WELCOME BACK!
FLACS General Meeting
October 25, 2013
Agenda
• Eastern Suffolk BOCES
• Announcements
• Santillana (Gracias!)
• Common Core Reading Strategies
FLACS NEWS
• Associate Commissioner for the Office of Bilingual
Education and Foreign Language Services:
Angelica Infante-Green
Bilingual Ed Associate: Silvestre Wallace
• ACTFL is proposing a refresh to the World Readiness
Standards
• Seal of Biliteracy Workgroup
• Seeking four Spanish 3 teachers to enroll one class in a
study. Need 100 participants.
Please comment on our
themes….
http://flacsny.blogspot.com/
ACTFL’S Alignment of the National
Standards for Learning Languages
with the Common Core State
Standards
What are the shifts in World Languages?
• Provide challenging texts: “authentic” texts (created for
native speakers) are a rich source of current language and
culture
• Teach reading comprehension strategies--how to dig into
a text and read to find deeper meaning
• Design writing and speaking tasks that require
students to evaluate and integrate evidence
gleaned from multiple sources (audio, video, & print media)
• Design written and oral tasks that require students to
advance an argument (persuasion) or explain or shed
light on a topic (explanatory)
CC Reading Tasks
•
•
•
•
•
Identify Main Ideas
Make inferences
Supply supporting details or evidenc
Analyze development of text
Derive meaning of words/structures from
context & prior knowledge
• Examine relationship of paragraphs/sentences
to each other in the text
• Impact of point of view on content & style
of text
• Identify cognates
• Integrate and evaluate content from diverse
media and formats
• Evaluate the claims and arguments of the
text
• Compare two or more texts on same
subject
• Read successfully independently
3
6
10
Linda R. Monk - Words We Live By: Your Annotated Guide to the
Constitution - Grade 8
Identifying Main Ideas
• Assign letters to paragraphs: have
student match main ideas of paragraphs to
the appropriate paragraph.
• Identify purpose and/or target audience of
the text.
• Summarize paragraph or sentences in
own words
Inferring…
• Derive meaning from text not stated
Ex. Who are the “We the people” from
1787?
• Employ higher-level
questioning
Supplying supporting evidence
or details
Example: In paragraph 3, what evidence is in this
paragraph to support Marshall’s claim about the evolving
nature of the constitution?
Analyzing the development of
the text
How does the author develop the argument that the
Constitution is a living, evolving document?
Why was quoting this particular justice of the Supreme
Court effective in promoting the author’s discussion of
“We the people”?
Derive meaning of
words/structures from context
Which words in paragraph 1 help to understand
the meaning of “popular sovereignty”?
Based on the examples listed in the last paragraph,
what does the word “suffrage” mean?
In line 3, to whom or to what does “they” refer?
What is the effect of the repetition of “not” in the first
paragraph?
Identify cognates
Which word or words in paragraph 2 would be a
synonym for “bothered”?
Which word(s) in Marshall’s quote refer to someone
who established or started something new?
Integrate and evaluate content
from diverse media & formats
Explain how the notion of who “we the people” has
changed over time?
Why do we need a Bill of Rights?
Evaluate the claims and
arguments of the text
http://www.achievethecore.org/page/33/words-we-live-by-your-annotatedguide-to-the-constitution-by-linda-r-monk