ACTFL’s Alignment
of the Standards
with the Common Core
1
Presentation Goals



Provide an update on ACTFL’s
involvement with alignment effort
Help you to understanding the
connection between the Common Core
English Arts Standard and the National
Foreign Standards for Foreign Language
Learning
Encourage feedback
Poll Everywhere




How familiar are you with the Common
Core?
Has your State adopted the Common
Core?
Is your state and/or district working with
the Common Core Standards?
If yes, has this impacted World Languages?
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What are the Common
Core Standards?
“Common Core Standards define the
knowledge and skills students should
have within their K-12 education careers
so that they will graduate high school
able to succeed in entry-level, creditbearing academic college courses and in
workforce training programs.” (NGA &
CCSSO, 2010)
CCSS will impact states, districts, educators, parents,
students.
http://www.corestandards.org/
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Impetus for the Common
Core State Standards

Currently, every state has its own set
of academic standards, meaning public
educated students are learning different
content at different rates

All students must be prepared to
compete with not only their American
peers in the next state, but with students
around the world
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Development of Common
Core Standards

Joint initiative of:

Supported by:
-Achieve
-College Board
and 3 Territories
-ACT
-48 States
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What is the Impact of the
Common Core?

The CCSS mandates the student learning outcomes
for every grade level.

The CCSS force a common language.

Students will be tested and instructional effectiveness
will be measured based on CCSS.

Federal funding is tied to CCSS adoption,
implementation, and accountability.

English Language Arts and Mathematics CCSS are just
the beginning. . .more subject area standards are
being developed.
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Content of the
Common Core
ENGLISH LANGUAGE ARTS*
MATHEMATICS
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Portrait of Students Who Meet
ELA Standards
Students:
 Demonstrate independence
 Build strong content knowledge
 Respond to the varying demands of audience,
task, purpose, and discipline
 Comprehend as well as critique
 Value evidence
 Use technology and digital media strategically
and capably
 Come to understand other perspectives and
cultures
Overview to English Language Arts
Standards
Common Core Standards for English
Language Arts and Literacy
in History/Social Studies, Science,
and Technical Subjects
 College and Career Readiness (CCR)
Anchor Standards for each strand:
• Reading
• Speaking and Listening
• Writing
•Language
▪ Overarching targets for each grade band:
K-5, 6-8, 9-10, 11-12
▪Technical subjects: defined as engineering,
technology, business, design, and other
workforce-related subjects; technical aspects of
wider fields of study such as art and music
Strands of English Language Arts Standards

Reading: Text complexity and growth of
comprehension
 Grades K-5: Literature and Informational Text
 Grades K-5: Reading Standards – Foundational
Skills
 Grades 6-12: Literature and Informational Text

Writing: Text types, responding to reading,
and research

Speaking and Listening: Flexible
communication and collaboration

Language: Conventions and vocabulary
A Vision for Implementation
19
TABLE DISCUSSION
 How
is your state/district using
the Common Core State
Standards?
 How
is the CCSS effort affecting
or might it affect your work with
World Languages?
English Language Arts Standards » Anchor
Standards » College and Career Readiness
Anchor Standards for Writing

Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection, organization,
and analysis of content.
3. Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details,
and well-structured event sequences.
English Language Arts Standards » Anchor
Standards » College and Career Readiness
Anchor Standards for Reading

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.
2.
Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details
and ideas.
3.
Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
Process for the development of
the “crosswalk” document.

Small panel to develop draft

Expert review

Draft for presentation at the
Delegate Assembly

Feedback from the field.
Overview of the Draft Document
Common Core State Standards-ELA
Standards for Learning Languages
Reading
Interpretive (Reading, Listening, Viewing)
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
2. Determine central ideas or themes of a text and
analyze their development; summarize key
supporting details and ideas
3. Analyze how and why individuals, events, or ideas
develop and interact over the course of a text
Interpretive Communication

Students demonstrate comprehension of content from authentic audio
and visual resources.
Practices and Products of Culture

Students examine, compare and reflect on products, practices, and/or
perspectives of the target culture(s).
Acquiring New Information

Students acquire information from other content areas using
authentic sources
Novice Students
Intermediate Students
Advanced Students
Comprehend main ideas in
developmentally
appropriate oral/visual
narratives based on
familiar themes and highly
predictable contexts with
appropriate support.
Understand the main themes
and significant details on
primarily familiar topics
from authentic
multimedia and print
sources, both
informational and
narratives with clear
storylines.
Determine the main ideas and
significant details of
discussions, lectures, and
presentations on current
or past events from the
target culture or other
content areas.
When presented with an
inference based on an
authentic text, identify if
the inference is logical or
illogical by citing specific
textual evidence to
support conclusions
drawn from the text
Interpret the principal
elements of technical,
informational and
narrative literary texts on
topics of current and
historical importance to
the target culture.
Interpret informational texts
with strong visual
support, such as graphs
and charts.
English Language Arts Standards
» SPEAKING AND LISTENING»
TABLE DISCUSSION
How can this crosswalk
document be used to benefit:
a) World Language learning and
teaching?
b) the World Language
profession?
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