Silvia C. Dorta-Duque de Reyes

Presentación del tema: "Silvia C. Dorta-Duque de Reyes"— Transcripción de la presentación:

1 Silvia C. Dorta-Duque de Reyes
San Diego County Office of Education

2 Presentation Agenda Welcome and Introductions
Overview of Common Core en Español Project Linguistic Adaptation Process Implications for Teacher Preparation and Staff Development Implications at the National Level Questions and Answers Jill survey audience

3 COMMON CORE EN ESPAñOL OVERVIEW
Timeline Fall – Translation Winter – Augmentation Spring – Revisions Summer – Peer Review ★ Available on line by end of November 2012

4

5 ADVISORY COMMITTEE Carrie Heath Phillips, Council of Chief State School Officers Dr. Alma Flor Ada, University of San Francisco Dr. Isabel Campoy, University of San Francisco Tom Adams, California Department of Education Cliff Rudnick, California Department of Education Lillian Pérez, California Department of Education Dr. Verónica águila, Butte County Office of Education Mónica Nava, San Diego County Office of Education Silvia Dorta-Duque de Reyes, San Diego County Office of Education

6 PROJECT COLLABORATORS
Editors Alma Flor Ada, University of San Francisco Isabel Campoy, University of San Francisco Pía Castilleja, Stanford University Silvia Dorta-Duque de Reyes, San Diego County Office of Education Izela Jacobo, Cajon Valley School District Lillian Pérez, California Department of Education Linguistic Augmentation Sandra Ceja, San Diego County Office of Education Silvia Dorta-Duque de Reyes, SD County Office of Education Jill Kerper Mora, San Diego State University Translators Teresa Ibarra and Gustavo Blankenberg

7 ★ PEER REVEVIEW PROCESS Peer review was conducted on July 26-27, 2012
at the CABE Summer Institute in Long Beach, California. 40 participants representing Teachers, District and County and CDE Office Administrators, parents and community members throughout California Representatives from New York, Virginia, and Florida Mexican American Legal Defense and Education Fund (MALDEF)

8 ★ ★ ★ PEER REVIEWERS ★ ★ Peer review is a process of
self-regulation by a profession. It is process of evaluation involving qualified individuals within the relevant field. Peer review methods are employed to maintain standards, improve performance and provide credibility. In academia peer review is often used to determine an academic paper's suitability for publication. ★

9 PEER REVIEW OUTCOMES Comprehensibility in Spanish.
Analysis and evaluation of Common Core en Español for Language Arts and Mathematics: Comprehensibility in Spanish. Equivalence to English Linguistic adaptations Cohesiveness of terms in Spanish Format utility

10 COMING SOON! Language Arts will be available by the end of December
CA State Grade Level Spans Version CA State Grade Specific English/Spanish Version National Common Core Version English/Spanish Mathematics will be available the end of January CA State English/Spanish Version National English/Spanish Version Standards will be available FREE on line. San Diego County Office of Education maintains printing publishing rights and house them on their server.

11 PEDAGOGY FOR THE 21ST CENTURY
21 First Century Skills for Career Readiness The Framework builds on the idea that there is a core content that students need to master, we used to call the 3 R’s, but we want to fuse that with what we now call the 4 C’s, the Learning and Innovation Skills: Critical Thinking and Problem Solving, Creativity and Innovation, Communication and Collaboration.

12 TABLE TALK At what stage of implementation of Common Core are you ? What do you expect Common Core en Español to provide? Parents? Teachers? Students? English Learners? Biliteracy programs? Assessment systems? How do we integrate Common Core en Español to your existing CC roll out?

13 DESIGN AND ARCHITECTURE
Anchor Standards for College and Career Readiness Aligned through Corresponding Strands and Clusters Standards K Single grade level Grade Spans Grade Spans CC en Espanol Follows the same architecture.

14 ANCHOR STANDARDS ACROSS MODALITIES
Language Modalities Previously called Domains Now called Strands READING WRITING Talk about the integration with ELD SPEAKING AND LISTENING LANGUAGE

15 VERTICAL and HORIZONTAL ARTICULATION
One of the most critical features to understand about the K-12 horizontal progression, is that they begin and backward map from the College and Career Readiness Anchor Standards. In other words, each standard begins with an anchor standard that represents the thinking and skills required for college and career readiness. The progression toward that standard is mapped backward across the grade levels, demonstrating growth in complexity, beginning from Kindergarten.

