Measuring student growth &
educator effectiveness with
performance assessments.
Your turn to create
Toni Theisen
Thompson School District
Loveland, CO 80538
[email protected]
http://ccflt2016loveland.wikispaces.com
Interpretive Reading Task
Adapted from: ©2013 Implementing Integrated Performance Assessment-ACTFL
At a glance-Interpretive reading template:
1. Task 1: Key works recognition: Find the words in the article that best expresses the meaning of each of the
following English words.
2. Task 2: Main Idea: Using information from the article, provide the main ideas of the article in English for
novice levels and in the target language for the intermediate levels.
3. Task 3: Supporting ideas: First, circle the letter of the ideas mentioned in the article. Then, write the letter
of that idea next to where it appears in the text. Or you could do true, false, not mentioned and justify the
ones that are true with statements from the text.
4. Task 4: Meaning from context: Based on this passage write what the following three words/expressions
probably mean in English.
5. Task 5: Organizational Features. How is this text organized?
6. Task 6: Inferences. “Read/listen/view between the lines to answer the following questions, using
information from the text.
7. Task 7: Author’s perspective. Select the perspective or point of view you think the author adopted as s/he
created this text and justify your answer with information from the text.
8. Task 8: Comparing cultural perspectives.
9. Task 9: Personal reaction to the text. Using specific information from the text, describe your personal
reaction to the article, using the target language. Be sure to provide reasons that support your reaction.
Interpretive reading template with details
I. Key word Recognition. Find in the article the word/phrase in the target language that best expresses the
meaning of each of the following English words/phrases.
(Note to instructor: Select “content” words/phrases that convey meaning related to the text as opposed to
words/phrases such as prepositions and conjunctions. Alternative format: Ask students to provide 8-10 words
that relate to a specific topic or content area addressed in the text, such as nutrition.)
II. Main Idea(s). Using information from the article, provide the main idea(s) of the article in English. Be
specific such as in two sentences or 25-30 words. Give guidance.
III. Supporting details.
1. Circle the letter of each detail that is mentioned in the article (not all are included!).
2. Write the letter of the detail next to where it appears in the article.
3. Write the information that is given in the article in the space provided next to the detail below.
(Note to instructor: Provide 5 correct details that support the main idea(s) and 3 distracters.)
Here are some different ways to do this section:
a. First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to
where it appears in the text.
1. Circle the letter of each detail that is mentioned in the article (not all are included!).
2. Write the letter of the detail next to where it appears in the text.
3. Write the information that is given in the article in the space provided next to the detail below.
[Note to instructor: Provide 5 correct details that support the main idea(s) and 3 distracters.]
You also could do True, False, Not mentioned in the text and for all the “true “ answers; students must find a
justification from the text.
IV. Organizational Features. How is this text organized? Choose all that apply and explain briefly why you
selected each organizational feature—what were the clues in the text? (Note to instructor: Provide 2 correct
answers and 3 distracters. Possible options may include: Chronological, pros and cons, cause/effect,
compare/contrast, biography/autobiography, storytelling, descriptions, problem and solution.)
V. Guessing Meaning from Context. Based on this passage write what the following 3 words/expressions
probably mean in English. (Note to instructor: Provide three words that the students may not be likely to know
but should be able to understand from the context. Provide the entire phrase in which the word/expression
appears as well as a way to find it in the text such as the number/line of the paragraph in which it appeared.)
VI. Inferences. “Read/listen/view between the lines to answer the following questions, using information from
the text.
a. Make sure to note that for novice learners it’s appropriate to give a choice of possible inferences and
have the students choose which one is supported by the text and provide justification.
b. For Novice-level learners, you might give them a statement and ask them to list any evidence from the
text that would help them to determine whether it is true or false, drawing on inference skills.
c. Note that some adaptations to this task may be necessary for lower-level learners, who may need more
guidance in using inference skills
d. For Intermediate learners, create questions that require students to infer meaning by reading/
listening/viewing between the lines. Write two open-ended questions such as: “Why do you think
that...?”; “Why does the author say that...?”; “Why is it important that..?; What might be the effect
of....?”, which require inference on the part of the student. Questions may be in the target language.
e. Specify which language students are to use and indicate that they must use information from the text in
their responses.
f. For Intermediate-level learners, you could give them three inferences and ask them to select the best
inference of the three by providing evidence from the text to support their selection, drawing on
inference skills.
VII. Author’s perspective. Select the perspective or point of view you think the author adopted as s/he created
this text and justify your answer with information from the text. (Note to instructor: Provide one correct answer
and two distracters. Possible options may include clinical/scientific, moral/religious, humanistic,
factual/historical, comic, etc. Specify which languages students are to use in their justifications.)
VIII. Comparing cultural perspectives. Answer the following questions:
(Note to instructor: Below are some possible types of questions, which may be written in the target language.
Be sure to make reference to cultural products/practices, and perspectives in some of your questions. Specify
which language students are to use.
