LOTE Common Core Modules

LOTE Common Core
Lillian Carey
Director of LOTE and Instructional Technology for Hauppauge Public Schools
FLACS Immediate Past President/Technology Liaison/Public Relations
Languages Other Than English teachers should be aware
of 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 shifts
and/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 Knowledge
in the Disciplines.”
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
CCSS adopted by:
CCSS for College and Career Readiness
Instructional shifts for ELA: What are the
shifts for LOTE?
What are the shifts in
Balance literary/non-fiction texts: using authentic texts (created for the
native speakers that provide rich source of current language and
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)
Why transition to CC?
NYSED Mandate
LOTE AP and IB Exams are already
aligned to CC
If we don’t define how Common Core
Standards are integrated with LOTE
instruction, someone else will!
AP Language and Culture Format
What if we used our texts (audio, video, & print) to
serve as prompts or sources for our speaking and
writing tasks?
Step 1: Develop World
Language Themes K-12
Proposed WL Themes
Let’s 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.
What will you need?
Lots and
lots of texts!
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 understanding:
Students 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
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.
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
* 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”
R7: 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
Comparisons: Evaluate similarities and differences in the perspectives of the target
culture as found in multimedia and digital/print resources.
Learning activities
Prior to CC activities: Introduce/review vocabulary & structure needed for topic and unit
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
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.
Presentational Oral task: Students describe what they typically have for breakfast
and describe why they think it is a healthy breakfast based on the reading.
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.
Create a video public service announcement for your school on the importance of
eating a healthy breakfast.
French CC Module
CC Module: La Gastronomie
More sources and ideas for La Gastronomie
Food unit over 3 checkpoint levels
Spanish CC Module
Family and Community
Edmodo Group Code: