SCALES OF COMPETENCY LEVELS

1 EnglishLanguageArtsThirdEditionSecondary III,IVandVSCALESOFCOMPETENCYLEVELSSECOND ARYSCHOOLEDUCATIONCYCLETWOE nglishLanguageArtsSCALESOFCOMPETENCYLEVE LSSECONDARYSCHOOLEDUCATIONCYCLETWOT hirdEditionSecondaryIII,IVandVTeachingin stitutionsareauthorizedtoreproducethisdo cumentinwholeorinpart, , :< > GouvernementduQu becMinist redel' ducation,duLoisiretduSport,09-00789978-2 -550-57432-3(print)978-2-550-57433-0(PDF )LegalDeposit Biblioth queetArchivesnationalesduQu bec, ,IVandVCompetency1: :Readsandlistenstowritten, ,IVandV,andreplacestheearliereditions,pu blishedin2007and2008, :SecondarySchoolEducation,CycleTwoThirdE dition:SecondaryIII,IVandVPremi repartie:PartI:Introduction6 ScalesofCompetencyLevels:SecondarySchool Education,CycleTwoThirdEdition:Secondary III,IVandVOutlineofthescalesofcompetency levelsCOMPREHENSIVEASSESSMENTMOBILIZATIO NOFRESOURCES*Thestudenteffectivelymobili zesthefullrangeofresources: : : ,withguidance: : ,andtheiruseisprescribedbytheBasicschool regulation( ).

2 AUniformModelforAllSubjectsToensurethatt hescalesforallsubjectshavethesameformat, , becEducationProgram, ,butofproposingreferencepointsthatcanbeu sedasaguideinmakinganassessmentwithrespe cttothestudent , ,eachdescriptionimpliesthatsomechoicesha dtobemadesothatonlycertainaspects,typica lofthatcompetencylevel, , *Resources:theProgramContentsectionofeac hsubject-specificprogram ,methods,strategies,processes,techniques andattitudes. (SeeQu becEducationProgram,SecondaryCycleTwo,ch apter4, )IntroductionADVANCEDTHOROUGHACCEPTABLEP ARTIALMINIMAL7 ScalesofCompetencyLevels:SecondarySchool Education,CycleTwoThirdEdition:Secondary III, !

3 , , ,particularlyatthehigherlevelsofthescale sforeachsubject,indicatestheirimportance forstudents ,theyhavetheirownparticularfeatures, ,undertheheadingDevelopmentoftheCompeten cy,theQu becEducationProgramprovidesguidelinesfor planningthelearningandevaluationtobecarr iedouteachyear, , , !.. :SecondarySchoolEducation,CycleTwoThirdE dition:SecondaryIII,IVandVUseoftheScales Thecompetencyreportisnottheresultofsomem athematicalcalculationmadeonthebasisofre sultsrecordedduringthecycle;itis,rather, anassessmentofthelevelofcompetencyastude nthasattained,thatis,ofthestudent sabilitytoeffectivelydrawonandusethereso urcesspecifiedintheQu becEducationProgram(concepts,methods,str ategies,processes,techniques,attitudes).

4 Analysisoftheobservationsmademakesitposs ibletoobtainaportraitofthestudent ,therefore, , ( ,checklists)arethereforeneededtogathermo respecific,completeinformationinordertog ivestudentsfeedbackduringthelearningproc essandtoprovideafoundationforteachers , (1and2)beidentifiedasearlyaspossible, (forexample,withinanindividualizededucat ionplan).Intheinterestsofgreatertranspar ency,teachersareencouragedtofamiliarizet hestudentsandtheirparentswiththescales, Providethestudentswithfrequentandvariedo pportunitiestodemonstratetheircompetenci es. Explainthescalesandtheirpurposetostudent sandparents.

5 Keeprelevantandsufficientrecordsofstuden tlearning. Makeageneralassociationbetweenastudent scompetencyandoneofthelevelsonthescale,w ithoutcarryingoutapoint-by-pointcomparis onbetweentheobservationsmadeandeachofthe statementsforalevel. Wherecalledfor,reportmoredetailedinforma tionforcertainstudents( ).PartII:TheScalesEnglishLanguageArtsPar tII:TheScalesEnglishLanguageArtsENGLISHL ANGUAGEARTSC ompetency1:Useslanguage/talktocommunicat eandtolearn10 ScalesofCompetencyLevels:SecondarySchool Education,CycleTwoThirdEdition:Secondary III,IVandVAttheendofeachyearofSecondaryC ycleTwo, ,theteacherpresentsstudentswithavarietyo flearningandevaluationsituationsthatenab lethemtodemonstratetheircompetencyinusin glanguage/talktocommunicateandtolearn,in accordancewiththerequirementsoftheQu becEducationProgramand,morespecifically, ,classroomconditionsshouldallowstudentst odothefollowing.

