Competency 2 Generic Rubrics and Reinvestment Tasks .1 ntre de ’dcaton et de ’neneent rer tone

download Competency 2 Generic Rubrics and Reinvestment Tasks .1 ntre de ’dcaton et de ’neneent rer tone

If you can't read please download the document

  • date post

    29-Aug-2018
  • Category

    Documents

  • view

    216
  • download

    0

Embed Size (px)

Transcript of Competency 2 Generic Rubrics and Reinvestment Tasks .1 ntre de ’dcaton et de ’neneent rer tone

  • 1

    Ministre de lducation et de lEnseignement suprieur Automne 2016

    Competency 2 Generic Rubrics

    andReinvestment Tasks

    Core and Enriched ESL Programs

    Secondary I to V

    Ministre de lducation et de lEnseignement suprieur

    Gouvernement du Qubec, 2016

    Le ministre de lducation et de lEnseignement suprieur autorise les commissions scolaires et les tablissements denseignement privs reproduire ce document sur support papier ou lectronique et le transmettre aux enseignantes et enseignants. Le Ministre en autorise aussi le dpt dans un site extranet ou un portail, mais il en interdit le dpt dans un site Internet.

  • 2

    Ministre de lducation et de lEnseignement suprieur Automne 2016

    TABLE OF CONTENTS

    Introduction 3

    Competency 2 Rubrics, Reinvests understanding of texts

    Secondary I and II Core and Enriched ESL Programs 4

    Secondary III, IV and V Core and Enriched ESL Programs 5

    The Advice Column 6

    The Artist Statement 7

    The Ask-the-Expert Text 8

    The Book Review 9

    The Briefing Note 9

    The Commemorative Speech 10

    The Commercial or PSA 11

    The Email 12

    The Eulogy 13

    The Fact Sheet / Infographic 14

    The Frequently Asked Questions Page (FAQ) 15

    The Historical Fiction Story 15

    The Informal Report (Memo or Letter Style) 16

    The Issues-and-Trends Feature Article 17

    The Judgment 18

    The Letter to the Editor 18

    The Newsletter 19

    The News Story 19

    The Online Magazine Dedicated to a Topic 20

    The Open Letter 20

    The Press Release 20

    The Profile 21

    The Tip Sheet 21

    The Top-10 List 22

    The Travel Brochure 22

    The True or False Quiz 23

    The Voice Thread 23

    Appendix I: Notes on Text Forms 24

    Appendix II: Competency 2 Task Template 28

  • 3

    Ministre de lducation et de lEnseignement suprieur Automne 2016

    INTRODUCTION

    To help ESL teachers with the evaluation of Competency 2, Reinvests understanding of texts, the Ministre de lducation et de lEnseignement suprieur has created generic rubrics that reflect the Secondary Core and Enriched ESL programs, and are based on the Framework for the Evaluation of Learning. The rubrics are followed by a list of ideas for reinvestment tasks that can be developed as part of either an LES or an ES. Think of each idea as a seed that, with plenty of water, love and sunlightthat is, rich source texts, clear task requirements, etc.can blossom into a full-fledged Competency 2 task.

    A solid reinvestment task:

    o is meaningful/authentico has a clear purpose and an intended audienceo presents clear task requirementso must target the evaluation criterion Use of knowledge from texts in a reinvestment tasko 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 audienceo can only be carried out using the texts that are provided, which are a rich source of information

    (i.e. the task does not rely heavily on students prior or general knowledge, opinions, personal anecdotes)

    o requires that each student deliver a personalized final product individually

    1. For all the tasks in this document, be sure to select topics about which students do not have too much prior knowledge, in order to truly evaluate students reinvestment of understanding of texts, not what they already know.

    2. Do not choose too many texts for students to read, view or listen to for a given task, as teachers must be extremely familiar with the content of all the texts provided in order to evaluate Competency 2.

    For Secondary I to V

    Most of the reinvestment tasks proposed in this document can be used across all grade levels. Cycle One students will deal with easier topics and texts, and will create a simpler final product (e.g. a shorter text with fewer details). Cycle Two students will tackle more mature topics and more challenging texts, and will create a more substantial final product. Some of the text forms, however, such as the briefing note, may be more suited to Cycle Two students.

    Before students begin any reinvestment task, have them deconstruct a variety of authentic examples of the required text form. For example, if students are required to produce a fact sheet, they should be made aware of the text components (Cycle One) or internal and external text features (Cycle Two) of a fact sheet prior to carrying out the task. Ensure students understand how the texts are structured, what the text components or internal and external text features are, how content is presented and developed, etc.

    Finally, the best approach is to begin at the end, so to speak, by presenting the rubric to students. It is imperative that both teacher and students be familiar with the Competency 2 rubric so that the process of evaluation is clear and transparent.

