Common Core and Language Learning:
Developing Literacy
Paul Sandrock
American Council on the Teaching
of Foreign Languages
actflregionalworkshop.wikispaces.com
1
21st Century Learning
“This is a story about the big public
conversation the nation is not having
about education … whether an entire
generation of kids will fail to make the
grade in the global economy because
they can’t think their way through
abstract problems, work in teams,
distinguish good information from bad, or
speak a language other than English.”
How to Build a Student for the 21st
Century, TIME Magazine, Dec. 18, 2006
What skills are in demand?
Top “most important” skills from employers:
•
Professionalism/work ethic & teamwork/collaboration
•
Communication
•
Knowledge of other languages
• 63.3% of employer respondents believe this will increase in
importance
•
Making appropriate health and wellness choices
•
Creativity/innovation
• 73.6% of employer respondents project this skill to
increase in importance
• Currently 54.2% of employers say new hires with high
school diploma are deficient in this skill
http://www.p21.org/documents/key_findings_joint.pdf
Are They Really Ready to Work?
College and Career Readiness
– and World Readiness?
“Common Core Standards define the knowledge
and skills students should have within their K-12
education careers so that they will graduate high
school able to succeed in entry-level, creditbearing academic college courses and in
workforce training programs.”
(NGA & CCSSO, 2010)
http://www.corestandards.org/
4
Linking Common Core &
World Languages
Reading
----------------------------------
Listening
Interpretive
Interpersonal
Presentational
Writing
-----------------------------
Speaking
and
Listening
Speaking
Proficiency
Levels:
Novice
Intermediate
Advanced
Language
http://www.actfl.org/commoncore
•
•
•
Conventions
How language
functions
Vocabulary
5
Three Modes of Communication
Interpersonal
Negotiation of
meaning
Interpretive
Interpretation
 Listening and
Speaking
 Listening
 Reading
 Viewing
 Reading and
Writing
Presentational
Creation of message:
Consider audience,
task, and purpose
 Speaking
 Writing
 Visually
Representing
6
Overview to English Language Arts Standards
 College and Career Readiness (CCR) Anchor
Standards for each strand:




Reading (10 standards in 4 categories)
Writing (10 standards in 4 categories)
Speaking and Listening (6 standards in 2 categories)
Language (6 standards in 3 categories)
▪ Consistent overarching targets
(parallel for each grade band)
Focus on Interpretive Mode
8
www.actfl.org/commoncore
Crosswalk of Standards
Common Core State
Standards-ELA
Standards for Learning
Languages
Reading
Interpretive
(Reading, Listening, Viewing)
Key Ideas and Details
(3 standards)
Craft and Structure
(3 standards)
Integration of Knowledge and Ideas
(3 standards)
Range of Reading and Level of Text Complexity
(1 standard)
Common Core State
Standards-ELA
Standards for Learning
Languages
Reading
Interpretive (Reading, Listening, Viewing)
Key Ideas and Details
1. Read closely to determine what
Interpretive Communication (Standard 1.2)
the text says explicitly and to make
 Demonstrate comprehension of content
logical inferences from it; cite specific
from authentic audio and visual
textual evidence when writing or
resources.
speaking to support conclusions
drawn from the text
Cultures: Practices and Products (Standard
2. Determine central ideas or themes 2.1 and 2.2)
 Examine, compare and reflect on
of a text and analyze their
products, practices, and/or perspectives
development; summarize key
of the target culture(s).
supporting details and ideas
Connections: Acquiring New Information
3. Analyze how and why individuals, (Standard 3.2)
events, or ideas develop and interact  Acquire information from other content
over the course of a text
areas using authentic sources
10
Linking Common Core & World Languages
Key Ideas and Details – Across Levels
Novice Students
Identify main ideas in
developmentally
appropriate
oral/visual narratives
based on familiar
themes and highly
predictable contexts
with visual or graphic
support.
Intermediate
Students
Determine the main
themes and
significant details on
primarily familiar
topics from authentic
multimedia and print
sources, both
informational text
and narratives with
easily discerned
storylines.
Advanced Students
Analyze the main ideas
and significant details
of discussions,
lectures, and
presentations on
current or past events
from the target culture
or other content areas.
11
Key Shifts in Reading
Implications for World Languages
Previous State ELA Standards
Focus on literature
Common Core State Standards
Focus on more non-fiction (informational
text)
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Key Shifts in Reading
Implications for World Languages
Previous State ELA Standards
Common Core State Standards
Focus on literature
Focus on more non-fiction (informational
text)
Texts that don’t prepare students
for complexity of college/career
texts
Reading to report/summarize
content
Use appropriately complex texts
Most emphasis on content-specific
vocabulary
Give unsupported personal
reactions
Academic vocabulary given emphasis
Reading to understand deeper meaning
of what authors want to convey
(inferences)
Cite specific textual evidence to support
conclusions drawn from the text
Unit: Respecting the Environment
Interpretive Assessment Task
Search two websites to identify actions students in
___ are taking to respect the environment
Identify evidence for
each category of
environmental “action”
Website A
Website B
Conserving water
Recycling
Saving energy
Changes in buying habits
Schoolwide initiatives
14
Sample Assessment Strategies:
Interpretive Mode
Why can’t all young people go to school?