16 VERTICAL and HORIZONTAL ARTICULATION
STRANDS K 1 2 3 4 5 6 7 8 9-10 11-12 CCR READING WRITING LISTENING and SPEAKING LANGUAGE

17 K-5 READING STRAND AND CLUSTER CATEGORIES
Literature Informational Text Foundation Skills Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Print Concepts Phonological Awareness Phonics and Word Recognition Fluency READING Key Features: Text complexity and the growth of comprehension Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

18 LOS ESTÁNDARES PARA LA LECTURA – GRADOS K-5
Literatura Texto Informativo Destrezas Fundamentales Ideas clave y detalles Composición y estructura Integración de conocimientos e ideas Rango de lectura y nivel de complejidad del texto Conceptos de lo impreso Conciencia fonológica Fonética y el reconocimiento de palabras Fluidez Acentuación Características clave: La complejidad del texto y el desarrollo de la comprensión Los estudiantes deben demostrar una capacidad en constante crecimiento para discernir y hacer un mayor uso de cualquier que sea el texto que lean, esto incluye el aumentar el número de conexiones entre las ideas y entre los textos, tomando en cuenta una gama más amplia de la evidencia textual, y de ser cada vez más sensibles a las inconsistencias, las ambigüedades, y al razonamiento pobre o erróneo en los textos.

19 6-12 READING STRAND AND CLUSTER CATEGORIES
Literature Informational Text Literacy in H-SS/Science + Tech Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity READING Instructional Shifts: Questions and tasks that are text dependent, where use of supporting evidence is text-based. Careful selection of texts, meeting the complexity requirements at each grade. Increased use of informational text. Connections between reading and writing across the curriculum.

20 Los estándares para La Lectura – Grados 6-12
Literatura Texto Informativo Lecto-escritura en Historia-Estudios Sociales Ciencias y Materias Técnicas Ideas clave y detalles Composición y estructura Integración de conocimientos e ideas Rango de lectura y nivel de complejidad del textos Cambios para la instrucción Las preguntas y tareas que dependen del texto y la evidencia que sustenta está basada en texto. La selección de los textos es conciente y cumple con los requisitos de complejidad de cada grado. Aumento en el uso del texto informativo. Se establecen conexiones entre la lectura y escritura a través del currículo.

21 K-5 WRITING STRAND and CLUSTER CATEGORIES
Opinion Argumentation Informative Explanatory Narrative Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Key Features: Text types, responding to reading, and research The standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types.

22 LOS ESTÁNDARES PARA LA ESCRITURA Y LA REDACCIÓN
Opinión Argumentación Información Explicación Narración Tipos de textos y sus propósitos Producción y redacción de la escritura Investigación para la formación y la presentación de conocimientos Rango de escritura y redacción Carácterísticas clave: Los tipos de texto, en respuesta a la lectura y la investigación Los estándares reconocen el hecho de que algunas de las habilidades de escritura, tales como la capacidad de planificar, revisar, editar y publicar, se aplican a muchos tipos de escritura, mientras que existen otras habilidades que se definen más apropiadamente en término de cada tipo específico de escritura.

23 6-12 WRITING STRAND and CLUSTER CATEGORIES
Opinion Argumentation Informative Explanatory Narrative Writing Standards for Literacy in H-SS, Science and Technical Subjects Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Instructional Shifts: Argumentative and informative writing, using evidence from sources as support Short, focused research projects Three types and purposes: Argumentation Informative/Explanatory Narratives

24 LOS ESTÁNDARES DE ESCRITURA EN LOS GRADOS 6-12
Opinión Argumentación Información Explicación Narración Estándares de escritura para historia y estudios sociales, ciencias y materias técnicas - grados 6 al 12 Tipos de textos y sus propósitos Producción y redacción de la escritura Investigación para la formación y presentación de conocimientos Rango de escritura y la redacción Los cambios para la instrucción:    - La redacción de escritura argumentativa e informativa, con datos procedentes de fuentes para sustentar ideas y conocimientos.    - Los proyectos de investigación breves y enfocados   - Tres tipos y propósitos: la argumentación la información, la explicación la narración

25 K-12 LANGUAGE STRAND and CLUSTER CATEGORIES
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Language Key Features: Conventions, effective use, and vocabulary The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

26 LOS ESTÁNDARES DE LENGUAJE Grados K-12
Normas y convenciones del español Conocimiento del lenguaje La adquisición y uso del vocabulario Características clave: Las normativas, el uso efectivo y el vocabulario Las normas del lenguaje no sólo son las “reglas” esenciales del idioma Español hablado y escrito, también afirman al lenguaje como una cuestión de composición y de la selección informada entre distintas alternativas. Las normas se centran en el vocabulario, las palabras y las frases, la comprensión de sus relaciones y sus matices, y en la adquisición de vocabulario nuevo, especialmente en las palabras y frases académicas y las que son específicas a las materias técnicas.