6 ShowevidenceanduseofspokenEnglishandappl icationofstrategiesintheirintegratedlite racyprofiles,alongwithsamplesofreflectio nandcriticaljudgment workinintegratedlanguageartsactivitiesan dlearningandevaluationsituationsthatared esignedtoaddressaspectsoftheTalk,Reading andProductioncompetencies readandlistentospoken,writtenandmediatex ts,aswellasmultigenreandmultimodaltextsw rittenforyoungadults producespoken,writtenandmediatexts,aswel lasmultigenreandmultimodaltexts readtextsthatreflectpersonalinterestsand preferences,alongwiththoseintendedtoexpa ndexperiencesandthinkingInSecondaryIII,t heteacherpresentssituationsthat,amongoth erthings,enablestudentstodothefollowing: exploretheaffordances(possibilitiesordis tinctivepotential)ofgenresinthecontextso freadingandproduction usetalktoexplain,report,argue,debateandp ersuade adjustregisterasrequiredforpurposeandaud ience negotiateandcollaboratewithpeers askquestionstoclarifymeaning useinquirytoresearchatopictopersuadeafam iliaraudience evaluateownperformancewhenworkingingroup sInSecondaryIV,theteacherpresentssituati onsthat,amongotherthings,enablestudentst odothefollowing.

7 Compareandcontrastaffordancesofgenresint hecontextsofreadingandproduction adaptknownorganizationalstrategiestostru cturegenres adjustregisterasrequiredforchosengenre usecollaborativetalktoconstructcommunalk nowledge listentoandofferfeedbackincollaboratives ituations participateactivelyinnegotiatinganddeter miningresponsibilitiesingroupresearchtas ks evaluateownandgroup sperformanceInSecondaryV,theteacherprese ntssituationsthat,amongotherthings,enabl estudentstodothefollowing: evaluatedifferencesinaffordances(possibi litiesordistinctivepotential)ofgenresint hecontextsofreadingandproduction explorepersonal,cultural,politicalandsoc ialissues useconventionsofgenre refertoavarietyofsourceswhenresearching extractessentialideasfromspokentexts choosearangeofissuestoundertakeactionres earch evaluateownandteam sperformanceScalesofCompetencyLevels:Sec ondarySchoolEducation,CycleTwoThirdEditi on.

8 SecondaryIII,IVandV11 Useslanguage/talktocommunicateandtolearn AdvancedcompetencydevelopmentConsidersau dienceandusesappropriateregister, ,pointsofviewand/orroles, , , ,suchasdiscussions,plans,sharingresearch ,speeches,improvisations, , , , , ,withprompting, ,specific, :Readsandlistenstowritten,spokenandmedia texts12 ScalesofCompetencyLevels:SecondarySchool Education,CycleTwoThirdEdition:Secondary III,IVandVAttheendofeachyearofSecondaryC ycleTwo, ,theteacherpresentsstudentswithavarietyo flearningandevaluationsituationsthatenab lethemtodemonstratetheircompetencyinread ingandlisteningtowritten,spokenandmediat exts,inaccordancewiththerequirementsofth eQu becEducationProgramand,morespecifically, ,classroomconditionsshouldallowstudentst odothefollowing.

9 Showevidenceofinterpretationoftexts,refl ectionandcriticaljudgmentintheirintegrat edliteracyprofiles workinintegratedlanguageartsactivitiesan dlearningandevaluationsituationsthatared esignedtoaddressaspectsoftheTalk,Reading andProductioncompetencies readandlistentospoken,writtenandmediatex ts,aswellasmultigenreandmultimodaltextsw rittenforyoungadults producespoken,writtenandmediatexts,aswel lasmultigenreandmultimodaltexts readtextsthatreflectpersonalinterestsand preferences,alongwiththoseintendedtoexpa ndexperiencesandthinkingInSecondaryIII,t heteacherpresentssituationsthat,amongoth erthings,enablestudentstodothefollowing: interprettextsandsubstantiateideas makeconnectionsbetweenandamongvariedtext s exploreandrespondtovariedtextsandsubstan tiateopinionsandideas useaninquiryprocessandinformation-gather ingstrategies consideraudienceandpurposeoftexts maintainanintegratedliteracyprofile self-assessowndevelopmentasreadersInSeco ndaryIV,theteacherpresentssituationsthat ,amongotherthings,enablestudentstodothef ollowing.

10 Interprettextsandoffermorethanoneinterpr etationofatext transferinsightsgainedfromreadingtotheot hercompetenciesoftalkandproduction accommodatedifferentviewpointsandnewpers pectives determinehowreadersaresituatedorposition edbyatext developquestionstoframecriticalreasoning maintainanintegratedliteracyprofile self-assessowndevelopmentasreadersInSeco ndaryV,theteacherpresentssituationsthat, amongotherthings,enablestudentstodothefo llowing: determineaviewoftheworlddepictedintextsa nditsimpactonselfasreader argueandpersuadeinsupportofideasfromtext s considerthesocioculturalcontextsoftexts determinethecharacteristicsofopenandclos edtexts examinehowthecharacteristicsofreadersdet erminedecisionsmadebywriters/producers usecriticaljudgmentwhenselecting,organiz ingandpresentinginformation consolidateintegratedliteracyprofile self-assessowndevelopmentasreadersScales ofCompetencyLevels:SecondarySchoolEducat ion,CycleTwoThirdEdition.