lecny fall meeting sept 20, 2012

LECNY Fall Meeting Sept 20, 2012

Nancy H. [email protected]@roadrunner.com

akaaka

Banging your head against a wall can Banging your head against a wall can give you a headache.give you a headache.

DonDon’’t worry about writing t worry about writing everything down.everything down.

Drop me an email and I will send you:Drop me an email and I will send you:

This powerpointThis powerpoint

The list of common core key ideasThe list of common core key ideas

My lesson promptsMy lesson prompts

TodayToday’’s Plan:s Plan:

Purpose & General Background of CCSSPurpose & General Background of CCSS

The 32 Key Ideas The 32 Key Ideas

State RecommendationsState Recommendations

Sample Lesson aligned to the CCSSSample Lesson aligned to the CCSS

Sample Unit Module aligned to the CCSSSample Unit Module aligned to the CCSS

Q&AQ&A

Getting StartedGetting Started

The purpose of the Common Core The purpose of the Common Core Standards is to Standards is to ““ensure that all students ensure that all students are college and career ready in literacy…are college and career ready in literacy…””

Purpose

Students will:Students will:

undertake close, attentive, undertake close, attentive, critical reading critical reading that is at the heart of understanding.that is at the heart of understanding.

demonstrate the demonstrate the cogent reasoning cogent reasoning and use of and use of evidenceevidence essential to responsible citizenship. essential to responsible citizenship.

demonstrate demonstrate 2121stst century literacy century literacy..

There are 2 Common Core Standards:There are 2 Common Core Standards:

Math/Quantitative and ELA/LiteracyMath/Quantitative and ELA/Literacy

The Literacy standards are then listed as The Literacy standards are then listed as literacy in Social Studies/History, Science, literacy in Social Studies/History, Science, and Technical Subjects. LOTE is one of and Technical Subjects. LOTE is one of the technical subjects. Our task is to align the technical subjects. Our task is to align our LOTE curriculum to the Literacy our LOTE curriculum to the Literacy Standards.Standards.

The SED required Math and ELA to pilot The SED required Math and ELA to pilot the creation/implementation of CCSS the creation/implementation of CCSS aligned units in the 2011-2012 school aligned units in the 2011-2012 school year. LOTE is scheduled to implement the year. LOTE is scheduled to implement the CCSS in the 2012-2013 school year. CCSS in the 2012-2013 school year.

ItIt’’s here.s here.

You will see in this presentation that You will see in this presentation that your your present curriculum and methods are present curriculum and methods are already greatly aligned to the CCS. The already greatly aligned to the CCS. The major difference is in the wording that major difference is in the wording that describes what we do.describes what we do.

““The Common Core Standards … The Common Core Standards … are NOT meant to replace content are NOT meant to replace content standards…but rather to standards…but rather to supplement them.supplement them.””

Taken Straight from the SEDTaken Straight from the SED’’ssEngageNY Website:EngageNY Website:

““ Teachers are free to provide students Teachers are free to provide students with whatever tools and knowledge their with whatever tools and knowledge their

professional judgment and professional judgment and experienceexperience identify as most helpful for identify as most helpful for meeting the goals set out in the meeting the goals set out in the Standards.Standards.””

Taken Straight From the SED’s EngageNY Website:

The truth is, this puts LOTE The truth is, this puts LOTE teachers in the driverteachers in the driver’’s seat. s seat. We know what we do and how We know what we do and how we do it better than others; this we do it better than others; this provides us with a great provides us with a great opportunity to educate others opportunity to educate others about the about the positive support positive support LOTE provides to Literacy/ELA LOTE provides to Literacy/ELA and all other subject areas.and all other subject areas.

What is NOT in the Common What is NOT in the Common Core Standards?Core Standards?

1. 1. ““The Standards define what all students The Standards define what all students

are expected to know and do, are expected to know and do, NOT how NOT how teachers should teachteachers should teach. . The The Standards must therefore be Standards must therefore be complemented by a well-developed, complemented by a well-developed, content-rich curriculum.content-rich curriculum.””

