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Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
Spanish Common Core Training
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Spanish Common Core Training

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Training before writing curriculum to increase Spanish teachers' awareness of the common core ELA and Spanish Language Arts standards

Training before writing curriculum to increase Spanish teachers' awareness of the common core ELA and Spanish Language Arts standards

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  • Focus on essential – less is moreFocus on What the book does not doMake the resources available – easy access
  • Transcript

    • 1. SPANISH CURRICULUM WRITING TEAM November 26th, 2013
    • 2. Purpose: Collaborate to create a Road Map Spanish Curriculum
    • 3. Collaborate to create a Road Map Spanish Curriculum 7:30-8:00 Reconnecting 8:00-10:00 Standards Training 10:00-10:30 Deliverable Rates & Sharepoint Training 10:30-11:00 Work on Deliverables 11:00-12:00 Lunch 12:00-12:30 Common Assessments 12:30- 3:50 Work on Deliverables 3:50-4:00 Craft Summary Statement to share with Spanish teachers
    • 4. CHALLENGES AND SUCCESSES • Tell who you are • One of this year’s challenges • One of this year’s successes
    • 5. • Be able to describe the link between the Common Core State Standards and the ACTFL Standards • Be able to use the Common Core State Standards for Spanish language arts to design curriculum for Spanish 1,2 & 3 OBJECTIVE
    • 6. COMMON CORE STATE STANDARDS (CCSS) – WHY? 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 Source: http://www.p21.org/documents/key_findings_joint.pdf Are They Really Ready to Work?
    • 7. COMMON CORE ENGLISH LANGUAGE ARTS •Interpretive Reading •Presentational Writing Reading Language •Vocabulary •Grammar •Language Functions Writing Speaking/ Listening •Interpersonal Speaking
    • 8. Reading (Interpretive Reading) Fiction Informational Texts Foundational Skills Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Text Complexity
    • 9. Writing (Presentational Writing) Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing
    • 10. Speaking & Listening (Interpersonal Speaking & Presentational Speaking) Comprehension and Collaboration Presentation of Knowledge and Ideas
    • 11. Language (Grammar, Vocabul ary, Language Functions) Conventions of Language Vocabulary Structure of Language
    • 12. FIND THE STANDARD • Pair up with your curriculum writing partner • 1 Anchor Standard in yellow • K-12 grade level standard in white 1. Put the standards in K-12 order 2. Check your work with the Blue Estándares 3. Discuss where you think the clusters would be for 1. 2. 3. 4. Spanish 1a Spanish 1b Spanish 2 Spanish 3
    • 13. SHIFT IN THINKING Previous State ELA Standards Common Core State Standards Focus on literature Focus on more non-fiction Texts that don’t prepare students for complexity of college/career texts Appropriately complex texts Reading to report/summarize content Reading to understand deeper meaning of what authors want to convey English teacher solely responsible for teaching literacy Primarily writing personal narratives Most emphasis on contentspecific vocabulary Literacy as part of science, social studies/history, and technical subjects (6-12) Writing more to inform or argue using evidence Academic vocabulary given emphasis
    • 14. IN THE 20TH CENTURY WORLD LANGUAGES • Students learned about the language • Teacher-centered class • Focused on isolated skills (listening, speaking, reading, and writing) • Coverage of a textbook • Using the textbook as the curriculum • Emphasis on teacher as presenter/lecturer • Isolated cultural “factoids”
    • 15. IN THE 21ST CENTURY WORLD LANGUAGES • Students learn to use the language • Active Students • Focus on the three modes: interpersonal, interpretive, and presentational • Backward design focusing on the end goal • Use of thematic units and authentic resources • Emphasis on learner as “doer” and “creator” • Emphasis on the relationship among the perspectives, practices , and products of the http://p21.org/storage/documents/Skills%20Map/ p21_worldlanguagesmap.pd cultures
    • 16. Why do children NOT go to school around the world? ASSESSMENT STRATEGIES INTERPRETIVE MODE Predicted Answer Found in Article? Key words 1. 2. 3. 4. 5. 1. Si / No 2. Si / No 3.Si / No 4. Si / No 5.Si / No http://www.cubadebate.cu/noticias/2013/09/24/el-trabajo-infantilafecta-a-mas-de-160-millones-de-ninos-en-el-mundo/
    • 17. IDENTIFY KEY DETAILS Evidence For Evidence Against Young people don’t attend school because of peer pressure Parents do not encourage young people to go to school Young people need to support their family by going to work
    • 18. • Watch video of Davita Alston “Hearing Authentic Voices” • John Pedini • Learner.org
    • 19. ROAD MAP OF PRIORITIES High Priority • Common Assessments • Pacing Guide with Communication Targets and ACTFL Standards & Common Core Integration What do you Vocabulary practice & flashcards think that we need? Notebook games Medium Priority • • • Supports & extensions

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