Lead with NCSSFL : World Languages Support Common Core STATE Standards

1. Lead with NCSSFL:World Languages Support Common Core STATE Standards Michele Anciaux Aoki, michele.aoki@k12.wa.usWashington State Office of Superintendent of Public Instruction Janis Jensen, jjensen@kean.edu School for Global Education & Innovation, Kean University

2. Introducing NCSSFL National Council of State Supervisors for Languages • Program Supervisors working in the state educational agencies on Standards and Assessment • Partnering with ACTFL and other language organizations to align the National Standards for Learning Languages to the Common Core State Standards

3. Questions to Consider • What are the Common Core State Standards (CCSS)? • How can we link CC Anchor Standards to world language learning and teaching? • How can world languages support the CCSS?

4. What are the Common Core State Standards (CCSS)? What have you heard?

5. The Core . . . The Common Core State Standards (CCSSS) define the knowledge and skills students should have within their K-12 education experience to graduate high school and to be able to succeed in entry-level, credit-bearing academic college courses/workforce training programs.

6. The Standards . . . • Build upon strengths/lessons of current state standards and are internationally benchmarked with top performing countries. • Are clear, understandable and consistent. • Include rigorous content and application of knowledge through high-order skills. • Focus on learning expectations for students, not on specific methods of instruction, instructional resources.

7. New Expectations • 2010-2013 Time for planning • 2014-2015Common assessments operational • Between now and then -Transitions in assessment systems -Phase-in standards -Curriculum development/alignment -Professional development This is a propitious time for world languages to make the connection!

8. Key Design Considerations • Focus on results rather than means • Integrated model of literacy • Processes of communication closely connected • Research and media skills blended into Standards • Shared responsibility for students’ literacy development • Special emphasis on informational text

9. How these relate to World Languages • Focus on what students can do with the language (= results) not on how languages should be taught (=means) • Focus on modes of communication (Interpersonal, Interpretive, Presentational) not on isolated skills • Research and media skills are entailed in Interpretive and Presentational Modes • World languages teachers also develop literacy skills; Connections standard puts emphasis on informational text (not just literature)

10. Math Snapshot • Articulate a progression of learning • Connect mathematical practices with mathematical content. • Emphasize application to the real world. • Emphasize mathematical modeling.

11. ELA Snapshot • Articulate a clear progression of K-12 learning. • Greater focus on text complexity • Shared responsibility for students’ literacy development.

12. ELA Snapshot • Systematic acquisition of knowledge through reading, writing, speaking, and listening. • A focus on writing to argue or explain. • Integration of research and media skills. • Classic myths and stories from around the world.

13. How can we link CC Anchor Standards to world language learning and teaching?

14. Activity 1: Getting Started • Review the Standards for Learning Languages (5 C’s) if you need to. • Take a look at the CC Anchor Standards for:- Reading- Writing- Speaking & Listening • Identify ways that the CCSS Anchor Standards align with the 5 C’s

15. Aligning World Languages Tasks to the CCSS Novice Level Task: Students team with another class in a target language country to identify and compare endangered species in both countries, and collaborate to produce a multi-media informational presentation for their peers using basic information in the target language and post on an animal advocacy site. WLs Standards: ELA CCSS: Math CCSS:

16. Aligning World Languages Tasks to the CCSS • Intermediate Level Task: Students create raps and/or poems reflecting a perspective, such as a “coming of age” event in the target culture and compare this with the “coming of age” process in the U.S. such as getting a driver’s license or the right to vote. These examples are then shared with peers in the target culture who have completed a similar project and the results are shared on a social media website with comments in the target language. WLs Standards: ELA CCSS: Math CCSS:

17. Aligning World Languages Tasks to the CCSS • Advanced Level Task: Students investigate an immigration issue in the US and a target language country, analyze and synthesize the information, and propose a solution in the form of a letter to editors in the U.S. and in the target language country. WLs Standards: ELA CCSS: Math CCSS:

18. Activity 2: Aligning Tasks • Consider a specific Task for a specific proficiency level. • Take a look at the CCSS Anchor Standards for Reading, Writing, Speaking & Listening, and the Standards for Learning Languages (5 C’s). • Identify ways that the Sample Tasks might incorporate CCSS Anchor Standards and 5 C’s.

19. Aligning your World Languages Curriculum to the CCSS 1. Select a thematic unit of study in your current curriculum. 2. Identify priority world languages standards goal areas. 3. Identify standards selected for the unit from the Common Core State Standards.

