Supporting CAPT and CMT through Foreign Language

1. Using World Languages in the Foreign Language Classroom for supporting Language Arts CAPT/CMT/CCSS assessments

2. Every hour spent in the World Languages classroom helps build students’ ability to Read, Write, Speak, Listen, and use Language effectively

3. Supporting CAPT and CMT throughForeignLanguage • Editing and Revising • Vocabulary • InterdisiciplinaryWriting • Reading

4. The Question stems that can be used in questioning for literature and non fiction texts. • See attachments: • Revised Blooms, CAPT reading frameworks, CAPT question stems • Mivida Novice level • Lorca Biography Editing and Revising Novice intermediate • Lorca Biography in English with Capt like questions. English • AP Integrated unit on arts and music combining Listening, Language/Reading, Interpersonal Writing and Speaking, Presentational Writing and Speaking

5. Activity 1 • Look at the Handouts and pick one appropriate to the level you teach and try to find a lesson where you could apply the question stems/reading or writing frameworks in the target language.

6. What are the Common Core Standards? “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.”(NGA & CCSSO, 2010)

7. How is the CCSS effort affecting or might it affect your work with World Languages? • How can this crosswalk document be used to benefit: a) World Language learning and teaching?

8. How these relate to World Languages • Focus on what students can do with the language (= results) not on how languages should be taught (=means) • Focus on modes of communication (Interpersonal, Interpretive, Presentational) not on isolated skills • Research and media skills are entailed in Interpretive and Presentational Modes • World languages teachers also develop literacy skills; Connections standard puts emphasis on informational text (not just literature)

9. ACTIVITY 2 • Review the Standards for Learning Languages (5 C’s) if you need to. • Take a look at the CC Anchor Standards for:- Reading- Writing- Speaking & Listening • Identify ways that the CCSS Anchor Standards align with the 5 C’s

10. The 5 C’s • The 5 C'sCommunication, Culture, Connections, Comparisons, Communities • Standards-based world languages education and the New Jersey standards reflect the themes in the Standards for Foreign Language Learning in the 21st Century (1999), known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom. • Communication The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes. • Cultures Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world. • Connections World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes. • Comparisons Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons. • Communities Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom

15. Activity 2 • Consider a specific Task for a specific proficiency level. • Take a look at the CCSS Anchor Standards for Reading, Writing, Speaking & Listening, and the Standards for Learning Languages (5 C’s) and assign them to the task

16. Aligning World Languages Tasks to the CCSS Novice Level Task: Students team with another class in a target language country to identify and compare endangered species in both countries, and collaborate to produce a multi-media informational presentation for their peers using basic information in the target language and post on an animal advocacy site. WLs Standards: ELA CCSS: Math CCSS:

17. Aligning World Languages Tasks to the CCSS • Intermediate Level Task: Students create raps and/or poems reflecting a perspective, such as a “coming of age” event in the target culture and compare this with the “coming of age” process in the U.S. such as getting a driver’s license or the right to vote. These examples are then shared with peers in the target culture who have completed a similar project and the results are shared on a social media website with comments in the target language. WLs Standards: ELA CCSS: Math CCSS:

18. Aligning World Languages Tasks to the CCSS • Advanced Level Task: Students investigate an immigration issue in the US and a target language country, analyze and synthesize the information, and propose a solution in the form of a letter to editors in the U.S. and in the target language country. WLs Standards: ELA CCSS: Math CCSS:

19. Common Core Standards • SWBAT • Cite evidence from text to present analysis well defended claims and clear info • Analize sources and conduct research • Speaking and Listening (purposeful academic talk, contribute accurate and relevant info on a multitude of ideas studied in various domains) • Shift to informational text content rich nonfiction • Content and standards are divided into 5 groups • K-1,2-3, 4-5, 6-8, 9-12 • 4 strands to the Common Core Standards • Reading, Writing, Speaking and Listening, Language

20. Common Core State Standards • 10 reading strands, • 10 writing strands, • 6 Speaking and Listening strands, • 6 Language strands • Anchor strands and Foundation strands • Lots of Acronyms • CCSS, CCR, RI, RL,W,WHST • ?????????????????

21. What does this mean to world language? • Increase in use of texts • Read aloud and student follow • Text based questions • All students need to participate • Increased use of Academic Vocabulary • Write in response to text often

22. Academic Language • The definition of Academic language is the oral and written language that students need in order to understand (read, listen, think) communicate (listen, speak, write, connect) perform (think, read, write, listen, speak, solve, create). Academic language is necessary to participate in the content, think, question, talk, learn and vocabulary that includes words and phrases and symbols that are used within disciplines including: words and phrases with subject specific meanings that differe from meanings used in everyday life (ie. Table, ruler, force, balance(; general academic vocabulary used across disciplines (ie. Compare, analyze, evaluate) and subject specific words defined for use in the discipline.

