LOTE Common Core Modules

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LOTE Common CoreModules

• Lillian Carey
• Director of LOTE and Instructional Technology for
  Hauppauge Public Schools
• FLACS Immediate Past President/Technology
  Liaison/Public Relations

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September, 2011  The EngageNY team has offered
thefollowing  guidance regarding
LOTE   Languages Other Than English
teachers should be awareof the  Common Core
State Standards and the shifts they represent,
and think about how  their own instructional
practice may change as a result. LOTE teachers
should deliver a Common Core aligned unit based
on the charge from the Commissioner  however,
that unit should be in LOTE (not in ELA or Math)
and be aligned to the  six shiftsand/or Common
Core Learning Standards - but taking into
account the  level of instruction for the class.
Shift 2 in the Six Shifts in ELA/Literacy 
includes "Building Knowledgein the Disciplines.
http//engageny.org/resource/common-core-shifts/
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Common Core Standards

• Adopted by the NYS Board of Regents in January
  2011
• Result of a joint effort by National Governors
  Association Center for Best Practices and the
  Council fo Chief State School Officers
• Designed to be internationally benchmarked and
  aligned to work and post secondary expectations
  (college career readiness skills)

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CCSS adopted by
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CCSS for College and Career Readiness
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Instructional shifts for ELA What are the shifts
for LOTE?
50 50
X
X
X
?
W
Text
Text
Text
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What are the shifts in LOTE?

• Balance literary/non-fiction texts using
  authentic texts (created for the native speakers
  that provide rich source of current language and
  culture
• Close reading - digging into text, inferring,
  reading between the lines,analyzing vocabulary
  structure, etc.
• Design presentational tasks (speaking or writing)
  that require students to evaluate, integrate,
  evaluate evidence gleaned from multiple sources
  (audio, video, and print media).
• Design written and oral tasks that require
  students to advance an argument (persuasion) or
  explain or shed light on a topic (explanatory)

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Why transition to CC?

• NYSED Mandate
• LOTE AP and IB Exams are already aligned to CC
• If we dont define how Common Core Standards are
  integrated with LOTE instruction, someone else
  will!

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AP Language and Culture Format
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ACTFLS 3 MODES OF COMMUNICATION
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What if we used our texts (audio, video, print)
to serve as prompts or sources for our speaking
and writing tasks?
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Step 1 Develop World Language Themes K-12
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Proposed WL Themes
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RUBRICS
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Lets get started....

• First think about what the important skills and
  big ideas students will walk away with

• Determine what students should be able to do
  with the language at the end of the unit.

• Select the resources that will be used.

• Plan the tasks for those resources.

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What will you need?
Lots and lots of texts!
Interviews
Blogs
Videos
Short stories
Essays
Surveys
Audios
Poems
Articles
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Unit theme Social Relationships NYS Syllabus
topic Meal taking
Essential question for Meal taking Why is the
relationship between what we eat and good
health? Enduring understandingStudents will
understand that when and what we eat can affect
the quality of our lives. Students will
understand that geography and culture influence
our diet and meal taking preferences.
Context for unit and summative assessment A new
company has been hired to manage the school
cafeteria and is asking the students for their
suggestions on how to better meet their dietary
needs.
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Finding resources..
My search process Google sentences in the
target language relating to your topic or perhaps
what you think a student might write or say about
this topic. comidas favoritas comidas
saludables, el desayuno es la comida más
importante, por qué el desayuno I selected
blogs as the type of media I wanted to
search Youtube and Audio-lingua for my
audio/visual sources
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Resources
Collect many more than you need Select the
ones to be used in class and then set aside
those you will use in the CC IPA. Determine
the vocabulary and grammar they will need to
negotiate these sources pick your resources so
they are using similar vocabulary and
structure Make a list of the academic
vocabulary they will need this will depend on
resources and the tasks according to the
article, in my opinion, the majority, the
percentage
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STANDARDSR7 Integrate and evaluate content
presented in diverse formats and media including
visually and quantitatively as well as in
words. W8 Gather relevant information from
multiple print and digital sources, assess the
credibility and accuracy of each source, and
integrate the information while avoiding
plagiarism. SL1 Prepare for and participate in a
range of conversations with diverse partners,
building on others ideas and expressing their
own clearly and persuasively. SL2 Integrate and
evaluate content presented in diverse formats and
media including visually and quantitatively as
well as in words. L1 Demonstrate command of the
conventions of standard grammar and usage when
writing or speaking Cultures Practices and
Products Examine, compare, and reflect on
products, practices, and/or perspectives of the
target culture. Connections Acquire information
from other content areas using authentic
sources.Comparisons Evaluate similarities and
differences in the perspectives of the target
culture as found in multimedia and digital/print
resources.
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Learning activities
Prior to CC activities Introduce/review
vocabulary structure needed for topic and unit
activities Interpretive Audio Students will
listen to several brief audio clips of people
describing what they have for breakfast.
Students will have a handout with pictures of
various foods and be asked to write the name of
the speaker next to the food items she
mentions. Clip 1 Katrina Clip 2 Irene Clip 3
Katrina Colombia Interpersonal Students will
interview each other regarding their eating
habits. Class activity Complete a Venn diagram
with the breakfast foods mentioned from Spain,
Colombia, and the U.S. Presentational task
Students will write a journal entry or blog about
what they typically have for breakfast
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Interpretive Viewing Students view Youtube clip
from Spain presenting the importance of a
healthy breakfast they circle or list the foods
recommended for a healthy breakfast in the
clip,make notes about differences between foods
depicted in video and those of a typical
American breakfast Presentational writing
task An exchange student from Spain will be
staying with you for a few days. In order to
make him feel at home and based on the video,
write a note to your mother telling her the foods
she might want to buy or prepare for him to eat
for breakfast. Interpretive Reading Students
read an article about a healthy breakfast and
have to list the foods recommended for a healthy
breakfast and classify them (fats,dairy,
etc) Students read a second article about the
benefits of a healthy breakfast. Students
underline words or phrases that refer to benefits
of a healthy breakfast for students. Presentation
al Oral task Students describe what they
typically have for breakfast and describe why
they think it is a healthy breakfast based on the
reading.
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Summative Assessment

• INTERPRETIVE AUDIO/VIDEO Students view a clip or
  listen to an audio presenting the need for a good
  breakfast. Task requires them to identify the
  elements of a good breakfast and reasons for
  needing a good breakfast.
• INTERPRETIVE READING Students read an ad
  describing the benefits of a good breakfast for
  students. Students demonstrate understanding by
  matching images to benefits.
• PRESENTATIONAL WRITING Using supporting details
  from your texts, write an email to your school
  principal to supporting the need for schools to
  offer breakfast to students at school.
• 
  OR
• Create a video public service announcement
  for your school on the importance of eating a
  healthy breakfast.

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French CC Module
CC Module La Gastronomie
More sources and ideas for La Gastronomie
Food unit over 3 checkpoint levels
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Spanish CC Module
Family and Community
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Edmodo Group Codeymhgww
www.edmodo.com