1. WELCOME BACK! FLACS General Meeting October 25, 2013

2. Agenda Eastern Suffolk BOCESEastern Suffolk BOCES AnnouncementsAnnouncements Santillana (Gracias!)Santillana (Gracias!) Common Core Reading StrategiesCommon Core Reading Strategies

3. FLACS NEWS Associate Commissioner for the Office of Bilingual Education and Foreign Language Services: Angelica Infante-GreenAssociate Commissioner Bilingual Ed Associate: Silvestre Wallace ACTFL is proposing a refresh to the World Readiness Standardsrefresh Seal of Biliteracy Workgroup Seeking four Spanish 3 teachers to enroll one class in a study. Need 100 participants.

4. Please comment on our themes…. http://flacsny.blogspot.com/

5. ACTFL’S Alignment of the National Standards for Learning Languages with the Common Core State Standards

11. What are the shifts in World Languages? Provide challenging texts: “authentic” texts (created for native speakers) are a rich source of current language and culture Teach reading comprehension strategies--how to dig into a text and read to find deeper meaning Design writing and speaking tasks that require students to evaluate and integrate evidence gleaned from multiple sources (audio, video, & print media) Design written and oral tasks that require students to advance an argument (persuasion) or explain or shed light on a topic (explanatory)

12. CC Reading Tasks Identify Main IdeasIdentify Main Ideas Make inferencesMake inferences Supply supporting details or evidencSupply supporting details or evidenc Analyze development of textAnalyze development of text Derive meaning of words/structures from context & prior knowledgeDerive meaning of words/structures from context & prior knowledge Examine relationship of paragraphs/sentences to each other in the textExamine relationship of paragraphs/sentences to each other in the text

13. Impact of point of view on content & style of text Identify cognates Integrate and evaluate content from diverse media and formats Evaluate the claims and arguments of the text Compare two or more texts on same subject Read successfully independently

14. Multiple Readings: silent and/or aloud Identify Academic Vocabulary 3 6 10 Linda R. Monk - Words We Live By: Your Annotated Guide to the Constitution - Grade 8

15. Identifying Main Ideas Assign letters to paragraphs: have student match main ideas of paragraphs to the appropriate paragraph. Identify purpose and/or target audience of the text. Summarize paragraph or sentences in own words

16. Inferring… Derive meaning from text not stated Ex. Who are the “We the people” from 1787? Employ higher-level questioning

17. Supplying supporting evidence or details Example: In paragraph 3, what evidence is in this paragraph to support Marshall’s claim about the evolving nature of the constitution?

18. Analyzing the development of the text How does the author develop the argument that the Constitution is a living, evolving document? Why was quoting this particular justice of the Supreme Court effective in promoting the author’s discussion of “We the people”?

19. Derive meaning of words/structures from context Which words in paragraph 1 help to understand the meaning of “popular sovereignty”? Based on the examples listed in the last paragraph, what does the word “suffrage” mean? In line 3, to whom or to what does “they” refer? What is the effect of the repetition of “not” in the first paragraph?

20. Identify cognates Which word or words in paragraph 2 would be a synonym for “bothered”? Which word(s) in Marshall’s quote refer to someone who established or started something new?

21. Integrate and evaluate content from diverse media & formats Explain how the notion of who “we the people” has changed over time? Why do we need a Bill of Rights?

24. Evaluate the claims and arguments of the text http://www.achievethecore.org/page/33/words-we-live-by-your-annotated- guide-to-the-constitution-by-linda-r-monk