WELCOME BACK!WELCOME BACK!

FLACS General MeetingFLACS General MeetingOctober 25, 2013October 25, 2013

AgendaAgenda

• Eastern Suffolk BOCESEastern Suffolk BOCES

• AnnouncementsAnnouncements

• Santillana (Gracias!)Santillana (Gracias!)

• Common Core Reading StrategiesCommon Core Reading Strategies

FLACS NEWS• Associate Commissioner for the Office of Bilingual

Education and Foreign Language Services:Angelica Infante-Green

Bilingual Ed Associate: Silvestre Wallace

• ACTFL is proposing a refresh to the World Readiness Standards

• Seal of Biliteracy Workgroup

• Seeking four Spanish 3 teachers to enroll one class in a study. Need 100 participants.

Please comment on our themes….

http://flacsny.blogspot.com/

ACTFL’S Alignment of the National Standards for Learning Languages with the Common Core State Standards

What are the shifts in World Languages?

• Provide challenging texts: “authentic” texts (created for native speakers) are a rich source of current language and

culture • Teach reading comprehension strategies--how to dig into a text and read to find deeper meaning• Design writing and speaking tasks that require students to evaluate and integrate evidence gleaned from multiple sources (audio, video, & print media)

• Design written and oral tasks that require students to advance an argument (persuasion) or explain or shed light on a topic (explanatory)

CC Reading TasksCC Reading Tasks

• Identify Main IdeasIdentify Main Ideas

• Make inferencesMake inferences

• Supply supporting details or evidencSupply supporting details or evidenc

• Analyze development of text Analyze development of text

• Derive meaning of words/structures from Derive meaning of words/structures from context & prior knowledgecontext & prior knowledge

• Examine relationship of paragraphs/sentences Examine relationship of paragraphs/sentences to each other in the textto each other in the text

• Impact of point of view on content & style of text

• Identify cognates• Integrate and evaluate content from

diverse media and formats• Evaluate the claims and arguments of the

text• Compare two or more texts on same

subject• Read successfully independently

Multiple Readings:

silent and/or aloud

Identify Academic Vocabulary

3

6

10

Linda R. Monk - Words We Live By: Your Annotated Guide to the Constitution - Grade 8

Identifying Main Ideas

• Assign letters to paragraphs: have student match main ideas of paragraphs to the appropriate paragraph.

• Identify purpose and/or target audience of the text.

• Summarize paragraph or sentences in own words

Inferring…

• Derive meaning from text not stated

Ex. Who are the “We the people” from

1787?

• Employ higher-level

questioning

Supplying supporting evidence or details

Example: In paragraph 3, what evidence is in this paragraph to support Marshall’s claim about the evolving nature of the constitution?

Analyzing the development of the text

How does the author develop the argument that the Constitution is a living, evolving document?

Why was quoting this particular justice of the Supreme Court effective in promoting the author’s discussion of“We the people”?

Derive meaning of words/structures from context

Which words in paragraph 1 help to understandthe meaning of “popular sovereignty”?

Based on the examples listed in the last paragraph, what does the word “suffrage” mean?

In line 3, to whom or to what does “they” refer?

What is the effect of the repetition of “not” in the firstparagraph?

Identify cognates

Which word or words in paragraph 2 would be a synonym for “bothered”?

Which word(s) in Marshall’s quote refer to someonewho established or started something new?

Integrate and evaluate content from diverse media & formats

Explain how the notion of who “we the people” has changed over time?

Why do we need a Bill of Rights?

Evaluate the claims and arguments of the text

http://www.achievethecore.org/page/33/words-we-live-by-your-annotated-guide-to-the-constitution-by-linda-r-monk