HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In addition to the specific Reading Anchors / Skills listed below, World Language classes

support English language skills in general by focusing on (but not limited to):

vocabulary o spelling, meaning, word families o compound words & contractions

verb conjugations, tenses, participles, & infinitives

proper use of pronouns as subjects & objects (direct, indirect, object of prepositions)

use of adjectives, adverbs, comparisons, & superlatives

nouns

prepositions

possessives

interrogatives

conjunctions

culture

historical & cultural perspectives

geography

These are all reflected in the National Standards for Foreign Language Learning.

Please see the summary at the end of this document for a more complete list.

In World Language classes, students focus on: 1. learning vocabulary (meaning and

spelling) 2. cognates (words similar to words in

English) 3. learning vocabulary in context 4. roots of words 5. affixes

6. making connections to other disciplines

7. word families 8. synonyms and antonyms 9. multiple meaning words and

distinguishing meaning from context clues

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. decoding new vocabulary through literary works in the target language

2. guessing meanings based on context

3. use of common prefixes, suffixes, and verb endings

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. skimming

2. scanning

3. surveying / getting the “big picture” in a variety of texts

4. reading for detail

5. checking for accuracy of inferences

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. videos subtitled in English to enhance meaning of text

2. cloze activities

3. pre / post activities

4. rephrasing/restating in their own words

5. summarizing

6. use of Cornell notes

7. graphic organizers

8. picture sequencing

9. outlines

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. book reports

2. comic strips

3. written and spoken summaries of readings

4. dialogues

5. role plays

6. comparing/contrasting various works

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. reading a variety of genre (poetry, short stories, novels, articles, letters, etc.)

2. comparing works in the target language with works in English (Cervantes v.

Shakespeare)

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. cognates

2. footnotes of cultural readings

3. Venn diagram of works in target culture with works in English

4. Latin roots / derivatives / etymology

5. word families

6. guessing meaning of words according to the context

7. identifying parts of speech

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. relating nouns to verbs from which they are derived

2. prefixes

3. use of context clues

4. circumlocution and paraphrasing

5. gender of nouns

6. subject/verb agreement

7. verb tenses

8. Latin plurals (ex.: curriculum – curricula)

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. pre-reading

2. picking out main ideas including using pictures and cognates

3. asking and discussing opinions

4. correct/appropriate word choice

5. writing with specific examples as support

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. asking literal questions on readings

2. outlining

3. performing sequence-related skits

4. graphic organizers

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. paraphrasing after literal questioning

2. written and oral discussion of texts

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. readings (including authentic articles from newspapers, magazines, biographies, etc. as

well as cultural explanations)

2. complete readings such as Le Petit Prince in French, Don Quixote, El Cid, and Amelia in

Spanish, and adapted ancient texts in Latin

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. geography

2. cultural mores

3. historical contexts

4. excerpts from novels, poems, short

stories, magazines

5. role playing

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. role plays

2. interpreting perspectives of characters, the authors, etc.

3. literal acting out of plays

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. comparing authentic texts in the target language with those in English

2. analyzing authentic texts

3. reading poetry

4. interpreting poetry and demonstrating their interpretations through visual, kinesthetic,

or oral means

5. memorizing poetry

6. studying components and styles of poetry

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. discussing and analyzing the narrator’s point of view vie conversation and writing

2. projects where students take roles and perform interpretations based on texts studied

(ex: the Holocaust, In the Time of the Butterflies, etc.)

3. writing consistently in the 1st or 3rd person

4. explaining the differences between the 1st and 3rd persons grammatically

5. explaining the differences between formal and informal speech/writing

6. exploring how the cultural perspective of the author affects the writing

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. reading a variety of non-fiction texts (history, geography, current events, realia, etc.)

and demonstrating comprehension through discussions and writings

2. role playing situations based on texts that have been read (ex.: reading a train schedule

and role playing the purchase of a ticket)

3. cultural readings associated with themes (including comparing and contrasting with our

culture and identifying appropriate vocabulary in context)

4. reading facts and giving opinions

5. comparing and contrasting

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. reading and identifying important facts through outlines, summaries, paraphrasing, etc.

