Preparation Manual
Section 3: Overview and Exam Framework Languages Other Than English (LOTE) Latin (612)
Exam Overview
| Exam Name | Languages Other Than English (LOTE) Latin |
|---|---|
| Exam Code | 612 |
| Time | 5 hours |
| Number of Questions | 101 selected-response questions and 15 pronunciation tasks |
| Format | Computer-administered test (CAT) |
The TExES Languages Other Than English (LOTE) Latin (612) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 101 selected-response questions and 15 pronunciation tasks are based on the LOTE Latin exam framework and cover grades EC–12. The exam may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions.
The Standards
| Standard IV | The LOTE teacher understands the nature of culture and the connections between language and culture, and understands the practices, products and perspectives of the culture(s) in which the target language is used. |
|---|---|
| Standard VI | As a demonstration of reading proficiency, the LOTE teacher is able to derive essential information, interpret meaning and evaluate a variety of authentic materials written in the target language (as applicable to the target language). |
| Standard VII | As a demonstration of speaking proficiency, the LOTE teacher is able to construct effective interpersonal and presentational oral discourse in the target language (as applicable to the target language). |
| Standard VIII | As a demonstration of writing proficiency, the LOTE teacher is able to write effective interpersonal and presentational discourse in the target language (as applicable to the target language). |
Domains and Competencies
| Domain | Domain Title | Approx. Percentage of Exam | Standards Assessed |
|---|---|---|---|
| I | Reading Comprehension | 50% | VI |
| II | Writing | 20% | VIII |
| III | Cultural Understanding | 20% | IV |
| IV | Pronunciation Skills | 10% | VII |
The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the educator 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 entry-level educator in this field in Texas public schools should know and be able to do.
- The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.
Domain I—Reading Comprehension
Competency 001—(Literal Comprehension of Written Communication): The beginning teacher of Latin demonstrates the ability to understand the literal content of authentic materials written in the target language.
The beginning teacher:
- Understands the literal content of a variety of authentic materials in Latin (e.g., can determine the main idea of a passage, summarize a passage accurately, identify the sequence of events in a passage and discern details regarding character, setting or events described in a passage).
- Understands various types of authentic Latin texts in prose and verse.
- Understands frequently used idiomatic words and expressions in a variety of culturally specific authentic materials.
- Understands Latin morphology and syntax, identifying standard word forms and constructions and recognizing standard Latin grammatical terminology in a variety of authentic texts.
Competency 002—(Inferential and Interpretive Analysis of Written Communication): The beginning teacher of Latin demonstrates the ability to infer, interpret and evaluate meaning from a variety of authentic materials written in the target language.
The beginning teacher:
- Applies critical-reading skills (e.g., making inferences about setting or character from information provided in a passage; discerning implied cause-and-effect relationships in a passage; inferring an author's assumptions, purpose or point of view in a passage; interpreting figurative language, such as metaphors and similes, in a literary passage) to a variety of authentic materials in Latin.
Domain II—Writing
Competency 003—(Language Structures): The beginning teacher of Latin demonstrates the ability to use a broad range of simple and complex language structures in the target language.
The beginning teacher:
- Demonstrates the ability to use simple and complex language structures and conventions in the writing of Latin texts appropriate for the conduct of instruction in Latin.
- Demonstrates a broad range of vocabulary, often-used idiomatic expressions and culturally appropriate usage in the writing of Latin texts appropriate for the conduct of instruction in Latin.
Domain III—Cultural Understanding
Competency 004—(Intercultural and Cross-cultural Connections): The beginning teacher of Latin understands the connections between the Latin language and Roman culture and history, including the interactions among cultural products, practices and perspectives within Roman culture and history.
The beginning teacher:
- Understands and analyzes connections among cultural products, practices and perspectives in Roman culture.
- Understands and analyzes important historical developments within Roman culture.
- Understands and analyzes connections among Roman cultural practices, products and perspectives in areas such as social institutions (e.g., education, family, law, government), patterns of social interaction, products used in daily life (e.g., clothing), works of art and daily activities (e.g., transportation, technology, leisure activities).
- Understands and analyzes the factors within Roman culture that influence the development and use of the Latin language.
- Compares and contrasts cultural practices, products and perspectives of Roman culture with those of other cultures contemporary with Rome (e.g., Greece, Egypt and other ancient cultures), and of later cultures, including contemporary U.S. culture.
Domain IV—Pronunciation Skills
Competency 005—(Speaking Proficiency): The beginning teacher of Latin demonstrates the ability to produce accurate pronunciation consistently in the target language.
The beginning teacher:
- Is able to read aloud words, phrases and short sentences of Latin with a level of accuracy and consistency appropriate for the conduct of instruction in Latin.
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