1 Interpretive Mode Learners understand, interpret, and analyze what is heard, read or viewed on a variety of topics. Laura Terrill

2 Interpretive Communication….is not is translation. context-driven understanding (gist). a hunt for trivial details. whole picture; mediating meaning with the text; a focused task. glossed readings; teaching all new vocabulary first. familiar words in new context; and new words in a familiar context. reading, listening or viewing from the reader’s perspective only. using the author’s perspective and cultural perspective. reading word for word. re-phrasing chunks; retelling; predicting; and using structural clues. ACTFL Laura Terrill

3 Working with Interpretive TextsMinimize worksheets Teach in Target Language Pace the Reading Plan the “before” activity to create interest, activate prior knowledge Plan the “during” reading activities to ensure that each student reads and thinks actively about what they are reading Plan the “after” reading to allow students to extend their learning Laura Terrill

4 ACTIVE Reading StrategiesAsk Questions Students read individually and write questions about the text. The questions can be answered by information found in the text and/or the answers can be inferred from the information given. C Connect Students make different types of connections to the text. They identify text-to-self, text-to-text or text-to-world connections. T Track down Students track down the main ideas. Students at the novice level identify key words, at the intermediate level they identify key phrases/sentence and at the advanced level they identify the key concepts. They are always expected to explain their choice in the context of the text. I Infer Students are asked to identify what the author of the text might have been thinking. They are challenged to answer the question “What was the author thinking that he didn’t write?” All answers must be justified within the context of the text. V Visualize Students are asked to draw a visual representation of the text. Those visuals are used as a basis for discussion. E Extend Thinking Students are asked to synthesize the information from the text. They reflect on what has been conveyed in the text use their understanding to make decisions about overall meanings. Laura Terrill

5 LO QUE APRENDEN LOS NIÑOSLos niños japoneses comienzan el primer curso de enseñanza primaria en el mes de abril, una vez cumplidos los seis años. En una clase típica de enseñanza primaria hay alrededor de 30 a 40 alumnos. Entre las asignaturas que estudian se encuentran el japonés, la aritmética, las ciencias, los estudios sociales, la música, la artesanía, la educación física y la economía familiar (para aprender técnicas sencillas de cocina y costura). El número de escuelas de enseñanza primaria en las que se imparten clases de inglés es cada vez mayor. La tecnología de la información se utiliza cada vez más para mejorar la enseñanza y la mayor parte de las escuelas disponen de acceso a Internet. Laura Terrill

6 Key words – find and explain Show 1 word at a timeKey words – find and explain Show 1 word at a time. Have students read silently and write an explanation in target language based on what article says. Then show next word. Select words that are imporant/key in the text that you feel students can explain. Abril 30 a 40 alumnos Seis años Asignaturas Cocina Se imparten clases de ingles Acceso a Internet Student might write: el mes cuando les estudiantes comienzan la escuela Remember: Everything is done in the target language. Laura Terrill

7 Compare and contrast Japan US Which system do you prefer? Why?Remember: Everything is done in the target language. Laura Terrill

8 CHECKING FOR COMPREHENSION Oral Production StrategiesLinguistic Complexity Example Yes/No Do students start school at age 5? Either/Or Do they have a few students or lots of student in their classes? Fill in the blank Chlldren in Japan study…... Who? / What? / When? Who studies English? How many schools are connected to the internet? Why? / How? Why is technology important? What now? What is going to happen? How might schools be different in the future? These are for students with limited language proficiency. Of course, we’d elicit more extended responses from more proficient learners. In fact, we have to or they won’t move toward targets. We could point out that these could also be done as a writing task on white boards. Maybe even do one-- either/or: Is the capital of Norway Oslo or Copenhagen? Fill in the blank: A bear can be white or ____________ Laura Terrill

9 VIDA ESCOLAR En las escuelas elementales, las clases se dividen en pequeños grupos para realizar diversas actividades. Por ejemplo, como parte de su educación, todos los días estos grupos de alumnos limpian las clases, los vestíbulos y los patios de su escuela. En muchas escuelas de enseñanza primaria, los alumnos comen juntos en sus clases disfrutando de la comida que prepara la propia escuela o un servicio local de comidas para escolares. Estos grupos de alumnos sirven la comida por turnos a sus compañeros de clase. En las comidas escolares se sirve una rica variedad de alimentos saludables y nutritivos, por consiguiente los alumnos desean siempre con especial interés que llegue la hora de la comida. Laura Terrill

11 ACTIVE Reading StrategiesAsk Questions Students read individually and write questions about the text. The questions can be answered by information found in the text and/or the answers can be inferred from the information given. C Connect Students make different types of connections to the text. They identify text-to-self, text-to-text or text-to-world connections. T Track down Students track down the main ideas. Students at the novice level identify key words, at the intermediate level they identify key phrases/sentence and at the advanced level they identify the key concepts. They are always expected to explain their choice in the context of the text. I Infer Students are asked to identify what the author of the text might have been thinking. They are challenged to answer the question “What was the author thinking that he didn’t write?” All answers must be justified within the context of the text. V Visualize Students are asked to draw a visual representation of the text. Those visuals are used as a basis for discussion. E Extend Thinking Students are asked to synthesize the information from the text. They reflect on what has been conveyed in the text use their understanding to make decisions about overall meanings. Laura Terrill

12 Content Reading StrategiesFound poems Content-based “I am” poems Concept mapping – key terms Guided Reading – read, cover, remember, retell Responding to headlines – headlines to questions, answer questions Historical or literary role-play Relevance wheels – core topic, spokes as details, personal impact on today Causal charts – discovery, impact or causes, results, effects today Time lines – limited number of events Text encoding - *, !, √, ? Laura Terrill