2. creating news articles, newscasts, advertising, etc. to represents specific points of view

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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In World Language classes, students focus on:

1. pre-reading activities including indentifying main ideas via captions, titles, headings

2. cause and effect

3. sequencing

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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Summary of support for Grade 11 Assessment Anchors in World Language Classes:

1. learning vocabulary (meaning and spelling)

2. cognates (words similar to words in English)

3. learning vocabulary in context 4. roots of words 5. affixes 6. making connections to other

disciplines 7. word families 8. synonyms and antonyms 9. multiple meaning words and

distinguishing meaning from context clues

10. decoding new vocabulary through literary works in the target language

11. guessing meanings based on context 12. use of common prefixes, suffixes,

and verb endings 13. skimming 14. scanning 15. surveying / getting the “big picture”

in a variety of texts 16. reading for detail 17. checking for accuracy of inferences 18. videos subtitled in English to

enhance meaning of text 19. cloze activities 20. pre / post activities 21. rephrasing/restating in their own

words 22. summarizing 23. use of Cornell notes 24. graphic organizers 25. picture sequencing 26. outlines 27. book reports 28. comic strips 29. written and spoken summaries of

readings 30. dialogues 31. role plays

32. comparing/contrasting various works

33. reading a variety of genre (poetry, short stories, novels, etc.)

34. comparing works in the target language with works in English (Cervantes v. Shakespeare)

35. footnotes of cultural reading 36. Venn diagram of works in target

culture with works in English 37. Latin roots / derivatives / etymology 38. word families 39. guessing meaning of words

according to the context 40. identifying parts of speech 41. relating nouns to verbs from which

they are derived 42. prefixes 43. use of context clues 44. circumlocution and paraphrasing 45. gender of nouns 46. subject/verb agreement 47. verb tenses 48. Latin plurals (ex. : curriculum –

curricula) 49. pre-reading 50. picking out main ideas including

using pictures and cognates 51. asking and discussing opinions 52. correct/appropriate word choice 53. writing with specific examples as

support 54. asking literal questions on readings 55. outlining 56. performing sequence-related skits 57. graphic organizers 58. paraphrasing after literal

questioning 59. written and oral discussion of texts 60. readings (including authentic articles

from newspapers, magazines,

HASD World Language Support of Reading Grade 11 Assessment Anchors Overview: August, 2012

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biographies, etc. as well as cultural explanations)

61. complete readings such as Le Petit Prince in French, Don Quixote, El Cid, and Amelia in Spanish, and adapted ancient texts in Latin

62. geography 63. cultural mores 64. historical contexts 65. excerpts from novels, poems, short

stories, magazines 66. interpreting perspectives of

characters, the authors, etc. 67. literal acting out of plays 68. comparing authentic texts in the

target language with those in English 69. analyzing authentic texts 70. reading poetry 71. interpreting poetry and

demonstrating their interpretations through visual, kinesthetic, or oral means

72. memorizing poetry 73. studying components and styles of

poetry 74. discussing and analyzing the

narrator’s point of view vie conversation and writing

75. projects where students take roles and perform interpretations based on texts studied (ex: the Holocaust, In the Time of the Butterflies, etc.)

76. writing consistently in the 1st or 3rd person

77. explaining the differences between the 1st and 3rd persons grammatically

78. explaining the differences between formal and informal speech/writing

79. exploring how the cultural perspective of the author affects the writing

80. reading a variety of non-fiction texts (history, geography, current events, realia, etc.) and demonstrating comprehension through discussions and writings

81. role playing situations based on texts that have been read (ex.: reading a train schedule and role playing the purchase of a ticket)

82. cultural readings associated with themes (including comparing and contrasting with our culture and identifying appropriate vocabulary in context)

83. reading facts and giving opinions 84. comparing and contrasting 85. reading and identifying important

facts through outlines, summaries, paraphrasing, etc.

86. creating news articles, newscasts, advertising, etc. to represents specific points of view

87. pre-reading activities including indentifying main ideas via captions, titles, headings

88. cause and effect 89. sequencing