2. 2. ““The Standards focus on what is most The Standards focus on what is most essential. They do essential. They do NOT describe all NOT describe all that can or should be taughtthat can or should be taught. . This is This is left to the discretion of the teachers…left to the discretion of the teachers…””

3. 3. ““The Standards do The Standards do NOTNOT define the define the nature of nature of advanced work advanced work for students for students who have already met the Standards.who have already met the Standards.””

4. 4. ““The Standards do The Standards do NOTNOT define the define the intervention methods or materials intervention methods or materials necessary to support students who are not necessary to support students who are not at their grade-level expectations.at their grade-level expectations.””

5. 5. ““The Standards do The Standards do NOTNOT define the full define the full range of range of supportssupports appropriate for appropriate for ELLELL’’s.s.””

6. 6. ““While the Standards are critical to While the Standards are critical to college and career readiness, they do college and career readiness, they do NOTNOT define the whole of this readiness, define the whole of this readiness, such as such as social, emotional, and/or social, emotional, and/or physical developmentphysical development..””

So, whatSo, what’’s in the Common s in the Common Core Standards?Core Standards?

The Common Core for Literacy The Common Core for Literacy includes 32 Key Ideas:includes 32 Key Ideas:

6 standards for language conventions6 standards for language conventions

6 standards for speaking and listening6 standards for speaking and listening

10 (or 11) standards for reading10 (or 11) standards for reading

10 (or 11) standards for writing10 (or 11) standards for writing

Key Ideas for the Key Ideas for the ““Conventions Conventions of Standard Languageof Standard Language””

L1: L1: grammargrammar and usage and usage

L2: capitalization, punctuation, and spellingL2: capitalization, punctuation, and spelling

L3: knowledge of languageL3: knowledge of language

L4: clarified L4: clarified meaningmeaning through through context cluescontext clues

L5: understanding of L5: understanding of nuancenuance

L6: use of L6: use of domain-specific domain-specific words and phraseswords and phrases

Key Ideas in Speaking and Key Ideas in Speaking and ListeningListening

LS1: LS1: conversationsconversations and collaborations with and collaborations with diverse partnersdiverse partners

LS2: LS2: integrationintegration and and evaluationevaluation of information of information

LS3: evaluation of speakerLS3: evaluation of speaker’’s s point of viewpoint of view

LS4: LS4: presentationpresentation of information of information

LS5: strategic use of LS5: strategic use of digital mediadigital media

LS6: speech adapted to a LS6: speech adapted to a variety of contextsvariety of contexts

Key Ideas in ReadingKey Ideas in Reading

R1: Reading to determine R1: Reading to determine what the text what the text says says explicitly, citing textual explicitly, citing textual evidenceevidence

R2: Determine R2: Determine central ideas central ideas or themes, or themes, with supporting detailswith supporting details

R3: Analysis of how and why individuals, R3: Analysis of how and why individuals, events, or ideas events, or ideas developdevelop and and interact interact R4: Interpretation of words and phrases; R4: Interpretation of words and phrases; analysis of analysis of meaning or tonemeaning or tone

R5: Analysis of the R5: Analysis of the structurestructure of texts of texts

R6: Assessment of how point of view or R6: Assessment of how point of view or purpose shapes the purpose shapes the content and stylecontent and style of a of a texttext

R7: Integration and evaluation of content R7: Integration and evaluation of content presented in presented in diverse formats diverse formats and mediaand media

R8: Evaluation of R8: Evaluation of argumentsarguments in a text in a text

R9: Analysis of how R9: Analysis of how two or more texts two or more texts address similar themes or topics address similar themes or topics

R10: R10: Independent reading Independent reading and and comprehension of complex literary and comprehension of complex literary and informational textsinformational texts

Key Ideas in WritingKey Ideas in Writing

W1: Writing arguments to W1: Writing arguments to support claimssupport claims

W2: Writing W2: Writing informativeinformative/explanatory texts/explanatory texts

W3: Writing W3: Writing narrativesnarratives to develop real or to develop real or imagined experiences or events imagined experiences or events

W4: W4: Development, organization, and Development, organization, and style style are appropriate to task, purpose, and are appropriate to task, purpose, and audienceaudience

W5: W5: Planning, revising, editingPlanning, revising, editing, , rewriting, or trying a new approachrewriting, or trying a new approach

W6: Using W6: Using technologytechnology, including the , including the Internet, to produce and publish writingInternet, to produce and publish writing

W7: Conducting W7: Conducting researchresearch projects projects

W8: Gathering relevant information; W8: Gathering relevant information; integrating information integrating information while avoiding while avoiding plagiarismplagiarism

W9: Drawing W9: Drawing evidenceevidence from literacy or from literacy or informational texts toinformational texts to support support analysis, analysis, reflection, and researchreflection, and research

W10: Writing over W10: Writing over timetime

What is a CCSS Aligned What is a CCSS Aligned Unit/Module/Activity?Unit/Module/Activity?