20. Aligning your World Languages Curriculum to the CCSS 4. “Unwrap” Priority Standards and create a graphic organizer with: • WLs linguistic and cultural objectives • Transferable ELA content and skill objectives • Interdisciplinary connections

21. Thematic UnitLiterature Settings: Weather or Not? This six-week unit invites students to explore geography as it relates to seasons and weather in target language countries . Students explore how these settings are represented in—and affect events in—literature. (Modify to suit proficiency level) CCSS: • RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). • RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. • RF.4.4: Read with sufficient accuracy and fluency to support comprehension. • RF.4.4(a): Read on-level text with purpose and understanding. • RF.4.4(b): Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade and level appropriate topics and texts, building on others’ ideas and expressing their own clearly. • SL.4.1(c): Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. • SL.4.1(d): Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. • L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • L.4.5(a): Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.  WLs Standards: Which standards are addressed? Modes of Communication?

22. Thematic Unit: Sample Activities and Assessments • Class Literary Graphic Organizer • Title and author • Type of literature (story or poem) • Main character(s) • Setting (geography, season and/or weather) • Summary (using the “Somebody-Wanted-But-So “strategy) Write your own response on a Post-It note and share it with a partner before posting. (CCSS RF.4.4a, RF.4.4b, RL.4.1, RL.4.2, RL.4.3, RL.4.5, L.4.5a) • Literature Response What impact does weather have on stories such as (insert titles)? What if the setting were changed (i.e., from winter to summer, from the sea to the desert, or from a hurricane to a snowy day)? How would that change the story? Discuss your ideas with a partner and then with your partner, write a first draft of a scene for a modified story of choice.(CCSS RL.4.3, W.4.3) • WLs Standards: Which standards are addressed? Modes of Communication?

23. Thematic Unit Sample Activities and Assessments • Weather Forecast Read a variety of informational texts, in print and online, about a specific season in a geographical region of choice in a target language country. Watch a meteorologist presenting a weather forecast online or on TV, and describe what makes that style of presenting unique. Then, write a weather forecast for the area of choice. Include visual displays and maps in your electronic presentation, as appropriate, and share your report with your class in the style of a meteorologist. (CCSS RI.4.1, RI.4.3, RI.4.4, RI.4.7, RI.4.9, W.4.2, W.4.7, SL.4.4, SL.4.5, L.4.1a,c,d,g, L.4.2a,b) • Connecting with Art Investigate how weather is portrayed in the various art forms in the target culture (e.g., art, music) selected by your teacher. Describe the weather and use similes, metaphors, or figurative language as needed. Write your own response and compare your answer with others in the class. Choose your favorite art form and find a Partner who likes the same one. Together, write an opening scene from a story that would have that weather as its setting, using at least one metaphor or simile. (CCSS RL.4.7, W.4.3b, L.4.5a) WLs Standards: Which standards are addressed? Modes of Communication?

24. How can world languages support the Common Core State Standards?

25. Value-Added: ELA Every hour spent in the World Languages classroom helps build students’ ability to Read, Write, Speak, Listen, and use Language effectively.

26. College and Career Ready English Language Arts CCSS Standards for Foreign Language (FL) Learning • Demonstrate independence. • Establish a base of knowledge across a wide range of subject matter. • Respond to the varying demands of audience, task, purpose, and discipline. • Function as independent FL users. • Connect with other disciplines and acquire knowledge in the FL. • Communicate in a FL to a variety of audiences and for various purposes.

27. College and Career Ready English Language Arts CCSS Standards for Foreign Language (FL) Learning • Comprehend as well as critique. • Value evidence. • Use technology and digital media strategically and capably. • Understand other perspectives and cultures. • Comprehend what author is saying within the appropriate FL cultural context. • Cite and use relevant evidence in a FL. • Use technology to support effective oral and written communication in a FL. • Understand cultural perspectives in the FL culture(s).

28. Advocacy for World Languages • Create an Advocacy Toolkit: • Modify this session’s PPT and adjust according to the grade level(s) you teach. • Show specific alignment with world languages curriculum and CCSS. • Use information from Parents’ Guides (in Spanish too) from National PTA:http://www.pta.org/4446.htmor www.corestandards.org.

29. Advocacy for World Languages • Share information with stakeholders: • At back-to-schoolnight • During conversationswith colleagues (ELA, Math, SS, Science, Arts) and administrators • During curriculum planning meetings • Via school website • At world languages events • At local School Board meetings • At language conferences

30. www.actfl.org/commoncore