• What are the cultural similarities and differences between XXX and XXX?
• How do the practices/products in the article reflect the target culture perspectives?
• What did you learn about the target culture from this article?
• How would this article have been different if it were written for a US audience?)
IX. Personal reaction to the text. Using specific information from the text, describe your personal reaction to
the article, using the target language. Be sure to provide reasons that support your reaction.
(Note to instructor: This last section is designed to elicit a personal reaction from the student in the target
language. This can be a bridge to the interpersonal task that will follow. However, this reaction is not assessed
on the interpretive rubric if doing an integrated performance assessment (IPA).)
Not necessary to use all tasks for all readings.
Spanish 1- interpretive reading
Task 1: Key words recognition
Find the words in the article that best express the meaning of each of the following English words:
1. carbohydrates _________________________________________________________
2. school cafeteria _______________________________________________________
3. calories ______________________________________________________________
4. require ______________________________________________________________
5. serving ______________________________________________________________
Task 2: Main Idea
Using information from the article, provide the main ideas of the article in English. Write 2-3 sentences in
English.
_________________________________________________________________________________________________
__________________________________________________________________________________________________
Task 3: Supporting ideas
For each of the following statements, decide whether it is true, false, or not mentioned in the text. For the true statements,
justify your response with information from the text.
1. _____27% of the children in this country are malnourished.
____________________________________________________________________
2. _____35% of your daily calories should come from breakfast.
____________________________________________________________________
3. _____Children should drink milk with their breakfast.
____________________________________________________________________
4. _____For health, you should exercise for 60 minutes each day.
____________________________________________________________________
5. _____Too much junk food can cause serious illnesses such as cancer.
____________________________________________________________________
Task 4: Meaning from context: Based on this passage, write what the following three words or phrases probably mean in
English.
1. comida chatarra _______________________________________________________
2. merienda ____________________________________________________________
3. jugo enlatado _________________________________________________________
Task 5: Inference: read between the lines to answer the following questions in English.
1. Is it important to know your daily caloric intake? Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
Task 6: Cultural Comparison
Compare your typical daily breakfast to the recommended breakfast on the infographic.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Nom________________________________________
Fr. 3-Les madeleines-un peu d'histoire
La madeleines sont des
petits gâteaux traditionnel
lorrain aux œufs, en forme
de coquillage, allongée ou
ronde, originaire de
Commercy ( commune
française qui fait partie de
la région Lorraine qui est
près d’Alsace)
La ville de Commercy est
le berceau de la madeleine
inventée dans les cuisines du château du Roi Stanislas au XVIIIe siècle.
La madeleine de Commercy porterait le prénom d'une jeune fille de Commercy,
Madeleine Paulmier, servante de la marquise Perrotin de Baumont, qui en 1755,
fabriqua ces gâteaux pour le duc Stanislas Leszczyński. Cette tradition lorraine s'est
prolongée jusqu'à nos jours.
La Madeleine est souvent présente au goûter des enfants. Pour les adultes, elle
accompagne bien la pause-café ou un thé « Proustien », mais aussi au dessert, une
salade de fruits ou une mousse au chocolat…
Recette gourmande: Madeleines
Ingrédients
- 225 g de farine
- 200 g de sucre semoule
- 180 g de beurre
- 4 œufs
- 1 citron
Marcel Proust
Le gâteau, trempé dans une tasse de thé, devient brusquement déclencheur non du simple
souvenir, mais du fait de revivre quelques instants une scène de son enfance. Marcel
Proust.” À la recherche du temps perdu”
L'écrivain, Marcel Proust, l’a immortalisée au début du vingtième siècle dans son oeuvre : “À la Recherche du
temps perdu”. C’est, en effet, le goût d’une madeleine qui évoque soudainement au narrateur Marcel le
souvenir de son enfance heureuse à Combray .
« Je portai à mes lèvres une cuillerée du thé où j’avais laissé s’amollir un morceau de madeleine. Mais à
l'instant même où la gorgée mêlée des miettes du gâteau toucha mon palais, je tressaillis, attentif à ce qui se
passait d'extraordinaire en moi. Un plaisir délicieux m'avait envahi, isolé, sans la notion de sa cause. »
Depuis Proust, la « petite madeleine » est entrée dans le langage courant. Ainsi, vous entendrez de temps à autre
un Français vous dire, « ça, c’est ma petite madeleine à moi » en vous parlant d’un sauté de veau à l’estragon
comme celui que préparait sa mère, ou en évoquant tout événement qui, comme chez Proust, le ramène
subitement à son enfance.
On Jan. 2 in 1909, Marcel Proust dipped his madeleine in
tea and tumbled into the childhood memory that triggered
the seven-volume, fourteen-year, À la recherche du temps
perdu or in English: Remembrance of Things Past (or, as
some now prefer, In Search of Lost Time)
Les Sources
1. http://www.todayinliterature.com/ 2. http://www.cuisinealafrancaise.com/fr/dgal/produits/222-­‐madeleine-­‐de-­‐commercy 3. http://www.madeleine-­‐commercy.com/histoire_madeleine.php 361 mots
I.
