This presentation examined the National Standards for Learning Languages with the Common Core State Standards, to see how they are aligned with each other. Liu and Wong presented the Common Core strategies they have learned and showed how they implemented those strategies in their Chinese classes.

1. A Couple of Common Core
Strategies in Teaching Chinese
Song Wong
Eleanor Liu
Glen A. Wilson High School
Hacienda Heights

2. Alignment of the National Standards for Learning
Languages with the Common Core State Standards
http://www.actfl.org/sites/default/files/pdfs/Aligning_CCSS_Language_Standards_v6.pdf
• Developed by ACTFL in 2012
• Connects the English Language Arts Common Core
State Standards with:
• Standards of Language Learning
(5 Cs)
• National Standards’ three modes of
communication
(interpersonal, interpretive, presentational)
• ACTFL Proficiency Guideline Levels
(Novice, Intermediate, and Advanced)

7. Kagan Managed Cooperative
Learning Strategies
• Round Robin
• Rally Coach

9. Round Robin
• Students take turns responding orally.
• Content ideas: facts, examples of…,
predictions, etc.

10. Example #1
• An the end of Unit 1
• Students sit in group of 4: A,B,C,D
• Students get a handout of questions, in
characters and Pinyin.

13. Example #1 (continued)
• A asks B the odd questions, B
answers; C asks D the even
questions, D answers.
• A and B switch roles; C and D
switch roles.
• Now without looking at the
handout, A and D will pair up, B
and C will pair up, do Q & A.
• Call A & C of each group to
present to the class.

14. Example #1 (continued)
• Then, pass out a copy like this for
students to fill out and do oral
presentation the next day:

15. Meeting Standards
(Example #1)
• CCSS: Speaking & Listening
• WLS:
• 1.1 語言溝通
• 1.2 理解詮釋
• 1.3 表達演示
• Modes of Communication:
• Interpersonal
• Presentational
• ACTFL PL: Novice (Level 1)

16. Rally Coach
• Partners take turns, one solving a
problem while the other coaches.

17. Example #2
• At the end of Book 2, Lesson 4.3
• Focus on Antonyms.
• Material: A list of antonyms

18. Example #2 (continued)
反義字
1.大 ─ 小
2.高 ─ 矮
3.胖 ─ 瘦
4.左 ─ 右
5.昨天 ─ 明天
6.上星期 ─ 下星期
7.上個月 ─ 下個月
8.去年 ─ 明年
9.容易 ─ 難
10. 加 ─ 減
11. 乘 ─ 除
12. 哥哥 ─ 弟弟
13. 姐姐 ─ 妹妹
14. 快 ─ 慢
15. 這 ─ 那
16. 上學 ─ 放學
17. 上課 ─ 下課
18. 起床 ─ 睡覺
19. 冷 ─ 熱
20. 忙 ─ 有空
21. 學 ─ 教
22. 借 ─ 還
23. 打電話 ─ 接電話
24. 新 ─ 舊
25. 初中 ─ 高中
26. 忘了 ─ 記得
27. 長 ─ 短
28. 出去 ─ 回來
29. 黑色 ─ 白色
30. 淺色 ─ 深色
31. 兒子 ─ 女兒
32. 男的 ─ 女的
33. 上面 ─ 下面
34. 裡面 ─ 外面
35. 樓上 ─ 樓下
36. 笑 ─ 哭
37. 預習 ─ 複習
38. 以前 ─ 以後
39. 可以 ─ 不許
40. 上午 ─ 下午

19. Example #2 (continued)
• Students sit in groups of 4,
A,B,C,D.
• Given a piece of lined paper,
folded in half, A will write in the
left column a sentence using the
1st term in the list. B will imitate
the sentence by switching the key
term to the antonym, and making
necessary modification.

20. Example #2 (continued)
• C and D will make sentences using
the next pair of antonyms in the list.
• After 5 minutes, skip one person,
keep doing the same job. B and D
will initialize the sentences, C and A
will follow, using the antonyms.
• Follow the same routine till the
entire list is finished.
• Call students randomly to read out
their sentences.

