To this point, you have seen illustrations of the ways readability outcomes correlate to the Standards.  This exercise will review those correlations and let you extend your sense of how reading outcomes vary with Standards set.

     First, you will be given a typical class task and its result, with reference to one of the texts discussed in Units 1 and 2.  Your job in this first exercise will be to identify which of the five sets of standards is targeted and how the reading outcome fulfills those standards (such as in the third column of the charts for "Sein Name ist Hase").

     To exemplify, for preparing to identify words in "Der Club, in dem man sich entdecken kann," a teacher might have Grade 4 students brainstorm about things they like to do in summer.  Students may know some of these words in German;  an initial classroom activity could involve matching either pictures of games and German words or "acting out" in a Total Physical Response mode with miniature boats, scuba gear, balls, rackets, masks (for "Theaterspielen"), swim goggles, etc.

     If the teacher decides that the appropriate outcome is that students recognize German words for activities, the student goal will be to learn how familiar concepts are expressed in German -- the task will fulfill a connection standard, and should be graded as such (students get credit for the act of matching, not just for how many words they know).  As a somewhat more advanced task, asking students to judge what words are familiar or unfamiliar to them (Eishockey versus Federball), students could guess which activities are later additions to the German sports scene  (older sports have "more German" names, newer ones tend to be more internationalized cognates) -- a task that would conform to the culture standard.  If the class also participates in Total Physical Response activities, responding to and giving commands ("Heb den Ball auf"!), they have added a task fostering the communication standard.  Thus, frequently more than one standard will be addressed in an activity and its direct extensions.

     Your goal in this exercise is to identify which standards each task fulfills.  When you brainstorm about how tasks match Standards, you should not be overly concerned about incorporating all possiblities (many times multiple standards are served in peripheral ways).  You should rather seek to identify which set of Standard is the primary target emphasized in the particular task and student outcomes indicated.  Again, that primary emphasis should be the Standard which can serve as the chief grading criterion for the student outcomes -- if the activity is performed to emphasize connections, for example, then cultural content must be graded as well as language fluency.
 

 Exercise 1, Task 1
 Exercise 1, Task 2
 Exercise 1, Task 3
 Exercise 2