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( ).AUniformModelforAllSubjectsToensuretha tthescalesforallsubjectshavethesameforma t, , becEducationProgram, ,butofproposingreferencepointsthatcanbeu sedasaguideinmakinganassessmentwithrespe cttothestudent , ,eachdescriptionimpliesthatsomechoicesha dtobemadesothatonlycertainaspects,typica lofthatcompetencylevel, , *Resources:theProgramContentsectionofeac hsubject-specificprogram ,methods,strategies,processes,techniques andattitudes.

2 (SeeQu becEducationProgram,SecondaryCycleTwo,ch apter4, )IntroductionADVANCEDTHOROUGHACCEPTABLEP ARTIALMINIMAL7 ScalesofCompetencyLevels:SecondarySchool Education,CycleTwoThirdEdition:Secondary III, !.. , , ,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). Analysisoftheobservationsmademakesitposs ibletoobtainaportraitofthestudent ,therefore, , ( ,checklists)arethereforeneededtogathermo respecific,completeinformationinordertog ivestudentsfeedbackduringthelearningproc essandtoprovideafoundationforteachers , (1and2)beidentifiedasearlyaspossible, (forexample,withinanindividualizededucat ionplan).

3 Intheinterestsofgreatertransparency,teac hersareencouragedtofamiliarizethestudent sandtheirparentswiththescales, Providethestudentswithfrequentandvariedo pportunitiestodemonstratetheircompetenci es. Explainthescalesandtheirpurposetostudent sandparents. 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.

4 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: compareandcontrastaffordancesofgenresint hecontextsofreadingandproduction adaptknownorganizationalstrategiestostru cturegenres adjustregisterasrequiredforchosengenre usecollaborativetalktoconstructcommunalk nowledge listentoandofferfeedbackincollaboratives ituations participateactivelyinnegotiatinganddeter miningresponsibilitiesingroupresearchtas ks evaluateownandgroup sperformanceInSecondaryV,theteacherprese ntssituationsthat,amongotherthings,enabl estudentstodothefollowing.

5 Evaluatedifferencesinaffordances(possibi litiesordistinctivepotential)ofgenresint hecontextsofreadingandproduction explorepersonal,cultural,politicalandsoc ialissues useconventionsofgenre refertoavarietyofsourceswhenresearching extractessentialideasfromspokentexts choosearangeofissuestoundertakeactionres earch evaluateownandteam sperformanceScalesofCompetencyLevels:Sec ondarySchoolEducation,CycleTwoThirdEditi on: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: 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.

6 Interprettextsandsubstantiateideas makeconnectionsbetweenandamongvariedtext s exploreandrespondtovariedtextsandsubstan tiateopinionsandideas useaninquiryprocessandinformation-gather ingstrategies consideraudienceandpurposeoftexts maintainanintegratedliteracyprofile self-assessowndevelopmentasreadersInSeco ndaryIV,theteacherpresentssituationsthat ,amongotherthings,enablestudentstodothef ollowing: 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:SecondaryIII,IV andV13 Readsandlistenstowritten, ,codesandconventionsofunfamiliartexts, (perspective,viewpoint) , , ,sizeoffont, ( ,graph,headline,etc.)

7 ,thatelaboratesonthetext,whendirected). , , :SecondarySchoolEducation,CycleTwoThirdE dition:SecondaryIII,IVandVENGLISHLANGUAG EARTSC ompetency3:Producestextsforpersonalandso cialpurposesAttheendofeachyearofSecondar yCycleTwo, ,theteacherpresentsstudentswithavarietyo flearningandevaluationsituationsthatenab lethemtodemonstratetheircompetencyinprod ucingtextsforpersonalandsocialpurposes,i naccordancewiththerequirementsoftheQu becEducationProgramand,morespecifically, ,classroomconditionsshouldallowstudentst odothefollowing: showevidenceanduseofstudent-producedwrit ten,spokenandmediatextsintheirintegrated literacyprofiles,alongwithsamplesofrefle ctionandcriticaljudgment workinintegratedlanguageartsactivitiesan dlearningandevaluationsituationsthatared esignedtoaddressaspectsoftheTalk,Reading andProductioncompetencies readandlistentospoken,writtenandmediatex ts,aswellasmultigenreandmultimodaltextsw rittenforyoungadults producespoken,writtenandmediatexts,aswel lasmultigenreandmultimodaltexts readtextsthatreflectpersonalinterestsand preferences,alongwiththoseintendedtoexpa ndexperiencesandthinkingInSecondaryIII,t heteacherpresentssituationsthat,amongoth erthings,enablestudentstodothefollowing.

8 Producefamiliargenres selecttopicsofpersonalandsocialinterest explorecommunityandsocialissues identifycharacteristicsofchosenaudience useappropriatecodesandconventions assumeapersonalstanceforproduction userevisionandeditingstrategiesInSeconda ryIV,theteacherpresentssituationsthat,am ongotherthings,enablestudentstodothefoll owing: producemultimodaltexts selecttopicsofculturalinterest exploreissuesfromlargersocialandcultural worlds addressmoredistantaudiences usecodesandconventionsforspecialeffect assumeanopposingstancefordiscussionandvi ewpoint extendrevisionandeditingstrategiesInSeco ndaryV,theteacherpresentssituationsthat, amongotherthings,enablestudentstodothefo llowing: producemultigenretexts selecttopicsofpoliticalinterest usemodeandgenretoshapemeaningandinfluenc eaudience addressunfamiliaraswellasfamiliaraudienc es manipulatecodesandconventionsfordelibera teeffect assumearangeofstances consolidaterevisionandeditingstrategiesS calesofCompetencyLevels:SecondarySchoolE ducation,CycleTwoThirdEdition:SecondaryI II,IVandV155 Producestextsforpersonalandsocialpurpose sAdvancedcompetencydevelopmentAnalyzesch aracteristicsoftargetaudienceandtailorse lementsandaffordancesofwrittentexts,medi atexts, , ,suchasage, , ,suchasage, , ,poster,printad, , , , , ,whendirected, ,withprompting, ,withassistance, ,withsustainedsupport.