align our LOTE curriculum to the Literacy Standards.

  9. Unlike NCLB (which was a non-funded mandate), the Common Core Standards are part of NY’s application for the RTTT funding.

  10. The SED is requiring Math and ELA to pilot the creation/implementation of the Common Core Standards in the 2011-2012 school year. LOTE is scheduled to implement the CCS in the 2012-2013 school year. However, many Districts are requiring their teachers to begin the implementation this year. This is a proactive approach.

  11. 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.

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

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

  14. “ Teachers are free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.”

  15. 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.

  16. 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.”

  17. 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…”

  18. 3. “The Standards do NOT define the nature of advanced work for students who have already met the Standards.”

  19. 4. “The Standards do NOT define the intervention methods or materials necessary to support students who are not at their grade-level expectations.”

  20. 5. “The Standards do NOT define the full range of supports appropriate for ELL’s.”

  21. 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.”

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

  23. 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

  24. 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.

  25. 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.

  26. 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.

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

  28. 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.

  29. How is this any different from what we do in a LOTE class?

  30. Speaking and Listening

  31. Listening and Speaking Standards1, 2, and 3 address “Comprehension and Collaboration” • #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

  32. Speaking/Listening Standard #2 • #2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

  33. Speaking/Listening Standard #3 • #3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

  34. Listening and Speaking Standards 4, 5,and 6 address the “Presentation of Knowledge and Ideas” • #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.

  35. Speaking/Listening Standard #5 • #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  36. Speaking/Listening Standard #6 • #6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

  37. How is this different from what LOTE teachers already include in their curriculum?

  38. Reading

  39. Reading Standards 1, 2, and 3 address “Key Ideas and Details” • #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.

  40. Reading Standard #2 • #2: Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.

  41. Reading Standard #3 • #3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

  42. Reading Standards 4,5,and 6 address “Craft and Structure” • #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.

  43. Reading Standard #5 • #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

  44. Reading Standard #6 • #6: Assess how point of view or purpose shapes the content and style of a text.

  45. Reading Standards 7, 8, and 9 address the “Integration of Knowledge and Ideas” • #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

  46. Reading Standard #8 • #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.

  47. Reading Standard #9 • #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.

  48. Reading Standard 10 addresses the “Range of Reading and Level of Text Complexity” • #10: Read and comprehend complex literary and informational texts independently and proficiently.

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