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Common Core and LOTE

Common Core and LOTE. FLACS General Meeting October 2012. Lillian Carey FLACS 2012. September, 2011:  The EngageNY team has offered the following  guidance regarding LOTE:

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Common Core and LOTE

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  1. Common Core and LOTE FLACS General Meeting October 2012 Lillian Carey FLACS 2012

  2. September, 2011:  The EngageNY team has offered the following  guidance regarding LOTE: Languages Other Than English teachers should be aware of the  Common Core State Standards and the shifts they represent, and think about how  their own instructional practice may change as a result.  LOTE teachers should  deliver a Common Core aligned unit based on the charge from the Commissioner;  however, that unit should be in LOTE (not in ELA or Math) and be aligned to the  six shifts and/or Common Core Learning Standards -— but taking into account the  level of instruction for the class. Shift 2 in the Six Shifts in ELA/Literacy  includes "Building Knowledge in the Disciplines.”http://engageny.org/resource/common-core-shifts/

  3. Common Core Standards for College and Career Readiness

  4. Alignment of ACTFL’s National Standards and CCSS

  5. Instructional Shifts in ELA …. and what are the shifts for LOTE? ✔ ✔ X X X ?

  6. What are the shifts in LOTE? • Provide challenging texts: “authentic” texts (created for native speakers) are a rich source of current language and culture • Teach “reading”- how to dig into a text and read • between the lines • Design writing and speaking tasks that require students to evaluate and integrate evidence gleaned from multiple sources (audio, video, and print media) • Design written and oral tasks that require students to advance an argument (persuasion) or explain or shed light on a topic (explanatory)

  7. Text Complexity: Use Authentic Texts

  8. Emphasis on “Teaching” Reading: Pre-reading strategies: • Connect with students’ prior knowledge by using other media (vids, images, etc.) to help them comprehend the text • Use a picture or video to predict what text will be about • Introduce vocabulary they will need to negotiate text successfully Multiple readings of text to: *Look for purpose *Cognates *main idea *Intended audience Hunt for contextual clues to guess meaning of unknown words – highlight or bold key words in the text that they may not know

  9. Reading Tasks • Identify cognates (communauté, historien, contemporain) or related words (jugar, jugador, juego) • Complete a graphic organizers to chunk information or sort information (pros/cons, similarities/differences) • Identify main idea of each paragraph: Number or letter paragraphs – have students match paragraphs to the appropriate summary sentence or a question that is answered in that paragraph • Match a character to a statement (paraphrased) he or she said in the text or to a sentence that describes him or her.

  10. Justify true –false statements: students must cite textual evidence to support their choice. • 1. Give a number of statements: only one is true • 2. Give a series of statements about the text or a • person/character; students must select the one that best describes text or character. • 3. Give students the beginning of sentences; have • students select the phrase that best completes the sentence according to the text. (Give more phrase completions than beginning phrases.) • Have students demonstrate comprehension of text through analysis of structure or vocabulary: • Example: Which words in paragraph 2 indicate what time of day the incident occurred? • Which words in paragraph 4 describe Marco’s state of confusion?

  11. Strategies (cont’d) • Determine who or what key phrases, pronouns, conjunctions, etc. are referring to….. • Marie got a skirt for her birthday. It doesn’t fit her well. • Question: What does “It” refer to in line 3? • I • Have students look for equivalent terms or expressions (paraphrasing) in the text: • Busque entre las líneas 1 a 15, las palabras or expresiones que • significan: • Ejemplo: Consiguió lo que deseaba ………….logró • Refer students to a paragraph or line to identify where inferred meaning can be found.

  12. Have students generate questions for each paragraph. Use Bloom’s taxonomy to encourage higher level questioning • Move from literal meaning to inferred meaning

  13. Integrating the Modes of Communication à la Common Core What if we used our texts (audio, video, & print) to serve as prompts or sources for our speaking and writing tasks?

  14. What will you need? Lots and lots and lots of texts!!

  15. Common Core Module • 3- 5 day lesson plan • Enduring Understanding and Rationale for lesson • Close Reading of Text • Listening to an audio recording or viewing a video • Outline of lesson tasks: Reading tasks, Vocabulary tasks,Analysis of structure, Discussion tasks, Writing tasks, AcademicVocabulary • Explanatory or Argument-based writing assignment usinginformation from text • Interpersonal task based on text(s) • Rubrics for assessment (for teachers and students) • Alignment to CCSS and LOTE Standards

  16. Sample Common Core Unit Topic: TransportationEnduring Understanding: Geography, socio-economic factors, and time constraints determine what kind of transportation one uses. Essential Question: How does environment influence choice of transportation? LOTE Standards: *read and comprehend materials written for native speakers when the topic and language are familiar *use cognates and contextual and visual clues to derive meaning from texts that contain unfamiliar words, expressions or structures *read simple materials independently, but may have to guess at meaning of longer or more complex material * write short notes, uncomplicated personal or business letters, brief journals and short reports * initiate and sustain conversation in face to face interactions.CCSS: * Write arguments to support claims in a analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. * 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. or speaking to support conclusions drawn from the text.Students will be able to: * listen to an interview and read and comprehend a blog on public transportation * write an essay supporting the preference of one of transportation over another * students will be able to discuss and describe the various modes of transportation and their impact on society and the environmentAcademic Vocabulary: bannir, interdire, utiliser

  17. Day Planner • Day 1: Brainstorm what we already know about cars and driving in France. Introduce vocabulary with photo flashcards. Students make their own flashcards. • Day 2: Reading-Article of Most Expensive Car in the World. Read together as a class and find cognates and new vocabulary. Oral true/false activity to follow. Write 5 questions you have about the article in French. • Day 3: Play Jeopardy with students questions to review vocabulary. Show commercials for French cars. Students will circle active vocabulary. • Day 4: Listen to recorded interview: “Faut-il Interdire les Voitures” and read short blog responding to that interview. Students complete a graphic organizer of pros and cons. • Day 5: Speaking- Students will discuss/debate in pairs if cars should be banned. Writing- Should we ban cars? Write a 100 word essay using data and information from the reading to support your argument.

  18. Reading Tasks: • 1. Read article through silently. • 2. Read a second time, looking for cognates • 3. Use context clues to predict meaning of bolded words (key words or academic vocabulary) • 4. Answer guiding questions. • 5. Identify writer’s voice or intent in writing this text • 6. Look at sentence structure or grammar and its impact on meaning. • Complete graphic organizer listing pros and cons of the various modes of transportation in a city

  19. Writing Task • Using information from the reading, do you support the banning of automobiles in heavily populated cities? Write a 100 word essay using data and information from the reading to support your argument. • Students review each other’s writing and make suggestions • Students complete a self assessment using rubric • Teacher evaluates writing using rubric

  20. Resources for Authentic Texts • Rhinospike: submit transcripts for natives to record • Audiolingua: short audio recordings that can be searched by topic, age, level, language, speaker • ISSU: search magazines and periodicals by language and topic • Twitter: follow foreign news outlets and other media sites for tweets on stories, articles, etc. • Authentic Spanish Language and Pedagogy- leveled audio recordings, transcripts available, exercices • Rich Internet Media: Viewpoints – German, Chinese, and other short LCTL videos • Link to more resources

  21. Shopping for school supplies: Youtube video Getting ready for back to school French teacher website Why I need a cell phone? Cell phone article Create your own listenings using Xtranormal Transportation clip in Spanish

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