27 K-12 SPEAKING AND LISTENING STRAND AND CLUSTER CATEGORIES
Comprehension and Collaboration Presentation of Knowledge and Ideas Speaking and Listening Key Features: Flexible communication and collaboration Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

28 LOS estándares para audición Y EXPRESIÓN ORAL
Comprensión y colaboración Presentación de conocimientos y de ideas Características clave: La comunicación flexible y la colaboración incluye pero no se limita solamente a las habilidades necesarias para realizar presentaciones formales. Las normas de la audición y el habla requieren que los estudiantes desarrollen una serie de habilidades interpersonales y de comunicación amplias y útiles. Los estudiantes deben aprender a trabajar juntos, expresar y escuchar con atención a las ideas propuestas, a integrar la información de fuentes orales, visuales, cuantitativas, y de los medios de comunicación; evaluar lo que escuchan; utilizar los medios de comunicación y recursos visuales de manera estratégica para contribuir al logro de los propósitos de comunicación, y poder adaptar el habla al contexto y asignación.

29 PARALLEL AND AUGMENTED
in ENGLISH… .. y en ESPAÑOL!

30 Linguistic augmentations have been marked in
blue font.

31 LINGUISTIC ADAPTATION AND AUGMENTATION
The purpose of the linguistic augmentation is to address points of learning, skills and concepts that are specific to Spanish language and literacy, as well as areas of transfer of learning between English and Spanish in educational settings where students are instructed in both languages. The linguistic augmentation is based on the norms and rules of usage for oral and written Spanish from the Real Academia de la Lengua Española (RAE) promulgated in The intent is to promote the same high standards for Spanish as a language in its own right as educators expect for English usage through quality curriculum and instruction. The linguistic augmentation also provides a structure and specific detail for developing instructional materials that address the specific features of Spanish that must be addressed to support students’ academic language learning on a par with English in dual language programs. Jill Kerper Mora

32 Underlying Principles of Linguistic Augmentation
Honor and preserve the integrity of Spanish as a spoken and written language with its own norms. Apply the new rules and terminology from the Real Academia de la Lengua Española 2010. Recognize the commonalities and differences between language arts instruction in Spanish and in English. Maintain the targeted metalinguistic knowledge of the standard using Spanish examples or near-equivalent concepts, principles or skills to maximize cross-linguistic transfer.

33 Linguistic Augmentation Language and Literacy Universals
Does the CCCS target a language or literacy universal, i.e., a concept, principle or skill that applies or functions the same in both Spanish and English? Does the CCCS address a fully transferable concept, principle or skill? In the many cases of language and literacy universals, an equivalent Spanish example is provided.

34 Language and Literacy Universals
Reading Strand Reading Standards for Literature Reading Standards for Informational Text Foundational Skills: Fluency Writing Strand Speaking & Listening Strand Language Strand Vocabulary Acquisition and Use

35 Literacy Universal Example
Concept, principle or skills applies and functions the same in both English and Spanish and it is fully transferable. GRADE 2: Reading Standard for Literature Key ideas and details Las ideas clave y los detalles 1 . Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 1. Hacen y contestan preguntas tales como, quién, qué, dónde, cuándo, por qué y cómo, para demostrar la comprensión de los detalles clave en un texto.

36 Example highlighted in blue
Equivalent Example Concept, principle or skills applies and functions the same, examples provided for each language Grade 2 Language Standards 4.d. Compound Words Vocabulary acquisition and use La adquisisción y uso de vocabulario 4.d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly, bookshelf, notebook, bookmark) 4.d. Usan el conocimiento del significado de palabras individuales para predecir el significado de palabras compuestas (Ejemplo: lavaplatos, sacapuntas, bienvenidos). Example highlighted in blue

37 Spanish Language-Specific Standards
Does the Common Core target a language or literacy concept, principle or skill that applies or functions only in English? If so, is there a similar concept or principle in Spanish where Spanish examples can illustrate the standard’s target knowledge? Are there language & literacy concepts, principles and skills that English does not have that should be added or augmented to address the unique linguistic characteristics of th Spanish language?

