Transcript Document 7131585

WNYFLEC Fall Meeting
Depew High School
October 18, 2012
Nancy H. Ketz
[email protected]
[email protected]
aka
Banging your head against a wall can
give you a headache.
Don’t worry about writing
everything down.
The following documents will be available:
This powerpoint
The list of Common Core Key Ideas
NYSED lesson plan recommendations
My lesson prompts and 3 sample activities
Today’s Plan:
Purpose & General Background of CCSS
The 32 Key Ideas
The Six Shifts
Close Reading
State Recommendations for Lesson Plans
Example lessons for Checkpoints A, B, & C
Q&A
Your Turn
Purpose
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
citizenship.
demonstrate 21st century literacy.
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.
Taken Straight from the SED’s
EngageNY Website:
“The
Common Core Standards …
are NOT meant to replace content
standards…but rather to
supplement them.”
Taken Straight From the
SED’s EngageNY Website:
“ 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 welldeveloped, content-rich curriculum.”
2. “The Standards 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 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 development.”
So, what’s in the Common
Core Standards?
The Common Core for Literacy
includes 32 Key Ideas:
6 standards for language conventions
6 standards for speaking and listening
10 (or 11) standards for reading
10 (or 11) standards for writing
Key Ideas for the “Conventions
of Standard Language”
L1: grammar and usage
L2: capitalization, punctuation, and spelling
L3: knowledge of language
L4: clarified meaning through context clues
L5: understanding of nuance
L6: use of domain-specific words and phrases
Key Ideas in Speaking and
Listening
LS1: conversations and collaborations with
diverse partners
LS2: integration and evaluation of information
LS3: evaluation of speaker’s point of view
LS4: presentation of information
LS5: strategic use of digital media
LS6: speech adapted to a variety of contexts
Key Ideas in Reading
R1: Reading to determine what the text
says explicitly, citing textual evidence
R2: Determine central ideas or themes,
with supporting details
R3: Analysis of how and why individuals,
events, or ideas develop and interact
R4: Interpretation of words and phrases;
analysis of meaning or tone
R5: Analysis of the structure of texts
R6: Assessment of how point of view or
purpose shapes the content and style of
a text
R7: Integration and evaluation of content
presented in diverse formats and media
R8: Evaluation of arguments in a text
R9: Analysis of how two or more texts
address similar themes or topics
R10: Independent reading and
comprehension of complex literary and
informational texts
Key Ideas in Writing
W1: Writing arguments to support claims
W2: Writing informative/explanatory texts
W3: Writing narratives to develop real or
imagined experiences or events
W4: Development, organization, and
style are appropriate to task, purpose,
and audience
W5: Planning, revising, editing,
rewriting, or trying a new approach
W6: Using technology, including the
Internet, to produce and publish writing
W7: Conducting research projects
W8: Gathering relevant information;
integrating information while avoiding
plagiarism
W9: Drawing evidence from literacy or
informational texts to support analysis,
reflection, and research
W10: Writing over time
The SED recommends
that we place emphasis
on the Six Shifts.
Shift 1
Balancing informational and literary texts.
Emphasis on “close reading.”
Shift 2
Emphasis on “literacy in the domain.”
Shift 3
The “Staircase of Complexity.”
Shift 4
Text-based answers.
Rich and rigorous conversations on a
common text.
Shift 5
Writing from sources, with emphasis on
the use of evidence.
Shift 6
Academic vocabulary.
Close Reading
Multiple Readings.
SED recommends that we “stick to wellestablished, research-based, best
practices for reading.
What is a CCSS Aligned
Unit/Module/Activity?
What is a unit?
What is a unit “module”?
What components of unit design are
being recommended in NY?
Recommended Components:
Organizing Center
Essential Question
Guiding Questions
Learning Objectives (Outcomes)
Activities and the Aligned Standards
Reflective Questions
Collaborative Learning Environment
Engagement, Relevance, Meaningfulness
And:
Cognitive Engagement
Constructivist Learning
21st Century Skills
Diversified Assessments
Performance Criteria
Academic Rigor
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.
So are you ready to examine
a sample unit module?
Checkpoint A Example
Shopping Au Pichon
Shopping Au Pichon
Unit Sketch and Timeline
Day 1:
After learning “School Supply” voc, students:
Complete a shopping task in computer lab at
http:www.pichon.fr
Day 2:
Write a sentence, indicating 3 purchases.
Q/A with partner about purchases/color.
Journal/reflect on their lab experience.
Organizational Center
The problem to be resolved involves
shopping for school supplies and
navigating a TL website for the first time.
Organizing Center
Title: Shopping Au Pichon
This module was piloted with a 7th grade
French class during their 4th week of
study. Previous learning includes:
--- Vocabulary: 24 objects found in a
classroom or in a student’s backpack, colors
and numbers 1-10.
