Michele Anciaux Aoki, [email protected]
Washington State Office of Superintendent of Public Instruction
Janis Jensen, [email protected]
School for Global Education & Innovation, Kean University 1
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
2



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?
3
What are the
Common Core
State Standards
(CCSS)?
What have you heard?
4
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.
5




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.
6

2010-2013
Time for planning

2014-2015
Common 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!
7


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
8




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)
9




Articulate a progression of learning
Connect mathematical practices with
mathematical content.
Emphasize application to the real
world.
Emphasize mathematical modeling.
10



Articulate a clear progression of K-12
learning.
Greater focus on text complexity
Shared responsibility for students’
literacy development.
11




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.
12
How can we link CC
Anchor Standards to
world language
learning and
teaching?
13
1.
Review the Standards for Learning Languages
(5 C’s) if you need to.
2.
Take a look at the CC Anchor Standards for:
- Reading
- Writing
- Speaking & Listening
3.
Identify ways that the CCSS Anchor Standards
align with the 5 C’s
14
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:
15
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:
16
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:
17
1.
Consider a specific Task for a specific
proficiency level.
2.
Take a look at the CCSS Anchor Standards for
Reading, Writing, Speaking & Listening, and
the Standards for Learning Languages (5 C’s).
3.
Identify ways that the Sample Tasks might
incorporate CCSS Anchor Standards and 5 C’s.
18
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.
19
4. “Unwrap” Priority Standards and
create a graphic organizer with:



WLs linguistic and cultural objectives
Transferable ELA content and skill
objectives
Interdisciplinary connections
20
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?
21

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?
22
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?
23
How can world
languages support
the Common Core
State Standards?
24
Every hour spent in the
World Languages classroom
helps build students’ ability
to Read, Write, Speak, Listen,
and use Language
effectively.
25
ENGLISH LANGUAGE ARTS
CCSS
1.
2.
3.
STANDARDS FOR FOREIGN
LANGUAGE (FL) LEARNING
Demonstrate independence.
1.
Function as independent FL
users.
Establish a base of knowledge
across a wide range of subject
matter.
2.
Connect with other disciplines
and acquire knowledge in the
FL.
Respond to the varying
demands of audience, task,
purpose, and discipline.
3.
Communicate in a FL to a
variety of audiences and for
various purposes.
26
ENGLISH LANGUAGE ARTS
CCSS
4.
5.
6.
7.
STANDARDS FOR FOREIGN
LANGUAGE (FL) LEARNING
Comprehend as well as
critique.
4.
Value evidence.
5.
Use technology and digital
media strategically and
capably.
6.
Understand other perspectives
and cultures.
7.
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).
27

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.htm or
www.corestandards.org.
28

Share information with stakeholders:
 At back-to-school night
 During conversations with 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
29
30
Descargar

Lead with NCSSFL: World Languages Support Common …