38 Spanish Language Specific Standards
Foundational Skills (K-5) Print Concepts Phonological Awareness Phonics & Word Recognition Fluency Language Strand Conventions of Standard Spanish Knowledge of Language

39 Spanish Language-Specific Example The concept applies to specific language elements in each language
First Grade: Phonics and Word Recognition 3.a Diagraphs Phonics and Word Recognition Fonética y reconocimiento de palabras Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. a. Know the spelling-sound correspondences for common consonant digraphs. Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras, tanto en forma aislada como en un texto. a. Conocen la correlación grafo-fónica para diágrafos consonánticos comunes: ch, ll, rr (chile, lluvia, perro).

40 Spanish Language-Specific Example The concept is specific to the language
First Grade: Phonics and Word Recognition Phonics and Word Recognition Fonética y reconocimiento de palabras 3. c. Know final -e and common vowel team conventions for representing long vowel sounds. 3. c. Distinguen entre las vocales fuertes (a,e,o) y las vocales débiles (i,u) que se juntan en una sílaba para formar diptongo.

41 First Grade Primer Grado

42 Second Grade Segundo Grado

43 Third Grade Tercer Grado Conventions of Standard English
Normas y convenciones del español

44 Fourth Grade Cuarto Grado Bold and underlined text
Represents California’s 15% Addition to Common Core

45 TABLE TALK What squares with your effective practice?
Think Pair Share What squares with your effective practice? What questions are going around in your mind ? What are three points to remember?

46 ACENTUACIÓN A separate cluster within the Foundational Skills grades K-5 was added to appropriately address the accent. Common Core en Español standards present an integrated approach to the accent throughout the foundational skills: Print Concepts Phonological Awareness Phonics and Word Analysis Common Core en Español standards follow a well articulated scope and sequence of the development of print awareness and word analysis skills for each grade level, keeping in mind the research of the developmental progression toward mastery of accent use in Spanish.

47 ACENTUACIÓN: AN INTEGRATION OF PHONICS, WORD RECOGNITION AND SPELLING
Common Core en Español specifically addresses: Knowledge of the rules for use of the accent mark to signal syllable stress. Categorization of words according to their stressed syllable to apply the rules. Correct use of the acento desinencial requires attention to meaning and function of words in sentences.

48 ACENTUACIÓN

49 ACCESS and OPPORTUNITY TO LEARN
Common Core en Español affirms leveraging students’ primary language to promote high levels of bilingualism that positively impact on literacy and cognitive development. Drawing on students’ linguistic resources supports the higher levels of cognition, discourse, evolved understandings, and critical and creative thinking required to meet the demands of the New Standards. The paralellism of ELA, ELD and SLA address the paralelissm and differences.in teachng ELA/ELD and SLA instrucion

50 Professional Development
The Common Core en Español affords us the opportunity to re-conceptualize classroom practices by acknowledging the ways that students authentically use a primary and second language to organize higher mental processes, mediate cognition and develop autonomy as they become proficiently biliterate.

51 National Implementation
The CCSSO will post a National version of Los Estándares Comunes Estatales en Español and the Estándares Comunes de Matemáticas free online, same as the English version. Los Estándares Comunes Estatales en Español y los Estándares Comunes de Matemáticas will be presented at NABE 2013 Each state will be able to adapt the Estándares Comunes Estatales en Español inclusive of linguistic adaptations to parallel their state standards. The San Diego County of Education will host and maintain the Estándares Comunes Estatales in their server and owns the publication copyrights.

52 Next Steps… Appendix A Appendix B Appendix C Assessments? Supplemental
Under Construction during Appendix A Appendix B Appendix C Supplemental Information on foundational skills Exemplars of Text Complexity Quality and Range Writing Rubrics and Student Samples Research Glossary References Sample Performance Tasks Related to Core Standards. Student Portfolio Samples

53 TABLE TALK Thoughts Feelings Next Steps
Considering our role in Leadership and Accountability towards Common Core Standards Implementation what are some… Thoughts Feelings Next Steps

54 Questions, Ideas, Comments
For more information please contact: Silvia C. Dorta-Duque de Reyes Spanish Language Arts Coordinator San Diego County Office of Education