LES 3 COMPTENCES

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English as a Second Language
Québec Education Program
August 2001
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3

• Synergetic
• COMPETENCIES

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COMPETENCY 1
COMPETENCY 2
COMPETENCY 3
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• Synergetic
• COMPETENCIES

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Competency 1
To
INTERACT
Orally in English
LISTENING
SPEAKING
MAINTAINING oral interaction
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Meaning
To interact orally in English

• Students express themselves in any given
  classroom situation (classroom life, themes
  explored, carrying out tasks, students own
  interests)
• - live in English from the start
• - are immersed in the dynamics of oral
  interaction
• transmission/reception, action/reaction
• - understand and talk from the very beginning
• - have numerous opportunities to practice
• - spontaneously use functional language in all
  kinds of situations
• - spontaneously use compensatory and learning
  strategies
• - spontaneously use visual and linguistic
  resources
• To Interact Orally is the backdrop for ESL
  learning.
• It is constantly present in the classroom. It is
  the key to developing the students knowledge of
  English and therefore has priority over the other
  competencies.

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Connections to Cross-Curricular Competencies
To interact orally, students work with others.__
In order to build the necessary social skills,
students draw upon the cross-curricular
competency To cooperate. For interaction to
occur effectively, a certain degree of accuracy
is necessary. Thus To interact orally
contributes to the development of the
cross-curricular competency To communicate
appropriately.
click here
INTERACT orally
click here
Competency 1
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- numerous occasions to practise and
experiment with functional language
- opportunities to develop compensatory _and
learning strategies through use
INTERACT orally
Competency 1
8
Developmental Profile
Reacting to messages

• Students
• listen attentively
• accept not being able to understand everything
• take into account nonverbal cues
• use pertinent nonverbal or verbal reactions

Competency 1
9
Developmental Profile
Taking the initiative to transmit oral messages

• In relevant situations, students may
• ask for help
• request permission
• express courtesy, agreement, needs, feelings,
  _and interests
• share personal experiences and research results
• ...

Competency 1
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Developmental Profile
Maintaining oral interaction

• Students keep the interaction going over a period
  of time.
• Initially, students
• mostly imitate models of interaction
• re-use functional language and strategies in
  _appropriate situations
• engage in exchanges of short duration

Competency 1
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Developmental Profile
Maintaining oral interaction

• As they progress, students
• broaden their knowledge of the language and
  their _repertoire of strategies
• participate more actively and effectively in all
  kinds of _interactive classroom situations
• take more risks when expressing themselves
• manage the resources at their disposal more
  _autonomously
• find creative ways to employ functional language
  to _produce personalized messages

Competency 1
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Evaluation Criteria
Cycle 2 and 3

• Use of functional language
• Use of strategies
• Participation in exchanges
• Pronunciation

To interact orally in English
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End-of-Cycle Outcomes

• Functional
• Language

Cycle 3
Cycle 2

• Students use the functional language they have
  acquired to participate in exchanges with peers
  and teacher.

• Students show confidence and autonomy. They
  interact more spontaneously and effectively.

• They are able to correctly use the functional
  language frequently employed in class.

• They correctly use the functional language
  frequently employed in class (wider range).

To interact orally in English
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End-of-Cycle Outcomes

• Use of strategies
• Use of resources

Cycle 3
Cycle 2

• Students apply the compensatory strategies
  targeted for the cycle autonomously. They also
  apply some learning strategies assisted by the
  teacher.

• Students frequently use appropriate compensatory
  and learning strategies.

• They make effective use of provided visual
  support and linguistic resources with help from
  peers and the teacher.

• They select and make use of available visual
  support and linguistic resources.
• They seek help from peers and not as often from
  teacher.

To interact orally in English
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End-of-Cycle Outcomes

• Exchanges
• Pronunciation

Cycle 3
Cycle 2
Exchanges stem from any classroom situation.
Exchanges stem from any classroom situation.
They are short in duration.

• They are more sustained.

• They may be spontaneous or initiated by the
  teacher.

