The NYSAFLT Webinar Series presents:
March 29, 2012
Nancy H. Ketz
Today’s plan:
What the Common Core is/isn’t
Focus on Language
Focus on Speaking/Listening
Focus on Reading
The Six “Shifts” + Close Reading
Focus on Writing
Sample Unit aligned to the Common Core
The purpose of the Common Core
Standards is to “ensure that all students
are college and career ready in literacy…”
Students will:
undertake close, attentive, critical reading
that is at the heart of understanding.
demonstrate the cogent reasoning and
use of evidence essential to responsible
demonstrate 21st century literacy.
Core Subjects
& 21st Century Themes
Core subjects include:
English, reading or language arts
World Languages
Government and Civics
In addition to these subjects, schools must move beyond a focus on basic
competency in core subjects to promoting understanding of academic content at
much higher levels by weaving in 21st century interdisciplinary themes:
Global Awareness
Financial, economic, business and entrepreneurial literacy
Civic literacy
Health literacy
Environmental literacy
21st Century Skills
Innovation, creativity, critical thinking
Problem solving
Communication and collaboration
Technology skills and media literacy
Life and career skills
Flexibility, adaptability, initiative
Social and cross-cultural skills
Leadership and accountability
Dr. John King’s Statement:
“We will continue to require that students
complete at least two units of study in
LOTE at some time during the grades
kindergarten through nine. In addition, we
encourage high school students to pursue
a sequence in LOTE in order to earn a
Regents diploma wit advanced
May 23, 2011
There are 2 Common Core Standards:
Math and ELA/Literacy
The Literacy standards are then listed as
literacy in Social Studies/History, Science,
and Technical Subjects. LOTE is one of the
technical subjects. Our task is to align our
LOTE curriculum to the Literacy Standards.
Unlike NCLB (which was a non-funded
mandate), the Common Core Standards
are part of NY’s application for the RTTT
The SED is requiring Math and ELA to
pilot the creation/implementation of the
Common Core Standards in the 20112012 school year. LOTE is scheduled to
implement the CCS in the 2012-2013
school year. However, many Districts are
requiring their teachers to begin the
implementation this year. This is a
proactive approach.
You will see in this presentation that your
present curriculum and methods are
already greatly aligned to the CCS. The
major difference is in the wording that
describes what we do.
“The Common Core Standards … are
NOT meant to replace content
standards…but rather to supplement
A Focus on Results, not Means
By emphasizing achievements, the CCS
leave room for teachers/etc to determine
how those goals should be reached and
what topics should be addressed. “
“ Teachers are free to provide students
with whatever tools and knowledge their
professional judgment and experience
identify as most helpful for meeting the
goals set out in the Standards.”
The truth is, this puts LOTE teachers in
the driver’s seat. We know what we do
and how we do it better than others; this
provides us with a great opportunity to
educate others about the positive support
LOTE provides to Literacy/ELA and all
other subject areas.
What is NOT in the Common
Core Standards?
1. “The Standards define what all students
are expected to know and do, NOT how
teachers should teach. The Standards
must therefore be complemented by a
well-developed, content-rich curriculum.”
2. “The Standards focus on what is most
essential. They do NOT describe all that
can or should be taught. This is left to the
discretion of the teachers…”
3. “The Standards do NOT define the
nature of advanced work for students who
have already met the Standards.”
4. “The Standards do NOT define the
intervention methods or materials
necessary to support students who are not
at their grade-level expectations.”
5. “The Standards do NOT define the full
range of supports appropriate for ELL’s.”
6. “While the Standards are critical to
college and career readiness, they do
NOT define the whole of this readiness,
such as social, emotional, and/or physical
Data driven
The route
to College
So, what’s in the Common
Core Standards?
