2014 春季研討會 –
Chapman University
Alice Ong (陳雅文) – Palos Verdes Peninsula Unified
School District
Classroom Application of Common Core State
Standards (CCSS在中文課的實際應用）
三點聲明：1）個人心得 2）沒有政治立場 3）請指出錯誤或提出補充
一個抱歉： 我知道我不可以code switch
1. Why Common Core Standards?
(http://www.pvpusd.k12.ca.us/images/uploads/ccss_parenthandbook.pdf)
• California educators have joined a national movement to adopt
common standards and assessments for English language arts
and mathematics. Currently, standards for what students should
know and be able to do vary among states, as does the difficulty
of the assessments used to determine whether students are
meeting those standards. Common standards allow for
collaboration among states on best practices and professional
development. Common learning goals provide a clear vision of
what educators and parents in all states should aim for. These
learning goals help ensure that students meet college and work
expectations, are prepared to succeed in a global economy and
society, and are provided with rigorous content and application
of higher knowledge thinking. Benchmarked against
international standards, the Common Core Standards assist
students in their preparation to complete the requirements for
enrollment at a California public university.
2. What are Common Core Standards?
http://www.corestandards.org/
• Math Standards
• ELA (English Language Arts) Standards
• ELA applies to all subjects
• Standards of other subjects are coming?
3. CA ELA Standards and CCSS
Crosswalk
(http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf)
• Note that there are CA World Language Standards
http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.pdf
4. What kind of work will our students
do when they enter the workforce? (1/2)
4. What kind of work will our students
do when they enter the workforce? (2/2)
• Tony Wagner, Ed. D., Harvard University
• The global achievement gap is the gap
between what we are teaching and testing in
our schools, even in the ones that are most
highly-regarded, versus the skills all students
will need for careers, college, and citizenship
in the 21st century.
(http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMate
rials.pdf)
5. So how do we connect with our
students of today and our leaders of
tomorrow and prepare them for success
in college and career?
(http://www.pvpusd.k12.ca.us/images/uploads/21st_Century_Learning%20
_January_2013.pdf)
• One way is through what we teach and how we teach it!
• "Fewer ‐ Higher ‐ Clearer"
• These are the hallmarks of the new CCSS. Becoming truly
college‐ and career ready requires that students deeply
understand and can apply both the CCSS and the 21st
century skills of critical thinking, creativity,
communication and collaboration (the 4 C’s).
What do we teach? (1/2)
Partners for 21st Century Skills- http://www.p21.org
6.1.a Learning and Innovation
Skills – 4 Cs
Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
6.1.a. Depth of Knowledge Wheel
(http://www.pvpusd.k12.ca.us/images/uploads/Intermediate_ELA_Toolkit_2.pdf)
6.1.b.1. Core subjects: 3Rs –
reading, writing and arithmetic
•
•
•
•
•
•
•
•
•
English, reading or language arts
World languages
Arts
Mathematics
Economics
Science
Geography
History
Government and Civics
6.1.b.2. 21st century
interdisciplinary themes:
• Global awareness
• Financial, economic, business and
entrepreneurial literacy
• Civic literacy
• Health literacy
• Environmental literacy
6.1.c. Information, Media and
Technology Skills
• Information Literacy
• Media Literacy
• ICT Literacy (Information
Communication Technology)
6.1.d. Life and Career Skills
• FLEXIBILITY AND ADAPTABILITY: Adapt to Change, Be
Flexible
• INITIATIVE AND SELF-DIRECTION: Manage Goals and
Time, Work Independently, Be Self-directed Learners
• SOCIAL AND CROSS-CULTURAL SKILLS : Interact
Effectively with Others, Work Effectively in Diverse
Teams
• PRODUCTIVITY AND ACCOUNTABILITY : Manage
Projects, Produce Results
7. What do we teach? 2/2
(http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMaterials.pdf)
8. Application in My Classroom
(Pedagogy)
(http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMaterials.pdf)
8a. Thoughtful Engagement
Learning Target: Statements of intended learning
based on the standards for the students to selfassess (I know…., I can…)
Examples of statements which are not learning target:
Learning objectives: For teachers to plan instructions and
assessments
8a. Daily Learning Target
RIS 中文2 第二十周 – 二零一四年一月二十号（第十六课对话一）
Date
M，
1/20/14
Tu，
1/21/14
Goal
 MLK
Class work
 MLK
Homework
 MLK

Able to use L16 D1 vocab in
sentences
Able to use descriptive
complements in sentences


L16 介绍生字，口语练习
L16 D1语法：descriptive
complements and potential
complements

Able to use potential
complements in sentences
Able to comprehend text

L16 语法：potential
complements, 就
口语练习： 176-178 页


L16 D1 念课文
不看拼音，明
天检查
CNY Project
Able to use complements
fluently
Able to comprehend L16 D1
vocab in paragraphs



检查功课
L16 D1 课文 – 看得懂吗？
练习本：阅读 (reading)
129-130 页


准备考试
CNY project
Able to recognize L16 D1
vocab
Able to understand L16 D1
vocab in a dialogue or
monologue



