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Linking world languages to common core virginia Rinaldi & Natalie Figueroa

What are the Common core standards?

The good news

• We’re already doing it!

So what are common core standards? A Focus on Reading Comprehension

Common Core - English

• 10 reading standards • 10 writing standards • 6 speaking and listening standards • 6 language standards

5 Major shifts in thinking • Increasing focus on literary non-fiction and informational texts, • Reading complex texts independently, • Text-dependent questions with • Text-based answers, • Evidence based writing, academic vocabulary

How does this relate to language teaching? • We already do this • Opportunity for us to show what we do • Proficiency • CCSS by grade level • ACTFL does it by proficiency level • ACTFL – has simplified the alignment process for us • ACTFL & CCSS

Alignment document

• ACTFL Common Core Alignment document • CrosswalkFinalAligningCCSSLanguageStandards.pdf

How does this relate to national Language standards? • Standard 1.2 in Communication Goal Area of the national Standards for Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 2006) • “Students understand and interpret written and spoken language on a variety of topics.” • Encompasses reading, listening, & viewing

Close (deep) Reading

From CCSS presentation • Many of the following slides are reproduced from a CCSS presentation on Deep reading by Ms. Sheryl White with her permission.

Where we can help English colleagues & our students

• Reading – close reading • Requires multiple readings of the text • Requires a level of inference

• Text dependent questions • Questions that require deeper reading of the text – not quick & easy answers

Close reading

Repeated reading Annotating Discussing

Some suggestions for Repeated Reading and annotating • 1st read – main idea or topic/ audience • 2nd read – Underline words you’ve never seen. Decide which strategy you’ll use to decode the word

• • • •

• 1 – is it similar to an English word that you know 2 – Is it similar to a target language word that you know? (decode prefixes/suffixes, etc.) 3 – Can you guess from context? (AP prep) 4 – Is it a proper noun / name? 5 – Can you ignore it and understand the sentence? 6 – Dictionary – last resort…

How? I. Students annotate directly onto the reading II. Chart on a separate sheet Cognate

Similar word I know


CONT’D REREADING 3rd read – Underline the main idea of each paragraph (or who/what/when/where/how/ why) 4th read – mark ‘EX’ when author provides an example Final read – answer the text dependent questions and CITE EVIDENCE

EXAMPLE OF ‘CLOSE LISTENING’ I. Listen to the audio segment and list the activities in Mateo’s daily routine. II. Listen again to the audio segment and list some additional details about each activity (when? Where? With whom? With what?...) III. Now listen and answer the T/F questions. IV. Who has the more difficult schedule? Mateo or Luis? Cite at least three details from the text to explain your answer.

Text Dependent questions

Text-Dependent Questions • Students will be asked to answer questions that are dependent on reading of text. • Teachers must train students to stay in the text, to infer, make arguments, and use textual evidence (AP prep) • Student answers should be based on what has been read, not solely on opinions or experience (AP prep)

So do we really already do this? • Let’s take a look and see if we are really having our students understand the text ... • “Read the text and answer questions #1-4 in complete sentences.”

• How to bartle puzballs • (from Deeper Reading by Kelly Gallagher)

Answers 1. There are tork gooboos of puzballs. 2. Laplies, mushos, and fushos, are gooboos of puzballs. 3. Even if you bartle the puzballs that ovo inny and onny of the pern, they do not grunto any lipples. 4. To geemee a puzball that gruntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu.

Text-Dependent Questions… ° are

questions that can only be answered correctly by close reading of the text and demand careful attention to the text. •can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • In the world language classroom, this type of text often makes connections to other disciplines

Text-dependent questions •require an understanding that extends beyond recalling facts. • In the world language classroom, often includes comparison to first language and/or culture •often require students to infer • In the world language classroom, these are often cultural inferences! •can focus on word, sentence, and paragraph, as well as larger ideas, themes, or events

Text-Dependent or Not? In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. •What makes Casey’s experiences at bat humorous? •In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. •“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? •In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

LEVEL 1 EXAMPLE – A MENU Who probably wrote this? What type of document is it? Where would you find it? Who is the audience? What is the main idea of the text? How is the narrator/character feeling? Is s/he for/against….? Given two texts, ask compare / contrast questions Compare / contrast to first culture

-If you are reading this document, where are you? -Is it a formal or informal place? -What do the subcategories in bold probably mean? (What strategy did you use to guess?) -What is the most expensive salad here? -What would you order if… you were vegetarian? Allergic to dairy? Wanted to eat healthy? -With X amount of $, order a three course meal and a drink. -What can you find here that you do not usually find in the United States?

Group work! Divide into language specific groups Given a text, -design repeated reading tasks - create text-dependent questions Share!

Contact information • Virginia Rinaldi • (Ginger) • • Natalie Figueroa •

Best of New Mexico: Linking world languages to Common Core  

Presentation at SWCOLT 2014 by Virginia Rinaldi and Natalie Figueroa

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