22. Meeting Standards
(Example #2)
• CCSS: Speaking; Writing
• WLS:
• 1.1 語言溝通
• 1.2 理解詮釋
• 4.1 比較語言
• 5.1 學以致用
• Modes of Communication:
• Interpretive
• Presentational
• ACTFL PL: Intermediate (Level 2)

23. Summary Writing
• Another Common Core
instructional focus to be
implemented in classroom.
• Not from Kagan

24. Example #3 (continued)
• At the end of Chapter 2
• Students use 4-5 sentences to write a
summary of the text.
• Call students randomly to read their summary.

27. Meeting Standards
(Example #3)
• CCSS: Reading; Writing
• WLS: 1.1 語言溝通; 1.2 理解詮釋; 2.2 文化習
俗; 4.1 比較文化; 5.1 學以致用
• 3 Modes of communication: Interpretive;
Presentational
• ACTFL PL: Intermediate (Level 3)

28. Think-Pair-Share
http://www.readingquest.org/strat/tps.html
• Cooperative discussion strategy
• Developed by Frank Lyman and his colleagues in Maryland
• Consists of 3 steps:
• Think - The teacher provokes students' thinking with a question, prompt
or observation. The students should take a few moments just to THINK
about the question.
• Pair - Using designated partners to talk about the answer each came up
with.
• Share - After students talk in pairs, the teacher calls for pairs to SHARE
their thinking with the rest of the class.

30. Chinese AP
• 某小鎮開了一家新的化工廠。隨著這家工廠的開張，
鎮上居民的工作機會增加了，他們的生活也有了好
轉。這個小鎮旁邊有條小河，這條河是鎮民主要的
水源。一天，住在鎮上同時也在這家化工廠工作的
工人，李衛環，在河邊釣魚時發現成群的死魚。為
了找到魚死的原因，李衛環順著河水往上走。他居
然發現化工廠的排水管正在向河裡排水，而且管中
排出的污水又黑又臭。李衛環馬上去找工廠的老板，
要求他解決污染水源的問題。廢水處理非常的貴，
工廠老板不願意花這個錢，老板甚至威脅李衛環說
如果他再找老板或工廠的麻煩，就把他開除出廠。

31. 如果你是李衛環，你會怎樣做？
• 搬家；
• 喝瓶裝水；
• 破坏工廠，暗殺老闆；
• 把污水放桶裏，造一個水壩堵住污水；
• 報告政府；讓政府來管；
• 給媒體寫匿名信，由媒體來暴露破壞環境的事
情；
• 告訴其他工人一起要求老闆治理污水，也可以
負擔一部分費用。

32. Meeting Standards
CCSS
•Speaking and Listening 1 , 2 and 3
WLS
•1.1 – engage in conversation, etc…
•1.2 – understand and interpret written language
•1.3 – present information, etc…
3 Modes
•Interpretive, Interpersonal, Presentational
PL: Intermediate
•Sentence and string of sentences
•Collaborate to propose solutions to common real life
problems

33. Chinese 2
• 一個學生数学不及格，家長要去見你的數學老師，請告訴那位家长你的數學教室在什麼地方。（学生/家长）
• 一個新同學要去圖書館打印作业，請告诉他地点和开放时间。（新同学/老同学）
• 考試完了，你請你的好朋友去Tea Station 喝茶，請告訴他Tea Station 在什麼地方。（你/你的好朋友）
• 一個家長要見校長，請告訴他校長辦公室怎麼走。（学生/家长）
• 星期六是小明的生日，大衛要買禮物，請告訴他購物中心怎麼走。（小明/大伟）
• 黑色星期五很多商店很早就開門了。你要你的朋友早上6：00在Target等你。請告訴他Target 在什麼地方,并说说你想买什么。
（你/你的朋友）
• 星期六早上你打电话叫五個同學一起去附近的公園打籃球，請告訴他們怎麼去,什么时间见面。（你/五个同学当中的一个）
• 寒假裡，你和你的朋友要去迪斯尼樂園玩，你要朋友開車去你家接你。（你/你的朋友）
• 星期三早上9：00上課，你叫好朋友一起去85度面包店吃早餐。請告訴他面包店在哪兒,几点见。（你/你的好朋友）
• 明天我們學校放假，你請一個從中國來的學生一起去你的初中看老師。請告訴他你的初中在哪兒。（你/中国来的同学）
• 春節你家请朋友去附近的一家中餐館吃飯，請告訴你的朋友那家中餐館在哪兒。（你/朋友家的大人）
• 一個新轉來的同學要去Los Altos 高中看我們學校和他們學校的球賽。請告訴他去Los Altos 怎麼走，球赛什么时候开始。（你/
新转来的同学）
• 你想去ACI 補習SAT。 你想知道哪家ACI比較好，在什麼地方。（你/另一个同学）
• 明天晚上有一個新電影上映。你想請你的好朋友一起去。請告訴他附近的電影院在哪兒，几点见。（你/你的好朋友）
• 聖誕節你請你的好朋友去你家“派對”。請告訴他們去你家怎麼走，什么时候开始。（你/你的好朋友）
• 一個同學今天剛來我們學校，不知道在哪兒上體育課，請你告訴他去操場怎麼走。(你/刚来的同学）

