[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-200675-105":53,"doc-detail-200675-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","submission-template-for-intermediate-ii-latin","Submission Template for Intermediate II - Latin","","Course guidance for Beginning and Intermediate Latin centered on Interpretive Reading as the essential learning outcome. Sets qualification expectations for TAG by requiring at least 70% of classroom instructional time devoted to interpretive reading, while permitting optional modes such as Interpersonal Communication, Interpretive Listening/Viewing, and Presentational Speaking and Writing when time allows. Specifies interpretive reading comprehension goals, morphology and syntax analysis, historical and cultural context understanding, and provides TAG learning outcomes with student evidence and percentage targets.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/submission-template-for-intermediate-ii-latin/200675/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/submission-template-for-intermediate-ii-latin/200675.png","ImageObject",442,249,{"name":88,"@type":89},"Oliver","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-19","2026-09-04",true,{"@type":98,"interactionType":99,"userInteractionCount":15},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the essential focus for Beginning and Intermediate Latin courses?","Question",{"text":108,"@type":109},"The Interpretive Reading mode is the main focus. Students learn grammar, vocabulary, and structures to meet functional performance goals at each level while building a foundation for continued language learning.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How much class time must be devoted to Interpretive Reading to qualify for TAG?",{"text":113,"@type":109},"At least 70% of the classroom instructional time, up to 100%, must be spent on the essential Interpretive Reading learning outcome.",{"name":115,"@type":106,"acceptedAnswer":116},"When should optional learning outcomes like speaking and writing be included?",{"text":117,"@type":109},"Optional modes should be included only if there is adequate course time beyond the primary attention given to Interpretive Reading. They are learning experiences that enhance and reinforce the essential outcome.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},200675,1788509804,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":15,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":76},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Unlike other Phase I to Phase IV languages, the main focus of Beginning and Intermediate Latin 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 Latin 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.\nInterpretive Reading: Students demonstrate comprehension of the main idea and relevant details in a variety of written texts.  Students are able to analyze the morphology and syntax of Latin as an inflected language, as well as to demonstrate comprehension of the narrative content within a variety of written texts ranging from documentary sources (e.g., inscriptions, letters, graffiti) to literary works of Latin prose (e.g., speeches, treatises, histories) and poetry (e.g., lyric, epic, drama).  By using a variety of reading strategies, students are able to derive meaning beyond the literal and understand the broader historical and cultural context of Latin texts.  They reinforce and expand their knowledge across disciplines and cultures as they acquire information and distinctive viewpoints from print and digital sources.\nTAG Learning Outcome (asterisk means required)\nYour Students’ Learning Experiences and Evidence to Meet the TAG Learning Outcome\nPercentage on Learning Outcome\n*1. Students can demonstrate understanding of the main idea, as well as many details and idiomatic expressions, on a wide selection of familiar topics in a variety of texts.\na. \tStudents can more easily follow what they read about events and experiences and can sometimes speculate on outcomes.\nb. \tStudents can often use context to guess the meaning of unfamiliar words and idiomatic expressions.\nc. \tStudents use their increasing knowledge of the target culture(s) to interpret written texts.\n2. Students are also working towards demonstrating understanding of the main idea, as well as most details and idiomatic expressions, on a wide selection of familiar topics in a variety of texts.  They are working towards demonstrating understanding of stories and descriptions of some length in various timeframes, even when something unexpected occurs.  They are also working towards demonstrating more advanced knowledge in particular concentrations within the field of Classics (Art and Archaeology, History and Culture, and Language).\nPresentational Speaking: Students declaim a prepared text either through reading or memory.  Students give live or recorded presentations to diverse audiences for varied purposes on a variety of topics, sometimes supported by props, pictures, realia (objects from everyday life used in instruction), or media.  Students demonstrate linguistic and cultural competence through expressive declamation.  Students incorporate their understanding of the target culture into presentations in a manner that differs from Interpersonal Communication in that it facilitates comprehension where no direct opportunity for interaction between the presenter and audience exists.\nTAG Learning Outcome\nYour Students’ Learning Experiences and Evidence to Meet the TAG Learning Outcome\nPercentage on Learning Outcome\n1. Students can create with language in various timeframes to make simple presentations on a greater variety of familiar topics usin","cbCaieEBhz0itETa","https://ap.wps.com/l/cbCaieEBhz0itETa","docx",26765,8,"English","# Course Focus and TAG Requirements\n## Essential Interpretive Reading Outcome\n# Optional Learning Modes\n## Interpersonal Communication\n## Interpretive Listening/Viewing\n## Presentational Speaking and Writing\n# Interpretive Reading Outcomes and Evidence\n## Main idea and details comprehension\n## Morphology, syntax, and cultural context\n# Presentational Speaking Outcomes and Evidence\n## Functional abilities and declamation\n# Presentational Writing Outcomes and Evidence\n## Writing for diverse audiences","[{\"question\":\"What is the essential focus for Beginning and Intermediate Latin courses?\",\"answer\":\"The Interpretive Reading mode is the main focus. Students learn grammar, vocabulary, and structures to meet functional performance goals at each level while building a foundation for continued language learning.\"},{\"question\":\"How much class time must be devoted to Interpretive Reading to qualify for TAG?\",\"answer\":\"At least 70% of the classroom instructional time, up to 100%, must be spent on the essential Interpretive Reading learning outcome.\"},{\"question\":\"When should optional learning outcomes like speaking and writing be included?\",\"answer\":\"Optional modes should be included only if there is adequate course time beyond the primary attention given to Interpretive Reading. They are learning experiences that enhance and reinforce the essential outcome.\"}]","Submission Template for Intermediate II - Latin | DOCX"]