The Common Core for Literacy
6 standards for language conventions
6 standards for listening and speaking
10 standards for reading
10 standards for writing
Language Standards 1 and 2
address the “Conventions of
Standard Language”
#1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
#2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
Language Standard 3
addresses “Knowledge of
Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
Language Standards 4, 5, and 6
address “Vocabulary Acquisition
and Use”
#4: Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting
general and specialized reference
materials as appropriate.
Language Standard #5
#5: Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.
Language Standard #6
#6: Acquire and use accurately a range of
general academic and domain-specific
words and phrases sufficient for reading,
writing, speaking, and listening at the
college and career-readiness level;
demonstrate independence in gathering
vocabulary knowledge when encountering
an unknown term important to
comprehension or expression.
How is this any different from
what we do in a LOTE class?
Speaking and Listening
Listening and Speaking Standards
1, 2, and 3 address
“Comprehension and
#1: Prepare for and participate effectively
in a range of conversations and
collaborations with diverse partners,
building on others’ ideas and expressing
their own clearly and persuasively.
Speaking/Listening Standard #2
#2: Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and
Speaking/Listening Standard #3
#3: Evaluate a speaker’s point of view,
reasoning, and use of evidence and
Listening and Speaking
Standards 4, 5,and 6 address
the “Presentation of Knowledge
and Ideas”
#4: Present information, findings, and
supporting evidence such that listeners
can follow the line of reasoning and the
organization, development, and style are
appropriate to task, purpose, and
Speaking/Listening Standard #5
#5: Make strategic use of digital media
and visual displays of data to express
information and enhance understanding of
Speaking/Listening Standard #6
#6: Adapt speech to a variety of contexts
and communicative tasks, demonstrating
command of formal English when
indicated or appropriate.
How is this different from
what LOTE teachers
already include in their
Reading Standards 1, 2, and 3
address “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.
Reading Standard #2
#2: Determine central ideas or themes of a
text and analyze their development;
summarize key supporting details and
Reading Standard #3
#3: Analyze how and why individuals,
events, or ideas develop and interact over
the course of a text.
Reading Standards 4,5,and 6
address “Craft and Structure”
#4: Interpret words and phrases as they
are used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone.
Reading Standard #5
#5: Analyze the structure of texts,
including how specific sentences,
paragraphs, and larger portions of the text
relate to each other and the whole.
Reading Standard #6
#6: Assess how point of view or purpose
shapes the content and style of a text.
Reading Standards 7, 8, and 9
address the “Integration of
Knowledge and Ideas”
#7: Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.
Reading Standard #8
#8: Delineate and evaluate the argument
and specific claims in a text, including the
validity of the reasoning as well as the
relevance and sufficiency of the evidence.
Reading Standard #9
#9: Analyze how two or more texts
address similar themes or topics in order
to build knowledge or to compare the
approaches the authors take.
Reading Standard 10 addresses
the “Range of Reading and
Level of Text Complexity”
#10: Read and comprehend complex
literary and informational texts
independently and proficiently.
What else must I consider?
There are 6 SHIFTS that the Common
Core requires of us if we are to be truly
aligned with it in terms of curricular
materials and classroom instruction.
Shift 1
Balancing informational and literary texts.
At least 50% of texts at elementary level
must be informational; even more at
secondary level. Shift 1 also recommends
close reading strategies.
Literary texts may
Jokes or riddles
Comic strips
Movie or video clips
Short stories
Chapter from novel
Informational texts may
Ads or commercials
Charts or tables
Recipes and other lists
News articles
News, weather, or
Song lyrics
Shift 2
Grades 6-12: Knowledge in the disciplines:
Content area teachers must emphasize
literacy in their domain.
Shift 3
Staircase of Complexity: Use gradeappropriate texts with “steps of growth”
and appropriate scaffolding to support
student needs.
Shift 4
Text-based answers: Students must have
rich and rigorous conversations dependent
on a common text, developing habits for
making evidentiary arguments both in
conversation as well as in writing.
