1. • Please sign In & Make
a nametag
• Register at RegOnline
if you were not on the
list.
• Share sample text
with colleagues

3. • 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

4. • 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

5. • 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

6. • 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)

7. • 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

8. • 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

10. • 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.

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

12. • Reading Comprehension +
Appropriate cultural
interpretation of meaning
• One way by nature
• “Read between the lines”

13. • Deepen our
understanding, practice, and
strategies for interpretive
reading.

18. • 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

25. • Story Telling
• Action Play
• Explain the structure of the
text (non-fiction)

26. • Ask Students to clear off
desks
• Turn lights up if you can
• Ask students to turn their
chairs

31.  ? Qui
revit en
elle? Oh,
ça doit
être
Hector.
Violent –
même dans
la passion. Elle
compte
Ah, mais dans se
la mort elle suicider
sera fidèle à
dessin
Hector.

35. • Deepen our
understanding, practice, and
strategies for interpretive
reading.

36. •Validity
•Depth allows for all
performance levels
•Easy to administer
•Quick to grade

38. • Select a station(s) to work on
developing activities to go
with your text.
• Templates available to
download at:
www.mmegranville.com

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

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

41. • Anchor our
performance
expectations.
• Inform our instruction
• Indicate areas for support
materials and investment
• Justify district fund
allocation

42. Series 1
6 6
5 5
4
3
1 year 2 years 3 years 4 years 5 years 6 years

44. • 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 responses