Possible Content (Predicted) Found in What is the
article? information?
1.
2.
3.
4.
5.
6.
Economic reasons
No secondary schools nearby
Civil unrest / war
Disinterest / boredom
Gender issues
Family reasons
1.
2.
3.
4.
5.
6.
15
Focus on Interpersonal Mode
16
Crosswalk of Standards
Common Core State
Standards-ELA
Standards for Learning
Languages
Speaking and Listening
Interpersonal
(Speaking & Listening;
Writing & Reading)
Comprehension and Collaboration
(3 standards)
Presentation of Knowledge and Ideas
(3 standards)
Common Core State
Standards-ELA
Standards for Learning Languages
Speaking and Listening
Interpersonal
(Speaking & Listening;
Writing & Reading)
Comprehension and Collaboration
1. Prepare for and participate
effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively
2. Integrate and evaluate
information presented in diverse
media and formats, including
visually, quantitatively, and orally
3. Evaluate a speaker’s point of
view, reasoning, and use of
evidence and rhetoric
Interpersonal Communication (Standard 1.1)
Engage in conversations, provide and obtain
information, express feelings and emotions, and
exchange opinions.
• Engage in the oral exchange of ideas in formal
and informal situations.
• Elicit information and clarify meaning by using a
variety of strategies.
• State and support opinions in oral interactions.
• Self-monitor and adjust language production.
• Converse in ways that reflect knowledge of
target culture communities (e.g., geographic,
historical, artistic, social and/or political.
18
21st Century Skills Map – Interpersonal Tasks
Novice
Intermediate
Advanced
• Students develop a
• Students collaborate to • Students chat with
survey to investigate
retell a familiar story
classmates to decide who
the eating habits of
and prepare to present
has the most similar ideas
the class, interview
it to their classmates
on a debate topic; the
students, and
resulting small groups work
discuss the results to • Students exchange text
together to create the main
create a graph
messages to determine
points they will make in a
who has the busiest
debate
• Students browse
week.
online recipes and
• Students examine a blog
work in pairs to
about a news event in the
change ingredients
target language country;
to healthier
identify what new
alternatives
information they discover
and collaborate to post a
reply
19
Creating Effective Tasks to Elicit
Stronger Interpersonal Performance
• Create a performance task in which students
have to engage in a spontaneous conversation
• Make sure students have to “negotiate” with each
other, not just report or tell
• Consider the level you are targeting (Build on
your students’ strengths in communicating)
• Have students engage in a task that will push
their language performance toward the next
higher level
20
Unit: Respecting the Environment
Interpersonal Assessment Task
Spontaneous conversation, compare what you do to
respect the environment with what you and your partner
found out from the websites
Conserving water
Saving energy
Recycling
Changes in buying
habits
Focus: Places to Visit in the Region
Questions in an Envelope
On individual slips of paper – examples of follow-up
questions appropriate to the thematic focus:
• What is interesting to see?
• When is a good season to visit there?
• Are there many things for young people?
• In bad weather, what can I do for fun?
• Describe any special foods of the region
• What do you like the most about the region?
• Everyone in our class will enjoy the region, right?
• What will our teacher say to visit or do there?
22
Interpersonal: Move from Intermediate to Advanced Range
Move from:
1–3–5
Move to:
You probably do these
things already
Language
Functions
Do you want to improve your language
skills?
Ask questions that are
Asking
simple (may generate 1-2 questions
word answer)
Ask substantive, relevant, open-ended
questions that keep the conversation going
Follow-up with appropriate comments and
questions
Draw in others to maintain the conversation
Respond to what you
Extending
hear rather than initiating your
conversation
answer
Provide supporting reasons, insights, and
examples
Use common vocabulary
words, without much
variation
Circumlocuting
Use appropriate connecting words to reflect
a flow of ideas/thoughts (as you narrate)
Use abstract language and more precise
vocabulary
Clarifying
meaning
Paraphrasing, you restate what you think
your conversation partner said to verify your
understanding
Focus on Presentational Mode
24
Crosswalk of Standards
Common Core State
Standards-ELA
Standards for Learning
Languages
Writing
Presentational
(Writing, Speaking, Visually
Representing)
Text Types and Purposes
(3 standards)
Production and Distribution of Writing
(3 standards)
Research to Build and Present Knowledge
(3 standards)
Range of Writing
(1 standards)
Overview to English Language Arts and
Literacy Standards: Text types and Purposes
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Crosswalk of Standards
Common Core State
Standards-ELA
Standards for Learning
Languages
Writing
Presentational
(Writing, Speaking, Visually
Representing)
Text Types and Purposes
(3 standards)
Production and Distribution of Writing
(3 standards)
Research to Build and Present Knowledge
(3 standards)
Range of Writing
(1 standards)
Common Core State
Standards-ELA
Standards for Learning Languages
Writing
Presentational
(Writing, Speaking, Visually Representing)
Production and Distribution of Writing
4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience
Presentational Communication (Standard 1.3)
Present information, concepts, and ideas to an
audience of listeners or readers on a variety of
topics, knowing how, when, and why to say what
to whom.