Shift 5
Writing from sources: Writing should
emphasize the use of evidence rather than
personal narrative.
Shift 6
Academic vocabulary: Focus on
commonly found words (discourse, theory,
etc) and less on “esoteric literary terms” to
“build students’ ability to access more
complex texts across the content areas.”
What is Close Reading?
Multiple Readings
Stick to well-established, research-based,
best practices for reading.
What might Close Reading
consist of?
Provide background information, context,
and purpose for the reading.
Introduce vocabulary as necessary.
Provide a variety of pre-reading, during
reading, and post-reading activities.
Check for audience.
Check for structure.
Word/phrase comprehension leads to
paragraph comprehension.
Literal comprehension leads to inferential
An example of Close Reading:
“Demain dès l’aube”
Structure (R5)
Tone by stanza (R4)
Summary by stanza (R2,4)
Audience (R1)
Study of vocabulary (R4)
Setting/ background/perspective (R6)
Relationship of sequence (R3)
Writing Standards 1, 2, and 3
address “Text Types and
#1: Write arguments to support claims in
an analysis of substantive topics or texts
using valid reasoning and relevant and
sufficient evidence.
Writing Standard #2
#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.
Writing Standard #3
#3: Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
Writing Standards 4, 5, and 6
address the “Production and
Distribution of Writing”
#4: Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
Writing Standard #5
#5: Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
Writing Standard #6
#6: Use technology, including the Internet,
to produce and publish writing and to
interact and collaborate with others.
Writing Standards 7, 8, and 9
address “Research to Build and
Present Knowledge”
#7: Conduct short as well as more
sustained research projects based on
focused questions, demonstrating
understanding of the subject under
Writing Standard #8
#8: Gather relevant information from
multiple print and digital sources, assess
the credibility and accuracy of each
source, and integrate the information while
avoiding plagiarism.
Writing Standard #9
#9: Draw evidence from literacy or
informational texts to support analysis,
reflection, and research.
Writing Standard 10 addresses
“Range of Writing”
#10: Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting, one or two days) for a range of
tasks, purposes, and audiences.
So what might a LOTE Unit
aligned to the Common Core
look like?
Linguafolio recommends:
A La Une
Within my unit on “Front Page News,” the
end result will be a demonstration in the
presentational mode that students are able
to discuss a “front page news item” in one
of several formats.
From the Common Core Conventions of
Language #1, 3, 4, 5, and 6, students will
have previously learned the formation and
usage of the preterit and imperfect tenses
and the vocabulary and formation of the
interrogative. They will acquire vocabulary
of “exclamatory” expressions as well as
“front page news” topics.
Using Close Reading Skills in the
Interpretive Mode, students will read a
teacher-selected level-appropriate news
article. They will:
read for comprehension and details (R1)
determine a central theme (R2)
interpret unknown words or phrases (R4)
trace the development (R3)
assess a point of view (R6)
In Interpersonal Mode, using different
news items, partners will converse, asking
for and providing information about their
item. Speaking and Listening 1 and 2
Using Presentational Mode, teams will
present their news items from a variety of
Police report (Writing #1,2,3)
Newspaper interview (Writing #1,2,3)
TV news report (Speaking #4 and 5)
What template should I use for
writing my unit?
In reality, each District presently has its
own idea for this. Write your unit in the
style of your District’s format.
Final Thoughts
The Common Core Standards are all
about Literacy.
LOTE has been the leader in Literacy for
You already know WHAT to teach and
HOW to teach; just familiarize yourselves
with the wording of the CCS, the 6 Shifts,
and the Close Reading Strategies, and
describe what you do in those terms.
For more information, contact me at:
The NYSED CCSS website
is at:
ACTFL’ s website is at:
The Framework for 21st Century is at:
Additional sites:
Nė en 17 à Leidenstadt by Fredericks,
Goldman, Jones is available on YouTube.
Front page news articles can be found at
Shopping for French school supplies: .

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