What is a unit?What is a unit?

What is a unit What is a unit ““modulemodule””??

What components of unit design are What components of unit design are being recommended in NY?being recommended in NY?

Recommended Components:Recommended Components:

Organizing CenterOrganizing Center

Essential QuestionEssential Question

Guiding QuestionsGuiding Questions

Learning Objectives (Outcomes)Learning Objectives (Outcomes)

Activities and the Aligned StandardsActivities and the Aligned Standards

Reflective QuestionsReflective Questions

Collaborative Learning EnvironmentCollaborative Learning Environment

Engagement, Relevance, MeaningfulnessEngagement, Relevance, Meaningfulness

And:And:

Cognitive EngagementCognitive Engagement

Constructivist LearningConstructivist Learning

2121stst Century Skills Century Skills

Diversified AssessmentsDiversified Assessments

Performance CriteriaPerformance Criteria

Academic RigorAcademic Rigor

What template should I use for What template should I use for writing my unit?writing my unit?

In reality, each District presently has its In reality, each District presently has its own idea for this. Write your unit in the own idea for this. Write your unit in the style of your Districtstyle of your District’’s format. s format.

So are you ready to examine So are you ready to examine a sample unit module?a sample unit module?

Organizational CenterOrganizational Center

The overarching idea is to reinforce the The overarching idea is to reinforce the vocabulary and structures necessary to vocabulary and structures necessary to discuss school supplies.discuss school supplies.

The problem to be resolved involves The problem to be resolved involves shopping for school supplies and shopping for school supplies and navigating a TL website for the first time.navigating a TL website for the first time.

Organizing CenterOrganizing Center Title: Shopping Au PichonTitle: Shopping Au Pichon

This module was piloted with a 7This module was piloted with a 7thth grade grade French class during their 4French class during their 4thth week of study. week of study. Previous learning includes:Previous learning includes:

--- Vocabulary: 24 objects found in a --- Vocabulary: 24 objects found in a classroom or in a studentclassroom or in a student’’s backpack, s backpack, colors and numbers 1-10.colors and numbers 1-10.

--- Structures: I have, Do you have, Pass --- Structures: I have, Do you have, Pass me, Please, Thank you, Yes, No, me, Please, Thank you, Yes, No,

The overarching idea: Students need to The overarching idea: Students need to navigate a TL website and make navigate a TL website and make appropriate choices as they shop for appropriate choices as they shop for school supplies.school supplies.

Rationale: This activity is Rationale: This activity is essential because:essential because:

It exposes students to a TL website for the It exposes students to a TL website for the first time, and forces them to construct first time, and forces them to construct meaning from what they find there.meaning from what they find there.

It reinforces previously-learned vocabulary It reinforces previously-learned vocabulary and structures.and structures.

It incorporates listening, speaking, It incorporates listening, speaking, reading, and writing.reading, and writing.

Is this a real-world task?Is this a real-world task?

Do we use the Internet?Do we use the Internet?

Do we ever shop on-line?Do we ever shop on-line?

Do we go shopping for back-to-school stuff Do we go shopping for back-to-school stuff in August/September?in August/September?

Do French people use the Internet, shop Do French people use the Internet, shop on-line, and buy back-to-school stuff?on-line, and buy back-to-school stuff?

Unit Sketch and TimelineUnit Sketch and Timeline

Day 1: (in computer lab) Activity 1Day 1: (in computer lab) Activity 1

Day 2: (in classroom) Activities 2,3,4Day 2: (in classroom) Activities 2,3,4


In all honesty, I canIn all honesty, I can’’t imagine one for this t imagine one for this activity! What could be earth-shattering or activity! What could be earth-shattering or controversial about back-to-school controversial about back-to-school shopping?shopping?

