COMPETENCY 2 WORKSHOPELEMENTARY AND SECONDARY

Competency 2 Take Two

WORKSHOP GOALS

Main Goal:

To consolidate understanding of

Competency 2

To consolidate understanding of

Competency 2

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SPECIFIC OBJECTIVES

To re-examine C2 and provide a deeper

understanding

To re-examine C2 and provide a deeper

understanding

To clarify certain concepts and address misconceptions

regarding the implementation

and evaluation of C2

To clarify certain concepts and address misconceptions

regarding the implementation

and evaluation of C2

To answer questions and address concerns

about C2

To answer questions and address concerns

about C2

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WHY COMPETENCY 2?

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WHY REINVEST UNDERSTANDING OF TEXTS?

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WHY INTERACT WITH TEXTS?M

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WHY INTERACT WITH TEXTS?M

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WHY INTERACT WITH TEXTS?M

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FACT OR FICTION?

Answer the questions to the following quiz.

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HOW DO THE ESL PROGRAMS DEFINE "TEXTS"?

Texts refer to any spoken, written or visual communication involving the English language.

Authentic texts

Three text types: popular, literary and information-based

These three text types include a variety of text forms: narrated stories, newspaper editorials, multimedia presentations, podcast documentaries.

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HOW DO THE ESL PROGRAMS DEFINE "TEXTS"?

Text formats refer to the way a text form is presented: audio, audiovisual, digital, print/visual.

Media texts can be presented through a variety of text formats, or a combination thereof.

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Texts must be carefully selected in view of the reinvestment task. Texts must be carefully selected in view of the reinvestment task.

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WHERE SHOULD MOST OF STUDENTS’ TIME BE SPENT?

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COMPETENCY 2 IS FULLY DEVELOPED WHEN STUDENTS . . .

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COMPETENCY 2 IS EVALUATED IN ITS ENTIRETY WHEN . . .

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The following evaluation criteria are targeted:

Evidence of understanding of texts (through the response process in Secondary)

Use of knowledge from texts in a reinvestment task

Use of strategies* (elementary) / Use or Management of strategies and resources* (secondary)

(*Feedback only provided) 14

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Suggested activities to construct meaning of texts

during an LES

Retelling

Class Discussion

s

Questioning

Predicting

Anticipation Guide

Anticipation Guide Previewin

g Texts Story

Mapping

Character MappingCharacter Mapping

Discussion Circles

Discussion Circles

Double-Entry

Journals

Graffiti

Guided ReadingGuided Reading

Dialogue Journals

Vocabulary Preview

Vocabulary Preview

Summarizing

Think- Aloud

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ADDITIONAL RESOURCES FOR CONSTRUCTING MEANING OF TEXTS

Competency 2 Workshop: Reinvests understanding of texts, Documents for the workshop, Secondary Cycle One, Answer Key (A Three Step Approach to Developing C2)

Response Process Handbook(pages 19-20)

Available at http://eslinsight.qc.ca

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WHAT ABOUT EVIDENCE OF UNDERSTANDING OF TEXTS?

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QUESTION

What are the characteristics

of a solid reinvestment task?

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WHICH STATEMENTS ARE “A MUST”?

A solid reinvestment task:

A. is meaningful and authentic

B. has a clear purpose and an intended audience

presents clear task requirements

must target the evaluation criterion “Use of knowledge from texts in a reinvestment task”

requires that students select relevant knowledge from the texts provided, organize this knowledge in a coherent manner and personalize/adapt it in light of the purpose and audience

can only be carried out using the texts that are provided, which are a rich source of information (i.e. does not rely heavily on students’ prior or general knowledge, opinions, personal anecdotes)

A. requires that each student deliver a personalized final product individually

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EXAMPLE OF A SOLID REINVESTMENT TASK

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EXAMPLE OF A SOLID REINVESTMENT TASK

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CASE STUDIES

Read each case study. What are the problems with the reinvestment

task? What could be improved?

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CASE STUDY #1 In an LES, George used his

interactive whiteboard to project an online version of Eric Carle’s storybook “The Very Hungry Caterpillar” to his Elementary 3 students. He asked his students to create a new storybook entitled “The Very Hungry Student” to be published for the classroom library. Students worked in pairs to create a personalized final product.

