Preparation Manual
Section 3: Overview and Exam Framework TX PACT: LOTE French: Early Childhood–Grade 12 (710)
Exam Overview
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| Exam Name | TX PACT: LOTE French: Early Childhood–Grade 12 |
|---|---|
| Exam Code | 710 |
| Time | 3 hours and 30 minutes total appointment time
|
| Number of Questions | 100 selected-response questions, 1 constructed-response question, and 1 presentational speaking assignment |
| Format | Computer-administered test (CAT) |
The TX PACT: LOTE French: Early Childhood–Grade 12 (710) exam is designed to assess whether a test taker has demonstrated the requisite knowledge and skills for admission to an educator preparation program. The 100 selected-response questions, 1 constructed-response question, and 1 presentational speaking assignment are based on the LOTE French: Early Childhood–Grade 12 exam framework. Questions on this exam range from grades Early Childhood–Grade 12. Your final scaled score will be based only on scored questions.
Domains and Competencies
| Domain | Domain Title | Approx. Percentage of Exam |
|---|---|---|
| I | Interpretive Listening | 15% |
| II | Interpretive Reading | 15% |
| III | Language Structures | 13% |
| IV | Cultural Understanding | 15% |
| V | Presentational Writing | 20% |
| VI | Presentational Speaking | 22% |
The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts:
- The competency statement, which broadly defines what an individual should know and be able to do in order to perform effectively in a Texas-approved educator preparation program.
- The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.
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Domain I—Interpretive Listening
Competency 001—Demonstrate literal comprehension of a variety of formal and informal oral messages in the target language from across the target-language-speaking world.
For example:
- Identify the main idea of an oral message.
- Identify supporting details in an oral message.
- Identify a sequence of events in an oral message.
- Recognize a cause-and-effect relationship described in an oral message.
- Demonstrate an understanding of customary greetings, leave-takings, comments, and questions likely to be encountered in a social situation.
- Recognize tone and/or intonational values in a given context and how they affect the meaning and purpose of the message.
- Select an appropriate response to a spoken question or comment.
Competency 002—Demonstrate inferential and analytical comprehension of a variety of formal and informal oral messages in the target language from across the target-language-speaking world.
For example:
- Draw conclusions based on information presented in an oral message.
- Characterize the mood of a speaker.
- Determine the intended audience of an oral message.
- Infer the relationship between speakers in a conversation.
- Determine the social or cultural context of an oral message.
- Analyze a speaker's assumptions, intent, or perspective.
- Analyze the communicative and discourse strategies used in an oral message.
- Evaluate the social and cultural appropriateness of language used in an oral message.
Domain II—Interpretive Reading
Competency 003—Demonstrate literal comprehension of a variety of authentic materials written in the target language from across the target-language-speaking world.
For example:
- Identify the main idea of a passage.
- Identify supporting details in a passage.
- Identify a sequence of events in a passage.
- Recognize a cause-and-effect relationship described in a passage.
- Select an accurate summary of a passage.
Competency 004—Demonstrate inferential and analytical comprehension of a variety of authentic materials written in the target language from across the target-language-speaking world.
For example:
- Draw conclusions based on information presented in a passage.
- Discern an implied cause-and-effect relationship in a passage.
- Infer the intended audience of a passage.
- Assess an author's mood in a passage.
- Analyze an author's assumptions, intent, perspective, or point of view.
- Distinguish between fact and opinion in a passage.
- Interpret often-used figurative language (e.g., metaphors, similes, personification), symbols, imagery, and common idiomatic expressions used in a passage.
- Analyze the structure of an author's argument and the sufficiency and reliability of evidence presented in support of an argument.
Domain III—Language Structures
Competency 005—Understand the language structures of the target language.
For example:
- Demonstrate knowledge of the phonology of the target language (e.g., sound system, phonological processes).
- Demonstrate knowledge of the morphology of the target language (e.g., inflectional endings, word formation).
- Demonstrate knowledge of the syntax of the target language (e.g., word order).
- Demonstrate knowledge of the pragmatics and sociolinguistics of the target language (e.g., register, social norms).
- Demonstrate knowledge of linguistic variations within the target language.