    NOTE

    S

  • 4

    Ministre de lducation et de lEnseignement suprieur Automne 2016

    Co

    mp

    eten

    cy 2

    Rub

    ric,

    1 R

    ein

    vest

    s u

    nd

    erst

    and

    ing

    of

    text

    sS

    eco

    ndar

    y I a

    nd II

    Co

    re a

    nd E

    nric

    hed

    ES

    L P

    rog

    ram

    s

    Tas

    k:

    Sel

    ect p

    ertin

    ent

    info

    rmat

    ion/

    idea

    s fro

    m

    the

    text

    s pr

    ovid

    ed.

    AN

    D

    Use

    the

    info

    rmat

    ion/

    idea

    s an

    d ow

    n w

    ords

    to

    writ

    e a

    text

    that

    is

    ada

    pted

    2 to

    the

    purp

    ose

    (why

    the

    stud

    ent i

    s w

    ritin

    g th

    e te

    xt) a

    nd th

    e au

    dien

    ce

    (who

    will

    read

    the

    text

    ).

    The

    stu

    den

    t w

    rote

    a

    sop

    hist

    icat

    ed t

    ext

    for

    the

    aud

    ienc

    e.

    Co

    nten

    t er

    rors

    or

    slip

    s, if

    any

    , are

    rar

    e an

    d h

    ave

    no im

    pac

    t o

    n th

    e te

    xt.

    The

    text

    incl

    udes

    all

    or

    m

    ost

    of t

    he fo

    llow

    ing:

    ac

    cura

    te c

    onte

    nt

    cont

    ent t

    hat i

    s pe

    rtin

    ent

    and

    som

    etim

    es s

    how

    s de

    ep u

    nder

    stan

    ding

    co

    nten

    t tha

    t is

    focu

    sed

    (i.

    e. c

    lear

    ly d

    evel

    oped

    ke

    epin

    g th

    e pu

    rpos

    e an

    d au

    dien

    ce in

    min

    d)

    cont

    ent t

    hat i

    s ve

    ry w

    ell

    adap

    ted

    co

    nten

    t tha

    t is

    not

    copi

    ed o

    r pa

    tchw

    ritte

    n3

    The

    stu

    den

    t w

    rote

    a

    solid

    tex

    t fo

    r th

    e au

    die

    nce.

    Co

    nten

    t er

    rors

    and

    /or

    slip

    s ar

    e ra

    re a

    nd h

    ave

    a m

    ino

    r im

    pac

    t o

    n th

    e te

    xt.

    The

    text

    incl

    udes

    all

    or

    m

    ost

    of t

    he fo

    llow

    ing:

    ac

    cura

    te c

    onte

    nt

    cont

    ent t

    hat i

    s pe

    rtin

    ent

    and

    satis

    fact

    ory

    co

    nten

    t tha

    t is

    focu

    sed

    co

    nten

    t tha

    t is

    adeq

    uate

    ly a

    dapt

    ed

    a

    very

    sm

    all a

    mou

    nt

    of c

    onte

    nt th

    at is

    pa

    tchw

    ritte

    n

    cont

    ent t

    hat i

    s no

    t co

    pied

    The

    stu

    den

    t w

    rote

    an

    acce

    pta

    ble

    tex

    t fo

    r th

    e au

    die

    nce.

    Co

    nten

    t er

    rors

    and

    /or

    slip

    s ha

    ve a

    mo

    der

    ate

    imp

    act

    on

    the

    text

    .

    The

    text

    incl

    udes

    all

    or

    m

    ost

    of t

    he fo

    llow

    ing:

    m

    inor

    inac

    cura

    cies

    so

    me

    cont

    ent t

    hat i

    s no

    t pe

    rtin

    ent

    so

    me

    cont

    ent t

    hat i

    s re

    petit

    ive

    or to

    o ge

    nera

    l

    info

    rmat

    ion/

    idea

    s th

    at

    are

    a bi

    t mis

    lead

    ing

    or

    cont

    radi

    ctor

    y

    som

    e co

    nten

    t tha

    t is

    not w

    ell d

    evel

    oped

    and

    ad

    apte

    d (e

    .g. l

    ack

    of

    focu

    s, li

    stin

    g of

    idea

    s,

    insu

    ffici

    ent i

    nfor

    mat

    ion)

    so

    me

    cont

    ent t

    hat i

    s pa

    tchw

    ritte

    n

    a ve

    ry s

    mal

    l am

    ount

    of

    cont

    ent t

    hat i

    s co

    pied

    The

    stu

    den

    ts t

    ext

    is

    conf

    usin

    g o

    r p

    oo

    rly

    info