waflt- summer institute- aug 2013 - share version

8/22/2019 WAFLT- Summer Institute- Aug 2013 - Share Version

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Building our Common Core

Engaging and EmpoweringLanguage Learners

Paul Sandrock

American Council on the Teaching

of Foreign Languages


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21st Century Learning

This is a story about the big public

conversation the nation is not having

about education whether an entire

generation of kids will fail to make thegrade in the global economy because

they cant think their way through

abstract problems, work in teams,

distinguish good information from bad, or

speak a language other than English.

How to Build a Student for the 21st

Century, TIME Magazine, Dec. 18, 2006


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What skills are in demand?Top most important skills from employers:

Professionalism/work ethic &teamwork/collaboration

Communication

Knowledge of other languages

63.3% of employer respondents believe this will increase inimportance

Makingappropriate health and wellness choices

Creativity/innovation

73.6% of employer respondents project this skill toincrease in importance

Currently 54.2% of employers say new hires with high

school diploma are deficient in this skill

http://www.p21.org/documents/key_findings_joint.pdf

Are They Real ly Ready to Wo rk?


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Common Core Standards define the knowledge

and skills students should have within their K-12education careers so that they will graduate high

school able to succeed in entry-level, credit-

bearing academic college courses and in

workforcetraining programs.

(NGA & CCSSO, 2010)

http://www.corestandards.org/

College and Career Readiness and World Readiness?


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College and Career Readiness (CCR) Anchor

Standards for each strand: Reading(10 standards in 4 categories)

Writing(10 standards in 4 categories)

Speaking and Listening (6 standards in 2 categories)

Language(6 standards in 3 categories)

Consistent overarching targets(parallel for each grade band)

Overview to English Language Arts Standards


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Speaking

andListening

Reading----------------------------------

Listening

Writ ing-----------------------------

Speaking

Interpretive

Presentational

Proficiency

Levels

Interpersonal

Language

http://www.actfl.org/commoncore

Conventions

How language

functions

Vocabulary

Linking Common Core &

World Languages


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Three Modes of Communication

Interpersonal Interpretive PresentationalNegotiation of

meaning

Listening andSpeaking

Reading and

Writing

Interpretation

Listening

Reading

Viewing

Creation of message:

Consider audience,

task, and purpose

Speaking

Writing

VisuallyRepresenting

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Why cant all young people go to school?Donna Clementi

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Level: Novice High Intermediate Low

Theme: Global Issues - Education

Important/Essential Question: Why cant all young people go to school?

Goals: Students will be able to

Describe the current status of education of young peoplelocally, nationally, and globally

Identify and categorize economic, political, and socialreasons why young people around the world cannotattend/stay in school

Give reasons why going to school is important to oneself,and locally, nationally, globally

Give examples of initiatives to support schooling for allyoung people around the world

Connect with a school in (x) to learn more about theschool; collaborate to develop a plan for continued

communication


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Communication

Articulate thoughts and ideas effectively

orally, in writing, nonverbally

Listen/Read to decipher meaning including

knowledge, values, attitudes, intentions

Use multiple media and technologies

*Based on P21Common Core Toolkit 2011www.p21.org

Donna Clementi

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Integrated Performance Assessment

8/5/2013 clementi/sandrock ACTFLNovember 2012

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INTERPRETIVE TASK(S)Students watch a movie about a young girl in Sngal. Afterwards the

students will describe how the girls life was represented in the film,

and how it was influenced by the lack of education.

Students examine two Internet sources in order to describe initiatives

that support schooling for all young people around the world.

PRESENTATIONAL TASK INTERPERSONAL TASK

Students design a plan for

continued collaboration with a

school in (x); present the plan

to other classes/schools to

encourage their participation.

In small groups, students

discuss ideas for continued

collaboration with a school in

(x) and how to involve other

classes/schools/community in

the collaboration.


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Common Core StateStandards-ELA Standards for LearningLanguages

Reading Interpretive(Reading, Listening, Viewing)

Key Ideas and Details

(3 standards)

Craft and Structure

(3 standards)

Integration of Knowledge and Ideas

(3 standards)

Range of Reading and Level of Text Complexity

(1 standard)

Crosswalk of Standardswww.actfl.org/commoncore


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Reading Interpretive (Reading, Listening, Viewing)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 conclusionsdrawn from the text

Interpretive Communication (Standard 1.2)

Demonstrate comprehension of content

from authentic audio and visual

resources.

Cultures: Practices and Products (Standard

2.1 and 2.2)

Examine, compare and reflect on

products, practices, and/or perspectives

of the target culture(s).

Connections: Acquiring New Information

(Standard 3.2)

Acquire information from other content

areas using authentic sources

2. Determine central ideas or themes

of a text and analyze their

development; summarize key

supporting details and ideas

3.Analyze how and why individuals,

events, or ideas develop and interactover the course of a text

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Key Ideas and Details Across Levels

Novice StudentsIntermediate

StudentsAdvanced Students

Identifymain ideas

in developmentallyappropriate

oral/visual narratives

based on familiar

themes and highly

predictable contexts

with visual or graphic

support.