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CASE STUDY #1 Students need to have access to print or

e-versions of the story (provided text) during the reinvestment task.

Since students do not appear to have easy access to the storybook (i.e. it is projected by the teacher), they will be reinvesting knowledge of the storybook from memory, which may not be accurate (e.g. may not respect the recurrent patterns in the story).

Whether in an LES or ES, each student must deliver a personalized final product individually.

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CASE STUDY #2 In an LES, Bradley asked his Secondary I

students to read the following popular classic fairy tales: “Cinderella” and “Little Red Riding Hood.” For the reinvestment task, students were asked to invent their own fairy tale inspired by one of the two classics, and to use the text components of a fairy tale.

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CASE STUDY #2 In a C2 task, the bulk of the knowledge students

reinvest in their final product must be drawn from the texts provided. Students “need to need” the texts in order to carry out the reinvestment task. In this case, the fairy tale that students choose may not be essential to carrying out the reinvestment task.

In addition, students may rely heavily on their prior knowledge (e.g. classic fairy tales are well known in students’ mother tongue and/or are explored in their French class).

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CASE STUDY #2 At the Secondary level, it is not

enough for students to reinvest only text components in their final product; they must reinvest a substantial amount of information/ideas and language from the texts provided.

The audience is missing.

Students are asked to write a piece of creative writing, which is more suited to a C3 task than a C2 task.

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CASE STUDY #3 In an LES entitled Which Animal Is the Best Classroom

Pet?, Angelina’s Elementary 4 students were presented with three texts on uncommon pets (e.g. iguana, snake, rat).

Students constructed meaning (e.g. previewed vocabulary, discussed preferences) and then demonstrated their understanding of the texts provided (e.g. scanned texts to identify key characteristics).

For the reinvestment task, students used the texts to fill in graphic organizers with information on the three animals (e.g. care requirements, food and eating habits, life expectancy) and identified their choice for a classroom pet by placing a checkmark beside the animal.

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CASE STUDY #3 This is an “Evidence of understanding of texts”

task, not a reinvestment task.

The purpose of the task could be more precise (i.e. Is it to convince peers about the best choice for a classroom pet? Is it to recommend the best pet for elementary classrooms in general?)

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CASE STUDY #4 In an ES, Meryl’s Secondary III Core

ESL students have to answer the guiding question Is social media good or bad for teens? and provide arguments to support their opinion.

They are given a dozen different texts on the topic (i.e. magazine articles, newspaper articles, websites, video clips). For the reinvestment task, students are asked to write a text to answer the guiding question.

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CASE STUDY #4 The texts provided may not be necessary to carry out

the reinvestment task, as the answer to the question relies too heavily on students’ prior or general knowledge. In addition, students may be tempted to use too many personal anecdotes/examples to support their opinion rather than knowledge from the texts provided.

The purpose is vague (e.g. Is it to inform or to convince?) and the audience is missing.

In an ES, guiding questions are linked to what students are being asked to do in the reinvestment task without giving away the reinvestment task itself. In this case, the guiding question reveals the reinvestment task.

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CASE STUDY #4 The number of texts provided may not be

manageable for students. If there are too many texts, students might feel overwhelmed because it may be difficult for them to become familiar with a large quantity of information, especially in an evaluation context, where time is limited.

The number of texts should also be manageable for teachers, who also need to become very familiar with them in order to verify the accuracy of the knowledge reinvested in their students’ final products and determine if students have copied passages verbatim from the texts provided.

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CASE STUDY #4Suggestion: This task could be used to evaluate Competency 3.

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IT TAKES TWO

Generic C2 Evaluation Tools*

for Elementary

*And a C2 Strategies Checklist

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IT TAKES TWO

CYCLETHREE

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY1

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1. SelectionSelect information and ideas that the reader needs to know as well as language from the texts provided.

The student selects sufficient pertinent knowledge2 from the texts to meet the needs of the reader(s).

1 This generic evaluation tool may not be suitable for all reinvestment tasks.2 Knowledge = information/ideas and language

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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2. OrganizationOrganize the information and ideas in your _____________________ in a logical order.

