[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-422180-105":59,"doc-detail-422180-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","faq-for-statewide-ancient-greek-course-learning-outcomes","FAQ for Statewide Ancient Greek Course Learning Outcomes","","FAQ for Statewide Ancient Greek Course Learning Outcomes outlines guidance for faculty overseeing Beginning and Intermediate Ancient Greek courses. It explains that instruction centers on Interpretive Reading and requires at least 70% of classroom time for the essential learning outcome. It clarifies how optional modes may be added with sufficient time, and how essential versus non-essential outcomes support performance-level variation across course levels, including bridge and intensive pacing adjustments. It also addresses how culture is integrated through communication modes and guided practice, plus references to supporting standards and resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/faq-for-statewide-ancient-greek-course-learning-outcomes/422180/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/faq-for-statewide-ancient-greek-course-learning-outcomes/422180.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning mode is the main focus for Beginning and Intermediate Ancient Greek courses?","Question",{"text":112,"@type":113},"The main focus is Interpretive Reading Mode. At least 70% of classroom instructional time must be spent on the essential Interpretive Reading learning outcome.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do essential and non-essential learning outcomes account for performance-level variation?",{"text":117,"@type":113},"The non-essential learning outcome functions as a “preview” of material for the next higher level, so by the end of the next course students can meet the same expectations as the essential learning outcome most of the time.",{"name":119,"@type":110,"acceptedAnswer":120},"How is culture addressed within the learning outcomes?",{"text":121,"@type":113},"Culture is interwoven with each communication mode. Through the target language, students examine relationships among products, practices, and perspectives, make cultural comparisons, and practice culturally appropriate language and behavior in guided opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},422180,1790870334,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","FAQ for Statewide Ancient Greek Course Learning Outcomes  \nThis FAQ addresses the specific concerns of faculty with oversight for Beginning and Intermediate Ancient Greek courses.  \nUnlike other Phase I to Phase IV languages, the main focus of Beginning and Intermediate Ancient Greek courses is the Interpretive Reading mode. In this course, students learn grammar, vocabulary, and structures to enable them to meet functional performance goals at each level and to build a foundation for continued language learning. To qualify for TAG, at least 70% of the classroom instructional time, up to 100%, has to be spent on the essential Interpretive Reading learning outcome.  \nBeginning and Intermediate Ancient Greek courses may also commonly include some of the optional learning outcomes in the other modes: Interpersonal Communication, Interpretive Listening/Viewing, and Presentational Speaking and Writing.  \nThese optional modes should be included if there is adequate course time to do so beyond giving primary course attention to the essential learning outcome. The optional learning outcomes are learning experiences that enhance, reinforce, enrich or are further applications of the essential Interpretive Reading learning outcome.  \nHow do the Essential and Non-Essential Learning Outcomes take performance-level variation into account?  \n􀁸 The main focus of Beginning and Intermediate Ancient Greek courses is the Interpretive Reading Mode. The Non-Essential Learning Outcome (“Students will be working toward . ..”) of the Interpretive Reading mode at each course level is a “preview” of the material that will be covered in the following course and encourages learners and instructors to use language at the next higher level some of the time. By the end of the next course, students should be able to demonstrate that they can meet these same expectations, now the Essential Learning Outcome, most of the time.  \n􀁸 The Optional Non-Essential Learning Outcomes ofthe other Modes (Interpersonal Communication, Interpretive Listening/Viewing, and Presentational Speaking and Writing) may be applied if the instructor believes essential to incorporate them as in-class or out-ofclass activities.  \n􀁸 There is flexibility in meeting the Learning Outcomes based on time and intensity of programs.  \n􀁸 Bridge or intensive programs, as well as sections for false beginners (those who have previous instruction in the language), will adjust the pace accordingly.  \n􀁸 Basing courses on familiar topics and contexts, as well as incorporating a lot of repetition and practice with linguistic content and culturally appropriate ways of interacting into instruction, will enable students in beginning courses to reach the upper Novice range. By definition, then they are able to meet a few of the Learning Outcomes in the Intermediate range.  \n􀁸 Similarly, students in the upper Beginning range, by definition, can also perform a few tasks in the Intermediate range, again with lots of repetition and practice. For example, it is quite common for programs to introduce students to description and narration in the past as early  \nas Beginning Course I; yet, this is an Intermediate competency. Students can perform such atask in guided, controlled situations in familiar contexts with familiar topics. Because of the exponential manner, rather than arithmetic, in which language competence develops, students in the elementary range will not be able to sustain description and narration in the past across a broad range of contexts and topics. Hence, they are not yet proficient at this level.  \nUseful Resources  \n􀁸  The American Classical League  \n􀁸 The Standards for Classical Language Learning. National Greek Examinations  \n􀁸 The American Council on the Teaching of Foreign Languages Performance Descriptors  \nHow is culture addressed in the Learning Outcomes?  \n􀁸 The study of ancient cultures is deeply intertwined with the study of classical languages. Culture is interwoven into each of the ","cbCaigNrwxIpZEk2","https://ap.wps.com/l/cbCaigNrwxIpZEk2","pdf",328008,"English","# Essential vs Non-Essential Learning Outcomes\n## Performance-level variation\n# Optional Learning Modes and Time Allocation\n## Adding modes beyond Interpretive Reading\n# Program Flexibility and Pacing\n## Bridge, intensive, and false-beginner adjustments\n# Culture Integration in Learning Outcomes\n## Linking products, practices, and perspectives\n# Grammar, Structures, and Vocabulary Identification","[{\"question\":\"What learning mode is the main focus for Beginning and Intermediate Ancient Greek courses?\",\"answer\":\"The main focus is Interpretive Reading Mode. At least 70% of classroom instructional time must be spent on the essential Interpretive Reading learning outcome.\"},{\"question\":\"How do essential and non-essential learning outcomes account for performance-level variation?\",\"answer\":\"The non-essential learning outcome functions as a “preview” of material for the next higher level, so by the end of the next course students can meet the same expectations as the essential learning outcome most of the time.\"},{\"question\":\"How is culture addressed within the learning outcomes?\",\"answer\":\"Culture is interwoven with each communication mode. Through the target language, students examine relationships among products, practices, and perspectives, make cultural comparisons, and practice culturally appropriate language and behavior in guided opportunities.\"}]","FAQ for Statewide Ancient Greek Course Learning Outcomes | PDF",1790626432,15]