--- Structures: I have, Do you have, Pass
me, Please, Thank you, Yes, No,
Rationale: This activity is
essential because:
It exposes students to a TL website for the
first time, and forces them to construct
meaning from what they find there.
It reinforces previously-learned vocabulary
and structures.
It incorporates listening, speaking,
reading, and writing.
Is this a real-world task?
Do we use the Internet?
Do we ever shop on-line?
Do we go shopping for back-to-school stuff
in August/September?
Do French people use the Internet, shop
on-line, and buy back-to-school stuff?
Essential Question
How does the school experience reflect a
country’s culture?
Guiding Questions
Qu’est-ce que c’est? (What is this?)
As-tu un stylo? (Do you have a pen?)
What is the placement and agreement on
the colors?
What interesting things did you notice on
the Pichon website?
Learning Objective/Activities
1. Website virtual shopping (reading,
interpretative mode) L4, R1, R4
2. Sentence creation (writing,
presentational mode) W4
3. Q/A interview (listening/speaking,
interpersonal mode) SL1, SL2, SL4
4. Reflective notes (reflection)
Key Idea L4
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.
Key Ideas SL1, SL2
#1: In a range of conversations and
collaborations with diverse partners,
building on others’ ideas and expressing
their own clearly and persuasively.
#2: Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and
orally.
Key Idea SL4
#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
audience.
Key Ideas R1, R4
#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.
#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.
Key Idea W2
#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.
Cognitive Engagement:
Extent of Students’ Mental Efforts
Requires thinking, analysis, and problemsolving
High academic standard
Vygotsky’s “zone of proximal
development”
Challenging and stimulating
Constructivist Learning:
Context-bound, real world situation
Students are socially engaged in the
learning
Emphasis is on the students’ role
21st Century Skills
Critical thinking and problem solving
Communication and collaboration
Technical and life skills
Flexibility, adaptability and initiative
Self-direction and accountability
Cross-cultural skill
Diversified Assessments
1. Observe students while they navigate
the website. Observe their ability to
construct meaning.
2. Check the sentence, adding/correcting
adjective placement/agreement.
3. Circulate among students, listening to
interactions; Check by re-asking a
question.
Summative Assessment/
Application Project
After 10-weeks, students will be creating a
flip-camera virtual tour of the school.
Reflective Questions
What did you have to do in order to find
the back-to-school items?
How did you find the 2 “choice” items?
Did you notice anything different about
back-to-school shopping in France?
How did it feel to surf a TL website?
What questions would you want answered
after navigating this site?
Academic Rigor
Students are using higher level thinking
skills during a problem-solving, real-world
activity at a TL website after only 4 weeks
of study; a website that is entirely in the
TL; at a point when the students have
mastered fewer than 50 words in the TL!
Collaborative Learning
Environment
While in the computer lab, students were
NOT discouraged from helping one
another.
The Q/A activity is interpersonal.
Students are invited to share their
reflection notes.
Start Thinking:
In about 15 minutes, you will begin work
on a unit module. This is a good time to
start thinking about the unit theme and the
1-3 day activity you’ll be aligning.
Checkpoint B Example
Health and Wellness
La Toilette Quotidienne
Organizational Center &
Overarching Idea
Students will be able to comprehend and
share information from an authentic
document.
Rationale
The study of an informational text dealing
with health, daily hygiene, and positive
health models from an L2 culture permits
students to examine, compare, contrast,
and understand the products,
perspectives, and practices of their target
culture.
This provides an opportunity for close
reading of an authentic document.
Real World
The themes of health and wellness are
real-world topics.
Unit Sketch/ Timeline
Prior to this module, students have been
introduced to health and hygiene
vocabulary, and the usage of reflexive
verbs in statements, questions, past tense,
and command forms.
Unit Sketch/ Timeline
Day 1: Students will perform a guided
“close reading” of one paragraph from:
http://www.prevadies.fr/la-toilette-quotidienne (level 2)
With a partner, they will select 3 major
points from their paragraph
Groups will create a public service
announcement, either in a captioned photo
or a video-taped message.
Unit Sketch/ Timeline
Day 2: Students finish their products.
Students present their work to another
partnership, recording what they consider
to be an important point.
Essential Question
What does a healthy lifestyle consist of?
Guiding Questions
What does your daily grooming consist of?
What are the healthiest food choices?
What “bad” health habits should we try to
break?
What “healthy” advice would you give to a
friend/neighbor/relative, etc? (Don’t use
names)
Learning Objectives & Activities
Reading the article:
L4,L6, R1, R2, R4, R8?
Creating the product:
W1, W2, W5, W6
Presenting the product/ recording info:
SL2, SL4, SL 5, SL6?
Cognitive Engagement
Students are responsible for reading and
evaluating info.
Pairs have to self-direct on task.