小考: L16 D1 认生字
口语练习： 178-179 页
练习本： listening
comprehension

CNY project

W,
1/22/14


R, 1/23/14 

F, 1/24/14




L16 D1 写生字
写八遍
Chinese New
Year Project
8b. Learner Attitude and
Motivation to Learn (1/3)
Feedback (How to Give Effective Feedback to
Your Students by Brookhart):
1. Timely: Happens during learning 課堂上馬上反問學生對不對。
2. Descriptive of the work, not the student. “你很用功！” vs. “我
很喜歡你用很多不一样的生詞。”
3. Not evaluative but descriptive: “很好！你的發音好多了。” vs. “
你的第一聲现在很好了。High pitch!”
4. Positive: “你說得很好因為老師要你練習的你都練習了。” vs.
“你說得很好可是。。。”
8b. Learner Attitude and
Motivation to Learn (2/3)
5. Clear and Specific: Rubrics
RIS/MIS 中文1A L4 Oral Quiz 爱好- 约朋友
Requirements: 1) Each person needs to use at least four of the following phrase: 没事儿， 爱
好，周末，常常， 做什么， 有的时候， 只， 有意思，没有意思，太。。了， 忙，不忙，
好吗，好不好，可是，还，几？2) Minimum 7 sentences each person.
1A.
To open the conversation by asking your friends what their interests are.
你没事儿的时候喜欢做什么？ 你的爱好是什么？你有什么爱好？
Contents
Vocabulary and
Grammar
Accuracy
Pronunciation and Tones
Fluency
4
All contents
covered
1 or less errors
Holistically understandable with
few pronunciation or tonal errors
Little or no
hesitation
3
1 content not
covered
2 errors
Holistically understandable with
one exception
One or two
hesitations
2
2 contents not
covered
3 errors
Holistically understandable with
two exceptions
Three or four
hesitations
1
3 or more contents 4 or more errors
not covered
Holistically understandable with
three more exceptions
Five or more
hesitations
8b. Learner Attitude and
Motivation to Learn (3/3)
6. Differentiated: “你可以考得更好的.” vs. “你寫字慢慢寫，不要急。
你同一個字寫得不一樣。這樣很難記得字怎麼寫，多練習是沒有
用的。”
7. Students must be given the opportunities to apply the feedbacks
– Rewrite an essay，
– Make an accurate sentence after being corrected,
– Pronounce a phrase correctly after being corrected.
9. Application in My Classroom
(Activities) that meets the
st
Framework of 21 Century Learning:
by theme, authentic real life tasks
• See next two slides
菜单
DIY
Creativity
Critical Thinking
Communication
Collaboration
Arts
Geography
Government
History
Global Awareness
Business
Health Literacy
Environment
Literacy
Information
Literacy
Media Literacy
Flexibility and
Adaptability
Initiative and SelfDirection
Social and CrossCultural Skills
Productivity and
Accountability
去餐馆
吃饭
从学校
怎么到
你家
Guess
Who
看医
生口
试
X
X
X
X
X
X
X
X
X
心目中最 介绍并教同 比较两个国际
理想的房 学一种运动 都市 (Venn
Diagram)比较
子
两个国际介绍
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
AP
Creativity
Critical Thinking
Communication
Collaboration
Arts
Geography
Government
History
Global Awareness
Business
Health Literacy
Environment Literacy
Information Literacy
Media Literacy
Flexibility and
Adaptability
Initiative and SelfDirection
Social and CrossCultural Skills
Productivity and
Accountability
Please
Vote for
Me
长城，北 台湾是中
京，西安 国的一部
,敦煌
分吗？
X
丝路，郑 介绍中
和
国年海
报
做中国结，看
电影，写春联,
唱中文歌
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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X
11a. Critical Thinking
(Knowledge of Wheel)
• L4 D1: 高文中是stalker吗？
• Level 2: Make observations, use context clues, interpret, infer,
• Level 3: Draw conclusions, cite evidence, develop a logical argument,
• Workbook reading comprehension and listening comprehension:
• Level 3: cite evidence
• Compare two International Cities:
• Level 1: Identify, list, state
• Level 2: Categorize, organize, classify, collect and display, compare,
• Level 3: Compare, differentiate,
• Is Taiwan part of China?
• Level 2: Infer, interpret, relate,
• Level 3: Assess, draw conclusion
11b. Collaboration
• Pair practice: each person has at least 11
partners, half boys and half girls
我的伙伴huǒ bàn
• High-low pairs: group A w/ group B
• Work with a partner of own choice on workbooks
• Dine at a Chinese restaurant together (L12)
• Work as a group to teach other group your
favorite sports (L18)
• Work together to act out a skit for travel theme
(L19)
12. Assessment – Smart Balanced
Assessment Consortium
• Take the Practice Test http://sbac.portal.airast.org/practice-test/
• Assessment will be implemented in 2014-15
school year.