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World Languages
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  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. WORLD LANGUAGES • Universal Design for Learning • Common Core Standards for English Language Arts • Explanatory Writing • Common Core Standards for Mathematical Practices • Understanding by Design • STEM • Disciplinary Literacy • Argument Writing • Teacher Evaluation • Close Reading • Technology: • Google Docs • Text Complexity 2012-13: A Year of Transition

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

  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 Intermediate Literacy Grades 6 – 12 Grades 3 – 5 Basic Literacy Primary Grades

  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 How do LINGUISTS approach text? • 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

  13. Disciplinary Literacy General Reading Strategies How do LINGUISTS approach text? • 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

  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?

  19. TEXT COMPLEXITY Quantitative • Qualitative • Reader & Task

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

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

  22. What does this look like in practice?

  23. Disciplinary Literacy: Close Reading & Text Complexity

  24. CURRICULUM OUTCOMES CLOSE READING TEXT COMPLEXITY

  25. QUALITATIVE TEXT TITLE READER & TASK

  26. SPECIFIC BEHAVIORS

  27. TEXT-DEPENDENT QUESTIONS PROMPTS

  28. RE-STATE OUTCOMES PERFORMANCE ASSESSMENTS

  29. Disciplinary Literacy: Close Reading & Text Complexity

  30. Disciplinary Literacy: Close Reading & Text Complexity • 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?

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

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