Guiding QuestionsGuiding Questions

QuQu’’est-ce que cest-ce que c’’est? (What is this?)est? (What is this?)

As-tu un stylo? (Do you have a pen?)As-tu un stylo? (Do you have a pen?)

What is the placement and agreement on What is the placement and agreement on the colors?the colors?

What interesting things did you notice on What interesting things did you notice on the Pichon website?the Pichon website?

Learning Objective/ActivitiesLearning Objective/Activities

1. Website virtual shopping (reading, 1. Website virtual shopping (reading, interpretative mode) interpretative mode) L4, R1, R4L4, R1, R4

2. Sentence creation (writing, 2. Sentence creation (writing, presentational mode) presentational mode) W4W4

3. Q/A interview (listening/speaking, 3. Q/A interview (listening/speaking, interpersonal mode) interpersonal mode) SL1, SL2, SL4SL1, SL2, SL4

4. Reflective notes (reflection)4. Reflective notes (reflection)

Key Idea L4Key Idea L4Determine 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, SL2Key Ideas SL1, SL2#1: In a range of #1: In a range of conversationsconversations and and collaborations with diverse partners, collaborations with diverse partners, building on othersbuilding on others’’ ideas and expressing ideas and expressing their own clearly and persuasively.their own clearly and persuasively.

#2: #2: Integrate and evaluate information Integrate and evaluate information presented in diverse media and formats, presented in diverse media and formats, including visually, quantitatively, and including visually, quantitatively, and orally.orally.

Key Idea SL4Key Idea SL4

#4: #4: Present informationPresent information, findings, and , findings, and supporting evidence such that listeners supporting evidence such that listeners can follow the line of reasoning and the can follow the line of reasoning and the organization, development, and style are organization, development, and style are appropriate to task, purpose, and appropriate to task, purpose, and audience.audience.

Key Ideas R1, R4Key Ideas R1, R4#1: Read closely to #1: Read closely to determine what the determine what the

text says text says explicitly and to make logical explicitly and to make logical inferences from it; cite specific textual inferences from it; cite specific textual evidenceevidence when writing or speaking to when writing or speaking to support conclusions drawn from the text.support conclusions drawn from the text.

#4: #4: Interpret words and phrases Interpret words and phrases as they as they are used in a text, including determining are used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape choices shape meaning or tonemeaning or tone..

Key Idea W2Key Idea W2

#2: #2: Write informative/explanatory texts Write informative/explanatory texts to to examine and convey complex ideas and examine and convey complex ideas and information clearly and accurately through information clearly and accurately through the effective selection, organization, and the effective selection, organization, and analysis of content.analysis of content.

Cognitive Engagement:Cognitive Engagement:Extent of StudentsExtent of Students’’ Mental Efforts Mental Efforts

Requires thinking, analysis, and problem-Requires thinking, analysis, and problem-solvingsolving

High academic standardHigh academic standardVygotskyVygotsky’’s s ““zone of proximal developmentzone of proximal development

””Challenging and stimulatingChallenging and stimulating

Constructivist Learning:Constructivist Learning:

Context-bound, real world situationContext-bound, real world situationStudents are socially engaged in the Students are socially engaged in the

learninglearningEmphasis is on the studentsEmphasis is on the students’’ role role


Critical thinking and problem solvingCritical thinking and problem solvingCommunication and collaborationCommunication and collaborationTechnical and life skillsTechnical and life skillsFlexibility, adaptability and initiativeFlexibility, adaptability and initiativeSelf-direction and accountabilitySelf-direction and accountabilityCross-cultural skillCross-cultural skill


1. Observe students while they navigate 1. Observe students while they navigate the website. Observe their ability to the website. Observe their ability to construct meaning.construct meaning.

2. Check the sentence, adding/correcting 2. Check the sentence, adding/correcting adjective placement/agreement.adjective placement/agreement.

3. Circulate among students, listening to 3. Circulate among students, listening to interactions; Check by re-asking a interactions; Check by re-asking a question.question.

Reflective QuestionsReflective Questions

What did you have to do in order to find What did you have to do in order to find the back-to-school items?the back-to-school items?