They may be spontaneous or initiated by the
teacher.
The pronunciation of frequently employed
functional language can be understood by an
English speaker.
The pronunciation of frequently employed
functional language can be understood by an
English speaker.
To interact orally in English
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3 Synergetic Competencies
1
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Competency 2
To REINVEST
understanding
of ORAL and WRITTEN TEXTS
demonstrate understanding
READING
LISTENING
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Meaning
To reinvest understanding of oral and written
texts

• Students reinvest their understanding by carrying
  out a meaningful task
• - approach, explore and make use of various types
  of texts__ _(popular, literary,
  information-based) in a dynamic way
• - numerous occasions to interact with the teacher
  and peers
• - derive meaning from oral and written texts
  (interaction of _learner _and text)
• - show their understanding in meaningful tasks
  (mini-book, _bookmark, sketch, poster, etc)
• - make use of various media (books, brochures,
  magazines, videos, _educational TV shows,
  audiocassettes, CD-ROMS, software, _Internet
  _sites, etc.) as sources of information,
  entertainment and pleasure
• - discover the English culture as they
  familiarize themselves__ _with a variety of
  cultural products
• To Reinvest Understanding of Oral and Written
  Texts, students make use of the other two
  competencies and their own creativity.

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Connections to Cross-Curricular Competencies
To demonstrate their understanding, students need
to identify key elements and distinguish between
relevant and irrelevant information, thus drawing
upon the cross-curricular competency To use
information. When they reinvest their
understanding in a task, students plan the steps
that will lead to the fulfillment of their task,
thus contributing to the development of the
cross-curricular competency To adopt effective
work methods. Depending on the task to be
performed, students may use ICTs, thus leading to
the cross-curricular competency To use
Information and Communications Technologies.
langue dUSAGE
click here
INTERACT orally
click here
click here
Competency 2
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Teaching, Learning Evaluation Context
ENGLISH

• various types of texts containing redundant
  elements

• simple and extensively illustrated
  

• of appropriate complexity and illustrated

• on themes that - are familiar and
  interesting
• - meet the
  students need for information and
  entertainment

avec ses
pairs
.

• opportunities to develop appropriate
  compensatory _and learning strategies through use

REINVEST understanding

• opportunities to interact with peers and the
  teacher

• availability of resources (visual, linguistic
  and media)

• help from the teacher and peers

ORAL and WRITTEN TEXTS
Competency 2
RED cycle 2 only - GREEN cycle 3 only
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Developmental Profile
Preparing to listen read Demonstrating
understanding Carrying out tasks

• Initially, students
• are closely guided by the teacher

Competency 2
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Developmental Profile
Preparing to listen and read

• Students
• use their prior knowledge
• use contextual cues (title, subtitles,
  illustrations, _table of contents, synopsis,
  etc.)
• make predictions about the content of texts

Competency 2
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Developmental Profile
Demonstrating understanding

• Students
• identify key elements
• show their understanding of the overall meaning
• compare reality presented in texts with their
  own _reality
• express their appreciation of the texts

Competency 2
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Developmental Profile
Carrying out tasks in which they reinvest their
understanding

• Students
• plan how to do the tasks
• use texts as sources of ideas and information

Competency 2
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Developmental Profile
Preparing to listen read Demonstrating
understanding Carrying out tasks

• As they progress, students
• become more autonomous
• seek help from their peers and not as often from
  _the teacher

The level of complexity of the text is adjusted
according to the cognitive and linguistic
development of the learner.
Competency 2
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Evaluation Criteria
Cycle 2 and Cycle 3
Use of strategies Demonstration of understanding
of key elements and overall meaning Carrying out
tasks
To reinvest understanding of oral and written
texts
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End-of-Cycle Outcomes

• Use of strategies

Cycle 3
Cycle 2

• Students sometimes use contextual cues
  autonomously. They apply some learning strategies
  with the help of peers and teacher.

• Students frequently use contextual cues and
  appropriate strategies autonomously.

• They reinvest their understanding and plan how
  to carry out tasks.

• They reinvest their understanding by carrying
  out tasks.

To reinvest understanding of oral and written
texts
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End-of-Cycle Outcomes

• Understanding of texts

Cycle 3
Cycle 2

• Students demonstrate their understanding of
  various types of texts.

• Students demonstrate their understanding of
  various types of texts.

• Using functional language and words drawn from
  texts, students identify and briefly describe
  certain key elements and demonstrate
  understanding of the overall meaning.

• Using functional language and words drawn from
  texts, students identify and briefly describe
  certain key elements and demonstrate
  understanding of the overall meaning.

• They express appreciation of the reality
  presented in text.

• They compare reality presented in texts with
  their own.

To reinvest understanding of oral and written
texts
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End-of-Cycle Outcomes

• Resources
• Product

Cycle 3
Cycle 2

• They use texts and available resources as
  sources of ideas and information.

• They select, organize and summarize information.
• They develop ideas and expand their range of
  words and expressions, using texts and available
  resources.

• They deliver a personalized product.

• They deliver a personalized product.