- Compare and contrast the language structures of the target language and English.
Competency 006—Apply knowledge of the language structures of the target language.
For example:
- Transform sentences or short passages in the target language according to given instructions (e.g., transforming the tense or mood of a sentence or passage, transforming a positive statement into a negative one).
- Analyze sentences in the target language to determine grammatically correct words to complete them.
- Analyze short passages in the target language to determine grammatically correct phrases or sentences to complete them.
- Identify the appropriate pragmatic or sociolinguistic use of words and phrases in the target language.
- Correct morphological and syntactic errors in the target language.
- Correct pragmatic and sociolinguistic errors in the target language.
Domain IV—Cultural Understanding
Competency 007—Understand the geography and major developments in the history of the target-language-speaking world and their cultural impact.
For example:
- Demonstrate knowledge of major political, economic, social, and cultural trends and developments that have shaped and continue to shape the history and perspectives of the target-language-speaking world.
- Analyze the roles of major historical events and key eras in the target-language-speaking world and their influence on the development and evolution of their respective cultures.
- Analyze the roles of major figures in the history of the target-language-speaking world and their influence on the development and evolution of their respective cultures.
- Recognize the major physical and geographic features of target-language-speaking regions and the roles that these features have played and continue to play in the development and evolution of target-language-speaking cultures.
Competency 008—Understand the practices, products, and perspectives of target-language-speaking cultures and how they relate to one another.
For example:
- Demonstrate knowledge of characteristic practices of daily life and customs in target-language-speaking cultures and ways in which such practices reflect the perspectives of target-language-speaking cultures.
- Demonstrate knowledge of products used in daily life in target-language-speaking cultures (e.g., food products, household items) and ways in which they reflect the perspectives of target-language-speaking cultures.
- Demonstrate knowledge of major cultural institutions (e.g., government, social relationships, educational systems, patterns of work and leisure) and practices (e.g., major traditions, holidays and festivals) of target-language-speaking cultures and ways in which such institutions and practices reflect the perspectives of target-language-speaking cultures.
- Demonstrate knowledge of major works, genres, and authors of literature written in the target language and ways in which they reflect the perspectives of target-language-speaking cultures.
- Demonstrate knowledge of major works, achievements, characteristic forms, and key individuals in the arts and sciences (e.g., visual and performing arts, architecture, medicine, inventions) of target-language-speaking cultures and ways in which they reflect the perspectives of target-language-speaking cultures.
- Identify major regional differences in the practices, products, and perspectives of various target-language-speaking cultures.
- Compare and contrast the practices, products, and perspectives of target-language-speaking cultures with the practices, products, and perspectives of non-target-language-speaking cultures.
Domain V—Presentational Writing
Competency 009—In response to a prompt, demonstrate the ability to construct a coherent, well-developed passage in the target language that effectively communicates a message.
For example:
- Fulfill the purpose of the prompt in a manner that is appropriate for the given audience.
- Organize ideas in a logically sequenced, well-connected, and consistently clear fashion.
- Demonstrate development of ideas that are well supported with relevant details and examples.
- Demonstrate a consistent control of syntax and grammar, making only minor mistakes that do not interfere with the comprehensibility of ideas.
- Use contextualized vocabulary and idiomatic expressions as appropriate.
- Use correct punctuation, orthography, and diacritical marks and capitalization as appropriate.
Domain VI—Presentational Speaking
Competency 010—In response to a prompt, demonstrate the ability to deliver coherent, well-developed discourse in the target language that effectively communicates a message.
For example:
- Fulfill the purpose of the prompt in a manner that is appropriate for the given audience.
- Organize ideas in a logically sequenced, well-connected, and consistently clear fashion.
- Demonstrate development of ideas that are well supported with relevant details and examples.
- Demonstrate a consistent control of syntax and grammar, making only minor mistakes that do not interfere with the comprehensibility of ideas.
- Use contextualized vocabulary and idiomatic expressions as appropriate.
- Maintain a strong flow of speech, with few, if any, nonproductive pauses or hesitations.
- Demonstrate intelligible and clear pronunciation and intonation or tones, as appropriate.
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