• Retell or summarize information in narrative
form, demonstrating a consideration of
5. Develop and strengthen writing
audience.
as needed by planning, revising,
editing, rewriting, or trying a new • Self-edit written work for content, organization,
and grammar.
approach
6. Use technology, including the
Internet, to produce and publish
writing and to interact and
collaborate with others
Communities: Beyond the School Setting
(Standard 5.1)
Use the language both within and beyond the
school setting.
28
Building Blocks
Rosita recycles newspapers _______
where ?
__________
when ?
______________
at what time?
__________
with whom?
_________.
why?
Rosita recycles newspapers at her school
with her friends every Friday at noon to not
use so many trees.
ACTFL Webinar - Laura Terrill
29
Write 5 sentences about saving water…..
Water is not free. There is not
much clean water. I drink the
water I need. I give water to my
grass. I do not put water on
the sidewalk.
Because water is not free and there is not much
clean water, I can only drink the water I need and
also not put water on the sidewalk when I give
water to my grass.
ACTFL Webinar - Laura Terrill
Teach transitions
but
and then
at first
however
often
later
perhaps
by the way
on the contrary
and
briefly
also
still, always
as, like
for example
in this way
suddenly
because
especially
in any case
finally
now
ACTFL Webinar - Laura Terrill
Test #1:
1. List the family members on the
illustrated family tree
2. Describe what one family member
looks like
3. List three professions
4. Say four things your family does on
the weekend
32
Focused on Three Modes of Communication?
Assessing more than vocabulary and grammar?
Interpretive
Look at (or listen to)
information from three
different host families in
China/Egypt, to find out as
much as you can: Where
they live, how many
children they have, what
activities they like to do,
etc.
Then decide which family
you would prefer to host
you and list as many
reasons as possible to
explain why.
33
Focused on Three Modes of Communication?
Assessing more than vocabulary and grammar?
What can you find out
about the family?
Where do they live?
Do they live in a house,
apartment, condo, something
else?
How many people live together
as the family? Who are they?
What activities do they like to
do?
What else can you do during
homestay with this family?
Letter from
Eissa
Family
Letter from
Mizrahi
Family
Letter from
El Nabawy
Family
Focused on Three Modes of Communication?
Assessing more than vocabulary and grammar?
Interpretive
Interpersonal
Look at (or listen to)
information from three
different host families in
China/Egypt, to find out as
much as you can: Where
they live, how many
children they have, what
activities they like to do,
etc.
You and your partner are
exchange students. It will
be your first night with
your host family in
China/Egypt next week
and you want to practice
your conversational
skills. You are given a
picture of your own
family and you will
practice with your
partner the kinds of
questions you will ask
and how you will
respond.
Then decide which family
you would prefer to host
you and list as many
reasons as possible to
explain why.
35
Focused on Three Modes of Communication?
Assessing more than vocabulary and grammar?
Interpretive
Interpersonal
Presentational
Look at (or listen to)
information from three
different host families in
China/Egypt, to find out as
much as you can: Where
they live, how many
children they have, what
activities they like to do,
etc.
You and your partner are
exchange students. It will
be your first night with
your host family in
China/Egypt next week
and you want to practice
your conversational
skills. You are given a
picture of your own
family and you will
practice with your
partner the kinds of
questions you will ask
and how you will
respond.
The exchange program
would like you to write
a letter describing your
family that the
Chinese/Egyptian
students will read to
decide on their
American host family.
Then decide which family
you would prefer to host
you and list as many
reasons as possible to
explain why.
Provide as many details
as you can to describe
you and your family.
Include likes, dislikes
and activities.
36
Make Explicit the Link of Language Learning
with Common Core & 21st Century Skills
From our examination of each mode of
communication,
what evidence would you use to convince
• Administrators
• Parents
• Students
that you are developing
Common Core literacy and 21st Century Skills?
37
Engage and Empower Language Learners
• Focus on real
communication
• Provide a rich and
engaging context
• Demonstrate students’ proficiency (gather
evidence via performance assessments)
• Ensure that we model and students practice 21st
century skills so that students know they are
developing college-, career-, and world-readiness
38