To reinvest understanding of oral and written
texts
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3 Synergetic Competencies
1
2
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Competency 3
To WRITE texts

• PLANNING

USING STRATEGIES
REVISING
WRITING
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Meaning
To write texts

• Students express themselves in writing for
  _purposes that are significant to them and pay
  _attention to the quality of their writing
• - use of models as guides and sources of
  inspiration
• - initiation to a writing process
• - some focus on accuracy application of language
  conventions__ _to the composition of texts while
  having access to a variety of _resources
• - texts written for an intended audience
• - use of imagination and creativity
• - assistance from teacher and teammates
  throughout process
• To Write Texts leads to numerous
  _opportunities to interact with teacher and peers.

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Connections to Cross-Curricular Competencies
To write texts, students draw upon the
cross-curricular competencies
langue dUSAGE
__To adopt effective work methods, To use
information and To communicate appropriately.
click here
click here
click here
As students carry out writing tasks, they make
effective use of software such as word
processors, visual and thematic dictionaries,_
and desktop publishing programs, thereby
contributing to the development of the
cross-curricular competency
INTERACT orally
To use Information and Communications
Technologies.
click here
Competency 3
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ENGLISH
Teaching, Learning Evaluation Context

• - meaningful situations (purpose and intended
  audience)
• - opportunities to develop compensatory and
  learning _strategies through use
• - with help from the teacher and peers
• - opportunities to interact with peers and the
  teacher
• - availability of resources
• - explicit models
• - open-ended models
• - checklists, word banks, posters, thematic
  and visual ___dictionaries, self-correction
  grids, etc.
• - use of ICT

.
WRITE
Competency 3
RED cycle 2 only - GREEN cycle 3 only
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Developmental Profile
Preparing to write texts Composing texts
Revising their texts

• Initially, students
• are closely guided by the teacher

Competency 3
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Developmental Profile
Preparing to write texts

• Students
• follow instructions
• note their ideas
• organize their ideas

Competency 3
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Developmental Profile
Composing texts

• Students
• use models
• use functional language
• use words, expressions and ideas drawn from
  _provided resources
• ask for help when experiencing difficulty
• take risks in expressing ideas in English
• persevere in producing their first draft

Competency 3
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Developmental Profile
Revising their text

• Students
• check the task instructions
• check the targeted language conventions
• submit their text to peer editing
• make corrections and reformulate ideas
• produce a clean, well-presented text that takes
  the intended audience into account

Competency 3
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Developmental Profile
Preparing to write texts Composing texts Revising
their texts

• As they progress, students
• develop an awareness of strategies for effective
  writing
• make use of open-ended models
• make personal and appropriate use of functional
  language, _words, expressions and ideas found in
  available resources
• become more autonomous, seeking help from their
  peers _and not as often from the teacher

Competency 3
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Evaluation Criteria
Cycle 2 and 3
Use of strategies Compliance with
instructions Language conventions targeted for
tasks Characteristics of final product
To write texts
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End-of-Cycle Outcomes

• Use of strategies

Cycle 3
Cycle 2

• They use some compensatory and learning
  strategies supported by peers and the teacher.

• Supported by peers and the teacher, students
  make greater and more confident use of
  compensatory and learning strategies.

To write texts
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End-of-Cycle Outcomes

• Compliance with instructions
• Language conventions

Cycle 3
Cycle 2

• Students produce a text that is pertinent to the
  instructions given.

• Students produce a text that is pertinent to the
  instructions given.

• They apply the language conventions targeted for
  the task.

• They apply the language conventions targeted for
  the task.

To write texts
43
End-of-Cycle Outcomes

• Use of resources
• Characteristics of final product

Cycle 3
Cycle 2

• Students write short, well-structured texts to
  fulfill meaningful goals. They follow an explicit
  model and make use of provided resources.

• Students write a variety of well-structured
  texts to fulfill meaningful goals. They make use
  of open-ended models and available resources.

• Students deliver to the intended audience a
  personalized final product closely resembling the
  explicit model.

• Students take into account the intended audience
  and deliver a personalized final product that
  shows imagination and creativity.

To write texts
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3 Synergetic Competencies
1
2
3
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Essential Knowledge
E.K.
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About Essential Knowledge
The study program is centered on students and
their construction of knowledge.
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To develop the 3 competencies, the program draws
upon the following categories
GREEN cycle 3 only
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To develop the 3 competencies, the program draws
upon the following categories
GREEN cycle 3 only
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Use of Information and Communications
Technologies (suggestions)
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The end