23. Academic Vocabulary cont. • One of the most important things for achieving the goal of preparing students for 21st century skills is using academic vocabulary and language. • List of academic vocabulary for Spanish students. • List of shorter vocabulary given as essential vocabulary for classes. • Pick and choose according to the level and age appropriateness.

24. 21st century skills • Flexibility and Adaptability • Initiative and Self Direction • Social and Cross Cultural Skills • Productivity and Accountability • Leadership and Responsibility • Complete Collaborative tasks • Critical Problem Solving • Creativity and Innovation • Informational Literacy • Media Literacy • Technological Literacy

28. Thematic UnitLiterature Settings: Weather or Not? This six-week unit invites students to explore geography as it relates to seasons and weather in target language countries . Students explore how these settings are represented in—and affect events in—literature. (Modify to suit proficiency level) • Literature Response What impact does weather have on stories such as (insert titles)? What if the setting were changed (i.e., from winter to summer, from the sea to the desert, or from a hurricane to a snowy day)? How would that change the story? Discuss your ideas with a partner and then with your partner, write a first draft of a scene for a modified story of choice.(CCSS RL.4.3, W.4.3) • Weather Forecast Read a variety of informational texts, in print and online, about a specific season in a geographical region of choice in a target language country. Watch a meteorologist presenting a weather forecast online or on TV, and describe what makes that style of presenting unique. Then, write a weather forecast for the area of choice. Include visual displays and maps in your electronic presentation, as appropriate, and share your report with your class in the style of a meteorologist. (CCSS RI.4.1, RI.4.3, RI.4.4, RI.4.7, RI.4.9, W.4.2, W.4.7, SL.4.4, SL.4.5, L.4.1a,c,d,g, L.4.2a,b)

29. Connecting with Art Investigate how weather is portrayed in the various art forms in the target culture (e.g., art, music) selected by your teacher. Describe the weather and use similes, metaphors, or figurative language as needed. Write your own response and compare your answer with others in the class. Choose your favorite art form and find a Partner who likes the same one. Together, write an opening scene from a story that would have that weather as its setting, using at least one metaphor or simile. (CCSS RL.4.7, W.4.3b, L.4.5a)

30. CCSS: • RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). • RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. • RF.4.4: Read with sufficient accuracy and fluency to support comprehension. • RF.4.4(a): Read on-level text with purpose and understanding. • RF.4.4(b): Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade and level appropriate topics and texts, building on others’ ideas and expressing their own clearly. • SL.4.1(c): Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. • SL.4.1(d): Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. • L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • L.4.5(a): Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 

31. ACTIVITY 3 • Select a thematic unit of study in your current curriculum. 2. Identify standards selected for the unit from the Common Core State Standards. 3. Identify ways to adapt/incorporate the CCSS for Reading of informational and literary texts. Use one of the two templates provided to plan the unit.

32. http://www.elltx.org/docs/AcademicVocabulary.pdf • http://www.p21.org/storage/documents/Skills%20Map/p21_worldlanguagesmap.pdf • http://www.valpo.edu/education/profdev/Collaboration%20Across%20the%20Disciplines%202_p.m.%20session.pdf • http://www.k12.wa.us/WorldLanguages/pubdocs/CCSS_WL_Standards_HO.pdf • http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CC0QFjAA&url=http%3A%2F%2Fwww.k12.wa.us%2FWorldLanguages%2Fpubdocs%2FLead-NCSSFLWorldLangSupportCommonCoreStateStandards.ppt&ei=GtAOUuvYC6yCyAGjyoGIAQ&usg=AFQjCNEtDYMzLZcCuTqe9UPF9cM-5uUFfw&sig2=SWt6pEn5RT_A3z1x2rh7dw&bvm=bv.50768961,d.aWc • http://www.actfl.org/sites/default/files/pdfs/CrosswalkFinalAligningCCSSLanguageStandards.pdf • http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320936 • World languages frameworks • http://www.sde.ct.gov/sde/lib/sde/PDF/Curriculum/Curriculum_Root_Web_Folder/ccclwl.pdf • http://www.corestandards.org/assets/Appendix_C.pdf • http://www.digigogy.com/uploads/4/5/6/7/4567766/content_area_literacy_template.pdf • http://www.edweek.org/media/24information-haveyouever.pdf • http://senorasilvavamosaprender.wikispaces.com/file/detail/wlfv2.2.pdf • http://steinhardt.nyu.edu/scmsAdmin/media/users/dtk234/2011_FEB/1_31_2011_LOTE_and_the_CCS_LisaMars.pdf • http://www.nysaflt.org/commoncore/resources/nycaflt_common_core_resources.pdf • http://www.p12.nysed.gov/ciai/lote/pub/modernl.pdf • http://www.p12.nysed.gov/ciai/lote/pub/modernl2.pdf • http://www.p12.nysed.gov/ciai/lote/pub/loteresa2.pdf • http://www2.leon.k12.fl.us/sites/lcs_commoncore/6-8/Shared%20Documents/Social%20Studies/Social_Studies_Common_Core_Presentation_Rev_%282%29%5B1%5D.pdf