1.
2.
3.
4.
5.
Key word recognition: Find the word/phrase in the article in the target language that best expresses the meaning of each of the following English words/phrases. (14 pts)
shell-­‐shaped cookie-­‐ 6. recipe-­‐ young girl-­‐ 7. flou made these cookies-­‐ 8. dunked in tea-­‐ afternoon snack for kids-­‐ 9. scenes from his childhood-­‐ coffee break-­‐ 10. the taste evoked a memory-­‐ II.
Main Idea-­‐ Provide the main idea of the article in 2-­‐3 sentences in English. (2 pts) III.
Supporting details: Circle the letter of each detail that is mentioned in the article (not all are included.). Then write the letter of the detail that is true next to where it appears in the article. (10 pts) A madeleine is a famous cookie in the shape of a shell. Madeleine Paulmier is the author of the famous text about this cookie. There is lemon in the recipe. There are shellfish in the recipe. When the author tasted the cookie it brought back childhood memories. Marcel Proust was the author of this famous text about the Madeleine cookie. The author makes a reference to involuntary memory when talking about Madeleine cookies. The Madeleine cookie was invented in eastern France. a.
b.
c.
d.
e.
f.
g.
h.
IV.
Guessing Meaning from Context. Based on this passage write what the following 3 expressions/ sentences probably mean in English. (3 pts) 1. L'écrivain, Marcel Proust, l’a immortalisée au début du vingtième siècle-­‐ 2. Cette tradition lorraine s'est prolongée jusqu'à nos jours-­‐ 3. C’est, en effet, le goût d’une madeleine qui évoque…-­‐ V.
Inferences-­‐Répondez en français (2 pts) 1. Pourquoi est-­‐ce que cette histoire de la madeleine est importante pour des Français? VI.
Comparing cultural perspectives: Répondez en français (4 pts) 1. How does the cultural product of this cookie in the article reflect the French culture perspective? 2. What famous Pixar movie uses the same concept of remembering a childhood memory by connecting it to food? How do these two stories compare? VII.
Quelle est votre opinion des idées culturelles de cette article-­‐Répondez en français. At a glance-Interpretive reading template: Not necessary to use all.
1. Task 1: Key works recognition: Find the words in the article that
best expresses the meaning of each of the following English words.
2. Task 2: Main Idea: Using information from the article, provide the
main ideas of the article in English for novice levels and in the target
language for the intermediate levels.
3. Task 3: Supporting ideas: First, circle the letter of the ideas
mentioned in the article. Then, write the letter of that idea next to
where it appears in the text. Or you could do true, false, not
mentioned and justify the ones that are true with statements from the
text.
4. Task 4: Meaning from context: Based on this passage write what the
following three words/expressions probably mean in English.
5. Task 5: Organizational Features. How is this text organized?
6. Task 6: Inferences. “Read/listen/view between the lines to answer the
following questions, using information from the text. You could also
use multiple choice.
7. Task 7: Author’s perspective. Select the perspective or point of view
you think the author adopted as s/he created this text and justify your
answer with information from the text.
8. Task 8: Comparing cultural perspectives.
9. Task 9: Personal reaction to the text. Using specific information
from the text, describe your personal reaction to the article, using the
target language. Be sure to provide reasons that support your reaction.
Your turn-Spanish-Create an interpretive reading using the template
Novice-mid-Interpretive Reading-Spanish example
http://www.alimentacion.es/es/
http://eladerezo.hola.com/salud-y-bienestar/los-espanoles-seguimos-alimentandonos-mal.html
10
Novice-mid-Interpretive Reading-Spanish example
1. Task 1: Key word recognition
Find the French word or phrase in the article the word that best expresses the meaning of each of the following
English words:
1.
2.
3.
4.
5.
6.
7.
8.
2. Task 2-Supporting ideas
First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it
appears in the text.
3. Task 3:Main ideas
Using information from the article, provide the main ideas of the article in English. Write 2 sentences in English.
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Task 4:Inference-read between the lines to answers the following questions in English.
5. Task 5: Comparing cultural perspectives
11
Your turn-French-Create an interpretive reading using the template
Novice-mid-Interpretive Reading-French example
La pyramide alimentaire: http://a--table.blogspot.com/2010/04/pyramides-alimentaires.html
12
1. Task 1: Key word recognition
Find the French word or phrase in the article the word that best expresses the meaning of each of the following
English words:
1.
2.
3.
4.
5.
6.
7.
8.
2. Task 2-Supporting ideas
First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it
appears in the text.
3. Task 3:Main ideas
Using information from the article, provide the main ideas of the article in English. Write 2 sentences in English.
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Task 4:Inference-read between the lines to answers the following questions in English.
5. Task 5: Comparing cultural perspectives
13