The student organizes the knowledge drawn from the texts in a logical order, keeping in mind the task (including the text form), and using paragraphs when needed.

2. OrganizationOrganize the information and ideas in your _____________________ in a logical order.

The student organizes the knowledge drawn from the texts in a logical order, keeping in mind the task (including the text form), and using paragraphs when needed.

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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3. PersonalizationMake your text unique by combining information, ideas and language from the texts provided with your own ideas and words.

The student delivers a personalized text by selecting knowledge from the texts and combining it with his or her own ideas and with words from his or her personal language repertoire. At this level, there may be a certain amount of patchwriting.3

3 At the elementary level, patchwriting refers to using phrases/sentences from the texts provided, verbatim or by making minor changes here and there (e.g. deleting, adding or substituting words; changing verb forms or word order), and combining them with one’s own writing.

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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3. PersonalizationCorrectly use the information, ideas andlanguage from the texts provided. Theinformation and ideas are accurate.The student presents information and ideas drawn from the texts accurately, and uses the knowledge drawn from the texts appropriately.

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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4. Other necessary elements4

Your text includes __________________________________________________________________________________________________________________________________________

and they improve your text.

Any additional elements must be purposeful and enhance the student’s text.

4 This section is optional. Examples of other necessary elements for a reinvestment task: give two reasons, include a detailed description.

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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5. ComprehensionThe reader can understand your text.

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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Special caseYour text cannot be evaluated because it is incomprehensible, too short, mostly copied, etc.

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IT TAKES TWO

CYCLETWO

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR

ELEMENTARY1

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR

ELEMENTARY

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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4. Other necessary elements3

_______________________________________________________________________________________

3 This section is optional. Examples of other necessary elements for a reinvestment task: give an example, include a description.

COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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5. ComprehensionThe reader can understand your text.

COMPETENCY 2 GENERIC EVALUATION TOOLS FOR ELEMENTARY

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Special casesYour text cannot be evaluated because it is incomprehensible, too short, etc.

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IT TAKES TWO

The strategies checklist and the generic evaluation tools will soon be available on the

secure website of the Direction de l’évaluation

des apprentissages.

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IT TAKES TWO

Generic C2 Evaluation Toolsfor Secondary

BACKGROUND Both generic rubrics are based on the Competency

2 Secondary V EESL rubric for the uniform examination. Why? It has been extensively used by teachers in the milieu

with student work since 2010. It has been improved based on continuous and

constructive feedback. It was feasible to transform the current tool into a

generic rubric because the task requirements (i.e. select, organize and adapt) remain the same for both Core and EESL, regardless of the level.

Worked backwards to make them generic Removed all task-specific information 54

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SIMILARITIES BETWEEN THE TWO RUBRICS

Core and Enriched are in the same rubric.How can this work for Competency 2?

Same evaluation criterion is targeted

Blank space to write the task, which must take the purpose and target audience into account

Reinvestment task determines the level of difficulty based on choice of topic, number of texts to listen to/read/view, length and complexity of texts, etc.

Same task requirements for Competency 2

Same performance levels

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DIFFERENCES BETWEEN THE TWO RUBRICS

Find at least 3 differences between the two generic rubrics.

What are they?

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Spot the Differences

DIFFERENCES BETWEEN THE TWO RUBRICS

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Secondary I and II Secondary III, IV and V

• Levels A and B: content that is skilfully/adequately shaped

• Levels B, C, D: copying and patchwriting

• Levels A and B: content that is skilfully/adequately shaped in light of the task and target audience

• Levels B, C, D: copying and patchwriting

• Footnotes 2-3-5

NOTES

These rubrics:

are generic in nature

are significantly different from the Secondary V EESL uniform examination rubric for Competency 2, which is task-specific

were validated using student texts from various reinvestment tasks, but were not field-tested on a large scale

may not fit all Competency 2 tasks58

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COMPETENCY 2 IN REVIEW

Answer the questions. Choose one of the three options:A mustOptional A no-no

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FAQ+

Here is the list of categories you will find in the FAQ+:

Texts Topics Planning an LES or ES Constructing Meaning of Texts Reinvestment Tasks Evaluation Criteria Appendices

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QUESTIONS?

Thank you! 62

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