How did you find the 2 How did you find the 2 ““choicechoice”” items? items? Did you notice anything different about Did you notice anything different about

back-to-school shopping in France? back-to-school shopping in France? How did it feel to surf a TL website?How did it feel to surf a TL website?What questions would you want answered What questions would you want answered

after navigating this site?after navigating this site?


Students are using higher level thinking Students are using higher level thinking skills during a problem-solving, real-world skills during a problem-solving, real-world activity at a TL website after only 4 weeks activity at a TL website after only 4 weeks of study; a website that is entirely in the of study; a website that is entirely in the TL; at a point when the students have TL; at a point when the students have mastered fewer than 50 words in the TL!mastered fewer than 50 words in the TL!

Collaborative Learning Collaborative Learning EnvironmentEnvironment

While in the computer lab, students were While in the computer lab, students were NOT discouraged from helping one NOT discouraged from helping one another.another.

The Q/A activity is interpersonal.The Q/A activity is interpersonal.Students are invited to share their Students are invited to share their

reflection notes.reflection notes.

Engagement, Relevance, and Engagement, Relevance, and MeaningfulnessMeaningfulness

Engagement;Engagement;

Relevance:Relevance:

Meaningfulness:Meaningfulness:

So what about the idea of So what about the idea of starting with the end starting with the end assessment in mind?assessment in mind?

This was only 2 days of a 10-week unit This was only 2 days of a 10-week unit about the school community. The about the school community. The summative assessment will be a flip-summative assessment will be a flip-camera videoclip (1 min per student) on a camera videoclip (1 min per student) on a selected selected ““schoolschool”” topic (one of which is topic (one of which is shopping for school supplies).shopping for school supplies).

Wanna see another?Wanna see another?

How about a close reading?How about a close reading?And what about R9?And what about R9?

Prompts I used:Prompts I used:

www.youtube.com/watch?v=hdRAaLw04cwwww.youtube.com/watch?v=hdRAaLw04cw

MidiLibre article MidiLibre article ““Des foules dans les ruesDes foules dans les rues””FranceSoir article FranceSoir article ““Langues occitantesLangues occitantes””www.us-english.org/view/891


Can a country support more than one Can a country support more than one language?language?

Organizing CenterOrganizing CenterThe overarching concept/problem:The overarching concept/problem:

Level III students will compare and Level III students will compare and contrast a similar theme in one videoclip contrast a similar theme in one videoclip and 3 newspaper articles.and 3 newspaper articles.

They will use listening, speaking, reading, They will use listening, speaking, reading, and writing to interpret, analyze, and form and writing to interpret, analyze, and form a personal opinion on a controversial a personal opinion on a controversial topic.topic.

RationaleRationaleThis is essential because:This is essential because:

It involves current events.It involves current events.It is a real issue in France and the US.It is a real issue in France and the US.It encourages students to form opinions It encourages students to form opinions

and attempt to support an argument.and attempt to support an argument.It incorporates authentic French news It incorporates authentic French news

sites found on the Internet.sites found on the Internet.

Real World?Real World?

You betcha!You betcha!

Unit SketchUnit Sketch

This module occurs toward the end of a 5-This module occurs toward the end of a 5-week unit on the newspaper, front page week unit on the newspaper, front page news articles, and current events. They news articles, and current events. They are comfortable with preterit and imperfect are comfortable with preterit and imperfect tenses.tenses.

They have previously examined a variety They have previously examined a variety of news articles.of news articles.

Module TimeLineModule TimeLineDay 1: View the video. With partner, Day 1: View the video. With partner,

determine main idea. Answer guiding determine main idea. Answer guiding questions. Read MidiLibre article. Answer questions. Read MidiLibre article. Answer guiding questions.guiding questions.

Day 2: Read FranceSoir article. Partners Day 2: Read FranceSoir article. Partners fill in Venn Diagram, comparing and fill in Venn Diagram, comparing and contrasting the 2 articles. Re-read the 2 contrasting the 2 articles. Re-read the 2 articles for deeper understanding. For articles for deeper understanding. For homework, read the US-English article.homework, read the US-English article.

