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NYSAFLT Webinar SeriesCandace BlackMarch 19, 2015
C CS S
COMMON CORE READING
STRATEGIES – TRANSFORMING
WORLD LANGUAGE INSTRUCTION
FROM THE INSIDE OUT
+Workshop agenda1. Unpacking the Common Core State Standards
for Reading
2. Finding & scaffolding appropriate authentic documents
3. Close reading strategies1. Reading for a purpose
2. Text-marking
4. Assessing reading comprehension with text-handling exercises
5. Transitioning to document-based student writing
+Unpacking the Common Core State Standards for Reading
CC represents a fundamental shift in how students read
From a “one and done” strategy to multiple close readings that demonstrate true comprehension of the text
+Unpacking the Common Core State Standards for Reading
+
+What makes for a quality text?
Appropriate length & difficulty for the level
Checkpoint A – 75-150 words
Checkpoint B – 150-250 words
Checkpoint C – 250-400 words
Authentic texts written by speakers of the target culture
+What makes for a quality text?
Topics of interest to students
Cultural topics
Focus on youth culture
Rich enough to provoke discussion
A topic on which the student can provide an opinion
For example, a typical student schedule in the target culture and how that compares to the American experience
+
Good…Textbooks ?
Readily availableAge-appropriateProblem: a lack of flexibility and significant cost
Our 1st challenge: how do you find authentic readings?
Middle school textbook available from Advanced Materials; also available in Spanish.
+Our 1st challenge: how do you find authentic readings?
Better…The Internet!
A rich source of culturally-relevant, up-to-date, authentic materials.
Problem: weeding through the massive amount of information out there to find something that is age-appropriate and approachable for our students.
+Using Google to find authentic sources!
Start by finding a few keywords in the target language for the desired topic
Instead of going to www.google.com, choose a domain for one or more of the target countries to get a variety of international perspectives and experiences.
Let’s try an example…
+Our 1st challenge: how do you find authentic readings?
Best…Websites on current or cultural
events designed for students of the target culture
Can be a challenge to find, but once you do, the possibilities are limitless
Free!
Continuously updated
Often contain photos, audio & video
+Our 1st challenge: how do you find authentic readings?
An example, en français…
http://1jour1actu.com
+How do you make this manageable?• Finding these authentic
documents can be challenging and time-consuming!• Enlist the help of a colleague or
language buddy (many hands lighten the load).• Keep track of quality websites
by book-marking them for future use.• Keep your files organized for
future years.
+2nd challenge: Making the documents user-friendly
• Most authentic documents must be adapted for our learners!
• Length
• Difficulty
• Formatting
+2nd challenge: Making the documents user-friendly
• Length
• Checkpoint A – 75-150 words
• Checkpoint B – 150-250 words
• Checkpoint C – 250-400 words
• Daunting? Yes.
• Doable with the appropriate scaffolding? Absolutely!
+2nd challenge: Making the documents user-friendly
• Difficulty
• Vocabulary
• Grammar
• Solution – a little editing goes a long way!
+2nd challenge: Making the documents user-friendly
• Formatting
• White space / lack of density
• 1.5 or double-spaced
• Leave room for annotation
• East of use – add line or paragraph numbers for reference
+2nd challenge: Making the documents user-friendly
Pourquoi ne faut-il pas écouter la musique trop fort ?
Dans le métro, dans le bus ou dans la rue, on voit beaucoup de personnes avec un casque sur les oreilles. Parfois, la musique est si forte que tu peux l'entendre ! Aujourd'hui, c'est la Journée nationale de l'audition. Le but de cette journée : aider les Français à comprendre qu'il est dangereux d'écouter la musique trop fort. Mais pourquoi est-ce dangereux ? Cette vidéo répond à tes questions.
Pourquoi ne faut-il pas écouter la musique trop fort ?
Dans le métro, dans le bus ou dans la rue, on
voit beaucoup de personnes avec un casque
sur les oreilles. Parfois, la musique est si forte
que tu peux l'entendre ! Aujourd'hui, c'est la
Journée nationale de l'audition. Le but de cette
journée : aider les Français à comprendre qu'il
est dangereux d'écouter la musique trop fort.
Mais pourquoi est-ce dangereux ? Cette vidéo
répond à tes questions.
Both 79 words!
+Authentic Text Types
• Weather forecasts• Hotel descriptions• Movie reviews• Itineraries• Schedules• Exhibition blurbs• Store ads• Contest ads• City street maps• Age-appropriate articles
+Close reading strategies
Select text of appropriate size and of interest to students.
Preview text and vocabulary (titles, subheadings, graphics).
Establish a purpose for reading.
Teach and encourage text marking and summarizing.
+Close reading strategies
Check for understanding.
Asking text-dependent questions.
Make connections (text-to-self, text-to-text, text-to-world).
Provide for discussion time.