Determinethe main

themes andsignificant details on

primarily familiar

topics from authentic

multimedia and print

sources, both

informational text

and narratives with

easily discerned

storylines.

Analyzethe main

ideas and significantdetails of discussions,

lectures, and

presentations on

current or past events

from the target culture

or other content areas.

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Linking Common Core & World Languages


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Previous State ELA Standards Common Core State StandardsFocus on literature Focus on more non-fiction

(informational text)

Texts that dont prepare students for

complexity of college/career texts

Use appropriately complex texts

Reading to report/summarize content Reading to understand deeper

meaning of what authors want to

convey (inferences)

Give unsupported personal reactions Cite specific textual evidence to

support conclusions drawn from

the text

Key Shifts in Reading:

Implications for World Languages


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Sample Assessment Strategies: Interpretive

Proof For Proof Against

Young people dont attend

school because of peer

pressure

Parents do not encourage

young people to go to school

Young people dont have to go

to school to get hired for most

jobs available Laura Terrill

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Fill in graphic organizer to identify key details


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Interpretive ModeHealth: Eating Well is a luxury Laura Terrill

A recent study (*) shows that the poorest people eat poorly and putting

their health at risk. A major problem in our country where one in ten

are considered poor. Today, buying a chocolate bar, chips or a can

of ravioli cost less money than a kilo of oranges, a piece of cheese

or fish or meat. Investigators interviewed 1,164 people in Paris,

Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid:

they are given food because they have not much money. Of these,

only one out of 100 eat enough fruits and vegetables to get enough

vitamins and fiber. And fewer than one in 10 eat enough cheese to

get enough calcium. For these people, health risks are of concern:

obesity, heart problems, cancer, behavioral problems. Given thegravity of the situation, food aid should perhaps provide more fresh

produce, like fruits, vegetables, cheese. This is what the authors

suggest that the survey noted that the less well-fed do not buy

themselves fresh. How could they? Half of them spend less than 5

euros per day for food.(*) Study Abena, 2004/2005Translated using google translate


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Interpretive Mode

1. Rich people do not eat as well as poor people.

2. 10% of the population of France is considered to be poor.

3. Poor people eat too many French fries.

4. Healthy foods are more expensive than unhealthy foods.

5. Only those who lived in Paris were interviewed.

6. Poor people do not eat enough fruit.

7. If you eat poorly, you risk being overweight.8. A lot of poor people do not spend enough on food.

9. Rich people always buy fresh products.

10. Poor eating habits can cause behavior problems.

ACTFL - Laura Terrill

Indicate whether the statement is true, false or not stated. If true

or false, indicate where the information can be found in the article.


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Specific Strategies to Develop Interpretive

Listening Skills in the Classroom

Provide students with strategies for comprehending

authentic oral texts such as:

listening for key words only

listening to the segment a number of times--each time

for additional information

pausing the recorded segment to give time for recalling

what was heard19


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Unit: Respecting the Environment

Interpretive Assessment Task

Search two websites to identify actions students in

___ are taking to respect the environment


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Identify evidence for

each category of

environmental action Website A Website B

Conserving water

Recycling

Saving energy

Changes in buying habits

Schoolwide initiatives


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Speaking and Listening Interpersonal

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Speaking and Listening Interpersonal(Speaking & Listening;

Writing & Reading)Comprehension and Collaboration

(3 standards)

Presentation of Knowledge and Ideas

(3 standards)


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Common Core StateStandards-ELA Standards for Learning Languages

Speaking and Listening Interpersonal

(Speaking & Listening;

Writing & Reading)Comprehension and Col laborat ion

1. Prepare for and participate

effectively in a range of

conversations and collaborations

with diverse partners, building onothers ideasand expressing their

own clearly and persuasively

Interpersonal Communication (Standard 1.1)

Engage in conversations, provide and obtain

information, express feelings and emotions, and

exchange opinions. Engage in the oral exchange of ideas in formal

and informal situations.

Elicit information and clarify meaning by using a

variety of strategies.

State and support opinions in oral interactions.

Self-monitor and adjust language production. Converse in ways that reflect knowledge of

target culture communities (e.g., geographic,

historical, artistic, social and/or political.

2. Integrate and evaluate

information presented in diverse

media and formats, including

visually, quantitatively, and orally

3. Evaluate a speakers point of

view, reasoning, and use of

evidence and rhetoric

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Conserving water Saving energy

Recycling Changes in buying habits


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What is interpersonal communication?Laura Terrill

With your partner:

1. Alternate saying days of the week and the months of the

year.

2. Use the conditional tense to discuss what you would do ona snow day.

3. Make common plans for the weekend.

4. Ask and answer questions about likes and dislikes using

direct object pronouns when you answer.5. Discuss a possible solution to a community-based

problem.

6. Alternate describing the picture.

7. Create a skit where you purchase something in the market.25


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Interpersonal Assessment Task

Spontaneous conversation, compare what you do

to respect the environment with what you and your

partner found out from the websites. Come toagreement on as many similarities and differences

as you can.