34. Meeting Standards
(Think-Pair-Share)
• CCSS
• Speaking and Listening 1 and 2
• WLS
• 1.1 – engage in conversation, etc…
• 1.2 – understand and interpret written language
• 1.3 – present information, etc…
• 3 Modes
• Interpretive, Interpersonal, Presentational
• PL: Intermediate
• Sentence and string of sentences
• Giving directions and asking for clarification

35. Mandarin HL 1
新課熱身活動
（請看下列實例，哪一例罪行最
嚴重？在什麽情況子下那一例不
算犯罪？）

36. 请看看下列人是否犯罪，犯了什么罪？
1 王大年为了得到自由而劫机。
2 李福生因酒后开车撞死了人。
3陈爱美非法堕胎。
4刘平贩卖大麻。
5赵子华写文章批评政府，可是文章的内容不合
事实。
6 林怡非法进入美国。
7 孙家明在美国，中国各有一个太太。
8 吴海被老板解雇之后，纵火烧老板的汽车。
9钱勇强奸她的表妹。
10 郑云因拒捕杀了警察。

37. Close Reading
• A.K.A. “Analytic Reading”
• Not a new strategy
• Described by Nancy Frey and
Douglas Fisher in Principal
Leadership, Jan. 2013
• Video demonstration:
http://www.youtube.com/watch?v=xsnC4tfVlVs

40. A Sample of Close Reading:

41. Meeting Standards
(Close Reading)
• CCSS: Reading
• Domain 1 (main idea and supporting reasons)
• Domain 2 (interpret words and phrases)
• WLS
• 1.2 - understand and interpret written language
• 4.2 - comparison of cultures
• 3 communication modes
• Interpretive
• PL: Advanced level
• analyze the main ideas and significant details….

42. 1. number the paragraphs;
2. highlight the words you don’t know;
3. circle the important words;
4. left margin: what the author wanted to say (main idea of
the paragraph);
5. right martin: your reflection;
6. pay attention the transition word or the first or last
sentence of each paragraph.
7. make six questions for this reading.
Close Reading (continued)

45. Meeting Standards
(Close Reading)
• CCSS: Reading
• Domain 1 (main idea and supporting reasons)
• Domain 2 (interpret words and phrases)
• Domain 5 (5. Analyze the structure of texts, including how specific
• sentences, paragraphs, and larger portions of the text relate to
• each other and the whole)
• WLS
• 1.2 - understand and interpret written language
• 3 communication modes
• Interpretive
• PL: Advanced level
• analyze the main ideas and significant details….
• Determine meaning by using vocabulary knowledge,
• background knowledge, and possibly some
• contextual clues.

46. Conclusion
• Focus on what students can do with the language (results) instead of how
languages should be taught (means).
• Focus on modes of communication (Interpersonal, Interpretive,
Presentational) instead of isolated skills.
• Focus on making connections with real life, with other disciplines, and with
global perspectives.
• Focus on developing students’ high-end thinking skills (Bloom’s Taxonomy):
• Applying
• Analyzing
• Evaluating
• Creating