+What is “Text Marking”?
+What are the benefits of “Text Marking”?
Annotating helps readers reach a deeper level of engagement and promotes active reading.
Annotating slows the reading down.
Reading becomes about making meaning.
+4 Strategies of Text Marking numbering paragraphs
circling key terms, cited authors, & other essential terms or statistics
underline the author’s claims & other information relevant to the reading purpose
chunk paragraphs & summarize in the left margin (10 words or less)
+Paragraph vs. line numbering
You can easily teach students how to number the paragraphs of a reading when they first get it.
Alternatively, you can choose to use the line numbering function of Microsoft word (slightly more precise).
+
+The questions we ask our studentsHow deeply do we ask our students to interact with the text?
Do students have to read the text to answer the question?
Do students have to understand the text to answer the question?
+Text handling questions (instead of just multiple choice)
Moving from low-level to higher-level Blooms questions using “text-handling activities” that require close readingsFind a word or expressionAnswer a question with a short
responseTrue/false with justificationIdentify claims made by the text
+Text handling questions (instead of just multiple choice)
+Reading & Writing – inextricably linked…
+
In order to align the format, content, and skills tested on the FLACS exams with the Common Core State Standards, the writing sections of the June 2015 exams are being revised in the following ways: The writing sections will be document-based.
Students will be asked to write different text types (in addition to a note or a letter).
The rubrics for grading the writing section now include language about incorporating supporting details from the source documents.
FLACS exams – June 2015
+Checkpoint A Writing Tasks
Former SLP Writing Task:
+
FLACS Writing Task for Chkpt. A:(Common Core-aligned)
You are planning a party for your brother’s 13th birthday. Read the advertisements and write an e-mail to your friend discussing the location you would like to choose for the party. Include: The reasons for your selection
The kinds of foods you will be servingNote that the student must read the passage
and include information (no longer just suggested).
Note that the student must make an argument/offer an opinion AND justify it.
Sample “ideal” answer
Cara Maria,Domenica è il compleanno di mio fratello. Io voglio avere la sua festa al ristorante “Italo’s”. Loro servono la carne e a mio fratello piace molto la bistecca. La domenica costa solo E 14.00 e possiamo mangiare molto. Possiamo anche ballare! Questo posto è perfetto. Io inviterò dieci dei suoi amici e ci divertiremo molto. Vuoi venire?
Tanti baci,
Francesca
Student offers opinion.
Student justifies opinion.
Former Regents Writing Task:
Checkpoint B Writing Tasks
+
Your school is sponsoring a to France this summer. In addition to visiting Paris, your teacher is giving you the option of selecting another city in France to visit. Read the descriptions of the four cities, and write an email to your teacher using information from your articles to explain which city you would like to visit.
Proposed Writing Task for Chkpt. B:(Common Core-aligned)
Note that the student must read the passage and include information (no
longer just suggested).
Note that the student must make an argument/offer an opinion AND justify it.
+TEXT TYPES
Editorial
Official report
Story
Magazine article
Newspaper article
School newspaper
article
Blog
Gossip column
Advice column
Speech
Essay
Personal diary/journal entry
Website
Brochure or pamplet
Guide
Book/CD/film review
Interview
Formal letter
Informal letter / note
+Broaden your definition of “text” to include visual literacy
Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text.
+Visual literacy source documents Advertisements
Cartoons
Charts
Collages
Comic books
Diagrams
Dioramas
DVDs
Graphic Novels
Graphs
Icons
Magazines
Maps
Multimodal
Texts
Photos
Pictograms
Political
cartoons
Signs
Slide shows
Storyboards
Symbols
Tables
Timelines
Videos
Websites
INFOGRAPHICS!
+INFOGRAPHIC 1 of 3
+INFOGRAPHIC 1 of 3
+INFOGRAPHIC 1 of 3
+
Incorporate age-appropriate, but gradually more difficult reading materials at all levels.
Use close reading and text marking techniques.
How do we prepare our students for this new assessment?
+
Ask preliminary information-gathering questions to check students understanding through text-dependent questioning.
Ask evaluative questions (orally and in writing) that require the student to make an argument or offer an opinion and justify it with evidence from the reading using text-handling exercises.
How do we prepare our students for this new assessment?
+
Overtly teach writing strategies including link words such as because, I think, I agree, etc…
Use the rubrics to score student assessments. Give students feedback on their writing using the rubrics.
Incorporate CCSS-type assessments on our unit assessments.
How do we prepare our students for this new assessment?
+Resources
This presentation as well as a variety of resources are available at :
http://cblack.wikispaces.com/CC+Reading+
Strategies
Or email me:
+Merci!
Thank you to all of the participants!
Thank you to Ken Hughes for setting up and moderating this webinar!
Thank you for NYSAFLT for providing this webinar series for LOTE teachers across the state!