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21st Century Skills Map Interpersonal Tasks

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Novice Intermediate Advanced

Students develop a

survey to investigate

the eating habits of

the class, interview

students, anddiscuss the results to

create a graph

Students browse

online recipes and

work in pairs tochange ingredients

to healthier

alternatives

Students collaborate to

retell a familiar story

and prepare to present

it to their classmates

Students exchange text

messages to determine

who has the busiest

week.

Students chat with

classmates to decidewho

has the most similar ideas

on a debate topic; the

resulting small groups worktogether to create the main

pointsthey will make in a

debate

Students examine a blog

about a news event in thetarget language country;

identifywhat new

information they discover

and collaborate to post a

reply


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Focus on Presentational Mode

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Common Core StateStandards-ELA Standards for LearningLanguagesWriting Presentational

(Writing, Speaking, VisuallyRepresenting)

Text Types and Purp oses

(3 standards)

Product ion and Distr ibut ion of Writ ing

(3 standards)

Research to Bui ld and Present Knowledge

(3 standards)

Range of Writ ing

(1 standards)

Crosswalk of Standards


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Overview to English Language Arts and

Literacy Standards: Text types and Purposes

Grade To Persuade To Explain To ConveyExperience

4 30% 35% 35%

8 35% 35% 30%12 40% 40% 20%


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Common Core StateStandards-ELA Standards for LearningLanguagesWriting Presentational

(Writing, Speaking, VisuallyRepresenting)

Text Types and Purp oses

(3 standards)

Product ion and Distr ibut ion of Writ ing

(3 standards)

Research to Bui ld and Present Knowledge

(3 standards)

Range of Writ ing

(1 standards)

Crosswalk of Standards


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Common Core StateStandards-ELA Standards for Learning Languages

Writing Presentational(Writing, Speaking, Visually Representing)

Production and Distribution of Writing4. Produce clear and coherent

writing in which the development,

organization, and style are

appropriate to task, purpose, and

audience

Presentational Communication (Standard 1.3)

Present information, concepts, and ideas to an

audience of listeners or readers on a variety of

topics, knowing how, when, and why to say what

to whom. Retell or summarize information in narrative

form, demonstrating a consideration of

audience.

Self-edit written work for content, organization,

and grammar.

Communities: Beyond the School Setting

(Standard 5.1)

Use the language both within and beyond the

school setting.

5. Develop and strengthen writing

as needed by planning, revising,

editing, rewriting, or trying a new

approach

6. Use technology, including the

Internet, to produce and publish

writing and to interact and

collaboratewith others

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Rosita recycles newspapers at her school

with her friends every Friday at noon to notuse so many trees.

Rosita recycles newspapers_______ __________where ? with whom?

__________ ______________ _________.when ? at what time? why?

Building Blocks



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Water is not free. There is not

much clean water. I drink the

water I need. I give water to my

grass. I do not put water on

the sidewalk.

Write 5 sentences about saving water..

Because water is not free and there is not muchclean water, I can only drink the water I need and

also not put water on the sidewalk when I give

water to my grass.



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Search two websites to identify actions students in ___ are

taking to respect the environment

Interpersonal Assessment TaskSpontaneous conversation, compare what you do to respect

the environment with what you and your partner found out

from the websites. Come to agreement on as many

similarities and differences as you can.

Presentational Assessment Task

Create a public service announcement to convince

other students to take (new) action


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Apply guiding principles for assessing

three modes of communication

Analyze Integrated Performance Assessment example

to identify the evidence learners would produce toindicate their progress in improving language

performance and match to the appropriate LinguaFolio

Can Do statements.

Does this provide any evidence of building literacy?

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https://startalk.umd.edu/resources/


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Integrated Performance Assessment

8/5/2013 clementi/sandrock ACTFLNovember 2012 38

INTERPRETIVE TASK(S)

Students watch a movie about a young girl in Sngal. Afterwards the

students will describe how the girls life was represented in the film,

and how it was influenced by the lack of education.

Students examine two Internet sources in order to describe initiatives

that support schooling for all young people around the world.

PRESENTATIONAL TASK INTERPERSONAL TASK

Students design a plan for

continued collaboration with a

school in (x); present the planto other classes/schools to

encourage their participation.

In small groups, students

discuss ideas for continued

collaboration with a school in(x) and how to involve other

classes/schools/community in

the collaboration.


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Students:

Demonstrate independence

Build strong content knowledge

Respond to the varying demands of audience, task,purpose, and discipline

Comprehend as well as critique

Value evidence

Use technology and digital media strategically and

capably

Come to understand other perspectives and cultures

Common Core

College and Career Readiness


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Engage and Empower Language Learners

Have a vision: focus on

real communication

Provide a rich andengaging context

Demonstrate students proficiency (gather

evidence via performance assessments)

Ensure that we model and students practice 21st

century skills so that students know they are

developing college-, career-, and world-readiness


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Building our Common CoreEngaging and Empowering Language Learners

Paul Sandrock

[email protected]

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