Here find links to teaching ideas and materials for practicing interpretive communication.

Download the latest summary of the World-Readiness Standards for Learning Languages here.

NEW! Check out this great PPT by Paul Sandrock of ACTFL about designing interpretive tasks.

New! Try Kahoots as a way to have students respond when doing interpretive tasks whole-group:

Here are some of the "early interpretive tasks" that provide a scaffold up to the quarterly assessments.


All of the authentic reading and listening materials that we have looked at recently are housed here: and

NOTE: The "Exploring Spanish" series Workbook has some decent "authentic-seeming" texts with English questions, similar to the quarterlies. For a a good example, see pay 77. Many middle schools still have a copy of this book.

NEW! has stories with subtitles in the TARGET LANGUAGE in all of the languages we teach. Some are $2.99, others are free.

NEW!! Excellent resource for VIDEOS - Click on your language and then on a topic to see native speakers in real-world contexts!

Poetry written by a NHPS employee!

All of the former New York Regents Exams in French, Spanish, Latin, Italian, German and Hebrew are here.

Go here for links to the Daily Routine and other PowerPoints that we saw on November 5th.

"Do I really have to teach reading?" By Cris Tovani

This is the book that we are working on together this year. Here is a terrific slide show made by Katherine West, reading specialist at Delmar School District. Jessica did NOT make this, so the timeline near the end of it is not for NHPS World Languages, but a lot of her slides are excellent.

Close Reading

Here is a great web page on close reading with LOTS of explanation of the method.
Here is a PDF with lots of explanation of Text-dependent questions and steps for Close Reading.

Check out what Mia Breuler (W.Hooker) did with her students:

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Did a lesson with my 7th graders that worked well given our last conversation at our staff meeting on Close Reading...the lesson involved using small sticky notes and the coding method in Spanish...hence, the upside down question mark and exclamation marks since we use both in Spanish (i.e. ¡Hola! ¿Cómo estás?). First I went over the symbols on the board as seen in the picture and they had to then read the Spanish passage on UNICEF that includes a small table and photos.

They did well with this passage in Spanish and we were able to get into deeper conversation about what our advantages over other countries advantages/disadvantages are...the discussion for instance of why the children were in the large cement pipe also even generated thought from them that these students not only were doing this because it is fun but also may be keeping cool from the heat (Thea Ranelli). Another student mentioned never considering how important diet is for the academic success of children around the world (Musa Hussain).
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