Integrating Common Core in World Language Curriculum

3. http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asphttp://www.cde.state.co.us/StandardsAndInstruction/Curriculum/WorldLanguages.asp

5. Because of Common Core and school policies, I have to write and submit my unit plans and syllabus before the school year starts in September. Does anyone have a sample syllabus and/or unit plan they would be willing to share? • I also have to write an essential question for every unit, as well as for the year. I´m struggling with essential questions for the units, since they are obviously not like the typical thematic unit.

6. Laura Terrill

7. This flipped classroom concerns me because I feel that it will not allow me to do TPRS/CI the way it is intended and/or the way I want to teach. It takes away from the authenticinteractions (PQA, circling, etc.) that help students create meaning withthe language in order to acquire it.

8. Concerns • At our professionaldevelopment meetings, we were told that the Common Core movement is movingaway from teacher input (in a sense) and moving toward student led classrooms and flipped classrooms. Students would get the input from work they do at home via technology/reading and then have in-class work time onthe analysis of informational text (seems to be biggest emphasis on informational text, more than literature).

9. Challenge • We are required to create a curriculum map integrating the Common Core and create our "units" based on these standards. • What does the Common Core really look like?

10. Common Core English Language Standards • Readclosely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.1 • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.CCRA.RL.7.2 • Analyzehow particular elements of a story interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.CCRA.RL.7.3 • Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.9 • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.9-10.3

11. Common Core English Language Standards • Readclosely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.1

12. 1. Why are the kids calling Sara a vampire? 2. What evidence do residents give that indicates that Sara is a vampire? 3. How is the tragic event in the garden important to the plot? 4. How does Sara’s mother’s explanation of the incident differ from the community’s explanation?

13. Inference. 1. What is one thing you can infer that happened in the garden? 2. Is this the first time Sara has been bullied? Give evidence from the text.

16. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.CCRA.RL.7.2

17. analyze its development

18. Analyze how particular elements of a story interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.CCRA.RL.7.3

19. Newport, Rhode Island 1741 • Cyberbullying: What would the kids of Newport do if they lived in today's world? Reconstruct the conversation using social media or other communication modes.

20. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.9

22. La Vampirata “Todoslos piratas se pusieronnerviosos, porquehabíanescuchadohistoriassobre la increíbledefensa de Cartagena. Hace un mes 23.600 hombres atacaron Cartagena. Tenían 186 barcos. El comandante de Cartagena se llamaba General Blas de Lezo y defendió Cartagena con seisbarcos y menos de 6.000 hombres. –El General Blas de Lezodefendió Cartagena. Solamentetiene un ojo, un brazo y unapierna –comentó Daniel. –¡Blas tiene un ojo, un brazo y unapierna! No esposibleentrar en Cartagena –insistióPepe. –¡Cállatesitú no quierestener un ojo, un brazo y unapiernatambién! ¡Vamos a Cartagena! –le gritó Rafael a Pepe.”

23. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.CCRA.W.9-10.3

26. Common Core Standards Describe characters in a story and explain how their actions contribute to the sequence of events. Reading Standard- Key Ideas and Details #3, Grade 3 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed. Reading Standard- Key Ideas and Details #2, Grade 3 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Reading Standard- Integration of Knowledge and Ideas #7, Grade 4

27. Common Curriculum at odds with TPRS? • 5 Cs • 3 modes of communication • Common assessments • Follows textbook • Follows a grammatical sequence • AP alignment • Pacing • Non-storytelling vocabulary

28. Interpersonal modeGeorgia Department of Education • Work in pairs to create and/or practice simple conversations. • Perform a short skit or dialogue for a class, the school or the community. • Develop simple conversations based on provided visual cues. • Use flash cards or board activities to demonstrate comprehension, such as Q&A with flash cards, Hangman, chalkboard drills, etc. • Play games such as charades, Concentration/Memory, Pictionary, Slaps, Go Fish, Guess Who, Dice Games, Board Games, etc., to practice vocabulary and/or grammatical concepts. • Communicate via mail or the Internet with a pen pal in other classes, other schools in the U.S., or countries where the target language is spoken. • Send and respond to simple invitations. • Interview a peer to gather information to fill out a form or complete a simple survey. • Work in pairs or in groups to retell a story that has been presented. • Give and/or follow simple directions. • Simulate a real world task such as conducting a basic telephone conversation, purchasing a ticket, ordering a simple meal, making a hotel reservation, etc. • Work in pairs or groups to create illustrations that indicate comprehension of a story, description, or sequence of events. • Work in pairs or groups to compare, complete or describe a picture. • Respond with gestures or body language, such as using Total Physical Response (TPR) activities.

29. B. Interpersonal: Have a conversation with a peer (unrehearsed with a random partner). Find out about your peer's uncle or aunt. What do your uncle and your peer's uncle have in common? Are they favorite uncles? Why? How are they different? What stories about them can you exchange? What has been one thing that has surprised you about your uncle? Compare them to Rebeca and Lucas.

30. Evaluations based on student growth

31. How do we show growth? • Pre-assessment ideas: what should the test include? • What are valid measures of your students that align well with state and national standards? • What works well with storytelling?

32. Conceptualize performance tasks connected to the work that are real-life in nature

33. Language Acquisition is the result of… • Student-led classrooms, flipped classrooms • Project-based learning • Input • Student-led input at the upper levels • Healthy balance of student production (speaking/writing) with reception (listening/reading) • Sufficient grammatical understandings

34. “Reading novels provides total exposure of up to three times the number of words compared to using a textbook.” Dr. Sy-ying Lee Former student of Dr. Stephen Krashen

35. A plan to increase proficiency among lower achieving students • Reading plan

36. Plan of action • Lots of oral stories/input • Limit and narrow vocabulary • Short readings with limited vocabulary • Narrow readings that are self-selected • Novels that are too easy

37. Conduct an experiment Non-storytelling Storytelling Fiction that is simplified Novels Class stories Short stories Very little writing No projects Assessments towards the end of the semesters • Authentic texts (change the task not the text) • Textbook readings • Non-fiction 70% • Regular writing prompts