# PWR-137 — Multilingual comprehension: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — short parallel texts in languages the learner knows at different levels.; Two versions kept on separate sheets or tabs so the translation is hidden during the first pass.; A pencil or annotation tool using three marks: known, inferred and unresolved. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches a bounded reading method for short, harmless parallel texts. You will separate the gist from guesses, mark unknown language, compare useful structure and check your understanding against a trusted translation. It does not promise fluency or qualify you to translate consequential information. Target outcome: The learner produces a four-sentence gist and detail summary for one short text, then corrects it against a trusted parallel version. ### Authority and setup conditions - Prepare one 80–150 word public-domain or learner-owned text, its trusted parallel translation, and four written comprehension questions - Before the first multilingual comprehension attempt, write the exact result you will score: Predeclared criterion performance in reception, interaction and mediation across familiar and unfamiliar speakers/signers and contexts. - Use a topic whose correct interpretation has no medical, legal, financial, safeguarding or emergency consequence. - Confirm who produced the parallel translation; machine output alone is a clue, not an answer key. ### Required or supplied materials - short parallel texts in languages the learner knows at different levels. - Two versions kept on separate sheets or tabs so the translation is hidden during the first pass. - A pencil or annotation tool using three marks: known, inferred and unresolved. ## 1. Preview the whole text Read the title and first and last sentence once without opening the translation. Write one tentative topic in five words or fewer. Why: A whole-text preview gives later details a place without turning the first familiar word into the answer. Success check: The topic note is brief, marked tentative and based on more than one cue. Accessible alternative: Complete the same research action — “Read the title and first and last sentence once without opening the translation. Write one tentative topic in five words or fewer.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The topic note is brief, marked tentative and based on more than one cue.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Mark certainty, inference and gaps Read again. Underline words you know, circle words inferred from context and put a question mark beside unresolved words or phrases. Why: Visible uncertainty prevents a plausible guess from silently becoming a fact. Success check: Every important phrase has a known, inferred or unresolved mark. Accessible alternative: Complete the same research action — “Read again. Underline words you know, circle words inferred from context and put a question mark beside unresolved words or phrases.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every important phrase has a known, inferred or unresolved mark.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Build the gist from structure Find who or what is acting, the main action and any time, place, contrast or negation marker. Write a one-sentence gist using only those supported parts. Why: Sentence structure and negation can reverse the meaning suggested by isolated cognates. Success check: The gist names the actor and action and preserves any clear negative or contrast. Accessible alternative: Complete the same research action — “Find who or what is acting, the main action and any time, place, contrast or negation marker. Write a one-sentence gist using only those supported parts.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The gist names the actor and action and preserves any clear negative or contrast.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Check deceptive similarities List up to three words that resemble words in a language you know. For each, ask whether the surrounding sentence supports that meaning; leave it unresolved if not. Why: Cognates can help, but false friends create confident detail errors. Success check: No look-alike word is accepted solely because its spelling or sound feels familiar. Accessible alternative: Complete “List up to three words that resemble words in a language you know. For each, ask whether the surrounding sentence supports that meaning; leave it unresolved if not.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “No look-alike word is accepted solely because its spelling or sound feels familiar.” Accessible opening check for Multilingual comprehension: The topic note is brief, marked tentative and based on more than one cue. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Answer before revealing Answer the four questions and label each answer certain, probable or unknown. Do not open the parallel text yet. Why: A concealed first answer shows actual comprehension instead of answer copying. Success check: All four answers include both content and a confidence label. Accessible alternative: Complete “Answer the four questions and label each answer certain, probable or unknown. Do not open the parallel text yet.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “All four answers include both content and a confidence label.” Use a trusted human-produced signed, audio, large-print or easy-read parallel version where appropriate; do not treat spoken language as the only valid mode. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Verify and repair Open the trusted translation. Compare actor, action, negation, time and key detail. Correct the largest mismatch and write the exact clue you missed. Why: Correction tied to a missed clue is more reusable than simply replacing the answer. Success check: The repair names the old reading, correct reading and source clue. Accessible alternative: Complete the same research action — “Open the trusted translation. Compare actor, action, negation, time and key detail. Correct the largest mismatch and write the exact clue you missed.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The repair names the old reading, correct reading and source clue.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retell without the text Close both versions and give a four-sentence retell: topic, main action, one detail and one unresolved point. Why: A short retell checks integrated meaning while keeping uncertainty visible. Success check: The retell agrees with the trusted version and does not invent an answer for the unresolved point. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Accessible opening check for Multilingual comprehension: The topic note is brief, marked tentative and based on more than one cue. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.