Day 3: Write an in-class DBQ essay, Day 3: Write an in-class DBQ essay, arguing a point-of-view on the issue.arguing a point-of-view on the issue.

Day 4: Corrections and edits on essay. Day 4: Corrections and edits on essay.

Day 5: Debate.Day 5: Debate.

Standards IdentificationStandards IdentificationL1, L4, and L6: ..Grammar is review of L1, L4, and L6: ..Grammar is review of

preterit vs imparfait, understanding via preterit vs imparfait, understanding via context clues, and domain-specific words.context clues, and domain-specific words.

SL1, SL2, SL3, SL4: conversation and SL1, SL2, SL3, SL4: conversation and collaboration, integration and evaluation of collaboration, integration and evaluation of info, point of view, present findings with info, point of view, present findings with supporting evidence. (Interpersonal Mode)supporting evidence. (Interpersonal Mode)

Standards IdentificationStandards Identification

R1, R2, R3, R4, R6, R7, R8, R9: read for R1, R2, R3, R4, R6, R7, R8, R9: read for details and comprehension, determine a details and comprehension, determine a central theme, interpret unknown words or central theme, interpret unknown words or phrases, trace the development, assess a phrases, trace the development, assess a point of view, integrate and evaluate from point of view, integrate and evaluate from diverse formats, evaluate claims, compare diverse formats, evaluate claims, compare and contrast multiple sources (Interpretive and contrast multiple sources (Interpretive Mode)Mode)

Standards IdentificationStandards Identification

W1, W2, W5, W8: support claims, write W1, W2, W5, W8: support claims, write explanatory text, plan, revise, and edit, info explanatory text, plan, revise, and edit, info from multiple sources. (Presentional Mode)from multiple sources. (Presentional Mode)

Cognitive EngagementCognitive Engagement

Requires thinking, analysis, and problem-Requires thinking, analysis, and problem-solvingsolving

High academic standardHigh academic standardChallenging and stimulatingChallenging and stimulating

Constructivist LearningConstructivist Learning

Context-bound, real world situationContext-bound, real world situationStudents are socially engaged in the Students are socially engaged in the

learninglearningEmphasis is on the studentsEmphasis is on the students’’ role roleStudents need to interpret various Students need to interpret various

perspectives on a controversial topicperspectives on a controversial topic


Critical thinkingCritical thinkingProblem solvingProblem solvingCommunication and collaborationCommunication and collaborationTechnology skills and media literacyTechnology skills and media literacySelf-directionSelf-directionSocial and cross-cultural skillsSocial and cross-cultural skillsAccountabilityAccountability


Collaborative Venn diagramCollaborative Venn diagramResponses to Guided QuestionsResponses to Guided QuestionsDBQ essayDBQ essayDebateDebate


YouYou’’ve got to be kidding?ve got to be kidding?

Your Turn:Your Turn:

LetLet’’s consider some topics/themes:s consider some topics/themes:……from the NYS LOTE topicsfrom the NYS LOTE topics……from cross-curricular sourcesfrom cross-curricular sources……from universal themesfrom universal themes

Final ThoughtsFinal Thoughts

The Common Core Standards are all The Common Core Standards are all about Literacy.about Literacy.

LOTE has been the leader in Literacy for LOTE has been the leader in Literacy for decades!!!!decades!!!!

You already know WHAT to teach and You already know WHAT to teach and HOW to teach; just familiarize yourselves HOW to teach; just familiarize yourselves with the wording of the CCS, the 6 Shifts, with the wording of the CCS, the 6 Shifts, and the Close Reading Strategies, and and the Close Reading Strategies, and describe what you do in those terms. describe what you do in those terms.

For more information, contact me at:For more information, contact me at: [email protected]

The NYSED CCSS websiteThe NYSED CCSS website is at: is at: http://engageny.org

ACTFLACTFL’’ s website is at: s website is at: http://www.actfl.org

The Framework for 21The Framework for 21stst Century is at: Century is at: http://www.p21.org

Additional sites:Additional sites:

Front page news articles can be found at Front page news articles can be found at http://www.onlinenewspapers.com

Shopping for French school supplies:Shopping for French school supplies:

http://www.pichon.fr . .

lecny fall meeting sept 20, 2012

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