Pairs need to determine a creative way of
presenting their info.
During presentation, listeners are
responsible for listening by recording.
Constructivist Learning
Students need to comprehend some
unknown terminology.
Students are encouraged to compare the
findings to their own personal experience.
Students need to prioritize importance of
information.
21st Century Skills
Collaboration, teamwork, networking.
Self-direction.
Responsibility, perseverance.
Digital-age technology for presentations.
Diversified Assessment
Assess comprehension of paragraph via
answers to “guided questions.”
Assess the products with a rubric based
on comprehension, vocab, grammar,
interest, creativity, etc.
Assess listening through recorded notes.
Reflective Questions
What does what you learned in your article
impact your understanding of the TL
culture?
Why did you choose the format you chose
for your presentation?
Academic Rigor
All parts of this module were done in
another language!
Collaborative Learning
Environment
Students are reading and creating in pairs
and presenting to other pairs.
Checkpoint C Example
Current Events
Organizing Center and
Overarching Idea
Level 3, 4, or 5: Students will do a DBQ
using 1 YouTube video and 3 newspaper
articles to comprehend, compare and
contrast a TL Cultural perspective.
They will use listening, speaking, reading,
and writing to interpret, analyze, and form
a personal opinion on a controversial
topic.
Prompts I used:
www.youtube.com/watch?v=hdRAaLw04cw
MidiLibre article “Des foules dans les rues”
FranceSoir article “Langues occitantes”
www.us-english.org/view/891
Essential Question
Can a country support more than one
language?
Rationale
This is essential because:
It involves current events.
It is a real issue in France and the US.
It encourages students to form opinions
and attempt to support an argument.
It incorporates authentic French news
sites found on the Internet.
Real World?
You betcha!
Unit Sketch
This module occurs toward the end of a 5week unit on the newspaper, front page
news articles, and current events. They
are comfortable with preterit and imperfect
tenses.
They have previously examined a variety
of news articles.
Module TimeLine
Day 1: View the video. With partner,
determine main idea. Answer guiding
questions. Read MidiLibre article. Answer
guiding questions.
Day 2: Read FranceSoir article. Partners
fill in Venn Diagram, comparing and
contrasting the 2 articles. Re-read the 2
articles for deeper understanding. For
homework, read the US-English article.
Day 3: Write an in-class DBQ essay,
arguing a point-of-view on the issue.
Day 4: Corrections and edits on essay.
Day 5: Debate for advanced levels.
Standards Identification
L1, L4, and L6: ..Grammar is review of
preterit vs imparfait, understanding via
context clues, and domain-specific words.
SL1, SL2, SL3, SL4: conversation and
collaboration, integration and evaluation of
info, point of view, present findings with
supporting evidence. (Interpersonal Mode)
Standards Identification
R1, R2, R3, R4, R6, R7, R8, R9: read for
details and comprehension, determine a
central theme, interpret unknown words or
phrases, trace the development, assess a
point of view, integrate and evaluate from
diverse formats, evaluate claims, compare
and contrast multiple sources (Interpretive
Mode)
Standards Identification
W1, W2, W5, W8: support claims, write
explanatory text, plan, revise, and edit,
info from multiple sources. (Presentional
Mode)
Cognitive Engagement
Requires thinking, analysis, and problemsolving
High academic standard
Challenging and stimulating
Constructivist Learning
Context-bound, real world situation
Students are socially engaged in the
learning
Emphasis is on the students’ role
Students need to interpret various
perspectives on a controversial topic
21st Century Skills
Critical thinking
Problem solving
Communication and collaboration
Technology skills and media literacy
Self-direction
Social and cross-cultural skills
Accountability
Diversified Assessments
Collaborative Venn diagram
Responses to Guided Questions
DBQ essay
Debate
Academic Rigor
You’ve got to be kidding?
Any Questions?
So Now It’s Your Turn:
Let’s consider some topics/themes:
…from the NYS LOTE topics
…from cross-curricular sources
…from universal themes
Your Turn:
Consider a 1-3 day activity from your unit.
What activities are the students required to
do?
How will you assess their performance?
Which CC key ideas are used?
Have you integrated L/S/R/W/C?
How would you “rationalize” this activity?
Let’s Share 
Final Thoughts
The Common Core Standards are all
about Literacy.
LOTE has been the leader in Literacy for
decades!!!!
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:
[email protected]
The NYSED CCSS website
is at: http://engageny.org
ACTFL’ s website is at:
http://www.actfl.org
The Framework for 21st Century is at:
http://www.p21.org
Additional sites:
Front page news articles can be found at
http://www.onlinenewspapers.com
Shopping for French school supplies:
http://www.pichon.fr
Health/hygiene articles:
http://www.prevadies.fr/la-toilette-quotidienne
http://www.passeportsante.net/fr/actualites