Welcome• Please sign In & Make

a nametag• Register at RegOnline

if you were not on the list.

• Share sample text with colleagues

Interpretive ReadingDeepening our practice

Paris Granville

• on ACTFL standards survey team 1995• 1 of 28 teachers filmed for Standards Training

Videos (Annenberg / WBGH)• Iowa Foreign Language Teacher of the year

1997• Trained teachers in SF, Princeton, Stanford,

Iowa State University• Edited the journal Learning Languages• Author of two books on integrating culture

and communication• Teaching 4 IB French classes at Interlake

Edward Wang• Master’s Degree from Stanford

in East Asian Studies• IB Trained Teacher since 1997• ACTFL Oral Proficiency

Interview training• Taught Chinese in Taiwan• Teaching IB 4 classes at

Interlake

Edward Wang• Master’s Degree from Stanford

in East Asian Studies• IB Trained Teacher since 1997• ACTFL Oral Proficiency

Interview training• Taught Chinese in Taiwan• Teaching IB 4 classes at

Interlake

Sandrine Collomb• France – licence des lettres, Maitrise F.L.E. (USHS) -

Strasbourg• Ph.D. in French Lit, U of Cincinnati• 17 years teaching experience

• Who: pre-school, elementary, high school, adult immigrants, undergrads

• Where: Lycée Int. Des Pontoniers, Centre Européen de la Jeunesse, U of C, Oberlin College, French Immersion, Interlake

• Publication: entretien avec jean Rouaud, French review, 2001• Member of French commitee for National Evaluation System

from Pearson• mentor for French  graduate teaching assistants• Chair of Cincinnati conference on Romance languages ( 1997)• Organized conferences on  Literature in Seattle and Cincinnati

( 2002)

Paris Granville

• on ACTFL standards survey team 1995• 1 of 28 teachers filmed for Standards Training

Videos (Annenberg / WBGH)• Iowa Foreign Language Teacher of the year 1997• Trained teachers in SF, Princeton, Stanford, Iowa

State University• Edited the journal Learning Languages• Author of two books on integrating culture and

communication• Teaching 4 IB French classes at Interlake

Edward Wang• Master’s Degree from Stanford

in East Asian Studies• IB Trained Teacher since 1997• ACTFL Oral Proficiency

Interview training• Taught Chinese in Taiwan• Teaching IB 4 classes at

Interlake

Standards

Communication• Standard 1.1: Students engage in

conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

• Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Interpretive mode• Standard 1.2: Students

understand and interpret written and spoken language on a variety of topics.

Characteristics of Interpretive Reading

• Reading Comprehension + Appropriate cultural interpretation of meaning

• One way by nature • “Read between the lines”

ACTFL Performance Guidelines, Swender, Duncan et al

Objective• Deepen our understanding,

practice, and strategies for interpretive reading.

Identifying challenges

Research

Pre-Reading

Reading

Post-reading

Traditional Sequence of Reading Activities

The key to making authentic texts accessible.

Pre-Reading

Reading

Reading

Pre-Reading

• Help the Reader frame their comprehension when they get to the text.

• Increases comprehension• Deepens interpretive reading• Decreases frustration• Allows Novice learners to access

authentic materials

KWL Chart

Information Gap

Vocabulary Signalling

Predicting

Wordle.net

Authentic Texts and Novice Learners

Pre-telling the text• Story Telling• Action Play• Explain the structure of the

text (non-fiction)

Story Telling• Ask Students to clear off

desks• Turn lights up if you can• Ask students to turn their

chairs

Reading

In pairsRead – Question – Collaborate

Magazine article

Read – Question - Collaborate

? Qui revit en

elle?  Oh, ça doit

être Hector.Violent –

même dans la passion. Elle

compte se

suicider

Ah, mais dans la mort

elle sera fidèle à Hector.

dessin

Post-reading

Beginning, Middle, End

Story Map

Objective• Deepen our understanding,

practice, and strategies for interpretive reading.

Measuring Comprehension•Validity•Depth allows for all

performance levels•Easy to administer•Quick to grade

Leveled Question Menu

Developing LearningActivities

• Select a station(s) to work on developing activities to go with your text.

• Templates available to download at:www.mmegranville.com

• A person who won't read has no advantage over one who can't read. Mark Twain

Virtual Collaboration

• mme.granville.com• Register• Go to Forum

Common Assessments?Why?• Anchor our

performance expectations.

• Inform our instruction• Indicate areas for support

materials and investment• Justify district fund

allocation

Where are students?

1 year 2 years 3 years 4 years 5 years 6 years

3

4

5 5

6 6Series 1

Year 1

Novice-midNovice-high

Year 2

Where are students?

What kind of instruction promotes comprehension• Large amounts of time for

actual reading• Teacher-directed

comprehension strategies• Opportunities for peer and

collaborative learning• Students talk to teacher and

each other about responsesStrategies that Work, Harvey & Goudvis