ENGLISH
Une présentation de
L'ÉVALUATION en anglais langue seconde au primaire
Start
by Elizabeth Pigeon, ESL pedacgogical advisor CSSTL
INDEX
Profil d'un élève qui a terminé le 1er cycle
Le processus d'évaluation
1er cycle
3ème cycle
Ressources 2ème cycle
2ème cycle
Profil d'un élève qui a terminé le 3ème cycle
Savoirs essentiels 2e et 3e cycles
Ressources 3ème cycle
Rétroaction
11
12
B-A-C-K
10
Stratégies d'évaluation rapides
Compétence 2 2e-3e cycle
14
Compétence 3 2e-3e cycle
15
Compétence 1 2e-3e cycle
13
Le processus d'évaluation
Compétence 1:
Critère d'évaluation 60%
Composante 1
Composante 3
Composante 2
Attentes de fin de cycle
C1
Cheminement de l'élève:
Année 2 (2ème année)
année 1 (1ère année)
Compétence 2:
Savoirs essentiels
Critère d'évaluation 40%
Composante 3
Composante 2
Composante 1
Elements Observables
Attentes de fin de cycle
C2
Cheminement de l'élève:
Année 1 (1ère année)
Year 2 (grade 2)
Ressources 1er cycle
- self-monitoring FORM for students
- Teacher observation grid
- Grid for Competency 1
- Grid for Competency 2
- Grids for year 2
- Grille d'évaluation C1 Français
- Grille d'évaluation C2 Français
- Exit profile
- Self-evaluation grids
EXIT PROFILE OF CYCLE 1 ESL STUDENT
STRATEGY RESOURCES
Strategy Mini-cards
end-of-cycle outcomes
Source: Exit Profile of cycke 1 elementary ESL students, MEQ
Cycle 1 C1 To act on understanding of texts End of cycle outcomes
Cycle 1 C2 To act on understanding of texts End of cycle outcomes
Cycle
Competency 1:
Competency 2:
Evaluation Criteria 50%
Evaluation Criteria 35%
Key feature 3
key feature 3
key feature 1
Key feature 2
Key feature 1
key feature 2
End-of-cycle Outcomes
End-of-cycle Outcomes
Development Profile of C2:
Developmental Profile of C1:
Competency 3:
Evaluation Criteria 15%
Key feature 2
Key feature 3
Key feature 1
Essential KnowledgeFunctional language
Essential knowledge
Vocabulary
End-of-cycle Outcomes
Developmental Profile of C3:
Cycle 2 Resources
- Checklist for C1 and C2
- Checklist for C2
- Evaluation tool for a C2-C3
- Evaluation rubrics C1-C2-C3 3/4 multi-level
- Evaluation Rubric for C1
- Evaluation Rubric for C2
- Evaluation Rubric for C3
- C1 Rubric for grade 3
- Resource Booklet for students
10. Observation C2-C3
Listen
Read
Grids cycle 2-3
EXIT PROFILE OF CYCLE 3 ESL STUDENT
STRATEGY RESOURCES
Source: Exit Profile of cycke 3 elementary ESL students, Anne Millette CSST, Marylin Lassire, CSSA
Cycle
Competency 2:
Competency 1:
Evaluation Criteria 45%
Evaluation Criteria 35%
key feature 3
key feature 1
Key feature 3
Key feature 2
key feature 2
Key feature 1
End-of-cycle Outcomes
End-of-cycle Outcomes
Developmental Profile of C1:
Development Profile of C2:
Observable elements
Competency 3:
Evaluation Criteria 20%
Essential KnowledgeFunctional language
Essential knowledgeVocabulary
Key feature 2
Key feature 3
Key feature 1
End-of-cycle Outcomes
Developmental Profile of C3:
Cycle 3 Resources
- C1 Multi-level grids C1-C2-C3
- C1 checklist grade 5
- C1 checklist grade 6
- C1-C2-C3 Checklists
- C3 Observation tool
- C3 Generic Evaluation tool
- C1 grade5/6 French
- Exit profile cycle 3 student
- Resource Booklet for students
- Mini-Cards C1 C2 C3
- Proofreading poster (SOAP)
ESSENTIAL KNOWLEDGE CYCLE 2-3
Functional language
Strategies
Language Conventions
Compensatory
Learning
Vocabulary
Cultural Products
Text components
Everyday Expressions resources
TIPS FOR EVALUATING ORAL INTERACTION IN SUPPORT OF LEARNING for everyday informal assessment : USE B-A-C-K
THOSE WHO DO WHAT IS ASKED = B
THOSE WHO DO MORE = A
IMPORTANT
THOSE WHO STRUGGLE = C
RESERVE THE K FOR STUDENTS WHO DON'T PARTICIPATE AT ALL (OR WHO SPEAK ONLY FRENCH) "K" (CAS) À SURVEILLER, GIVE SUPPORT = K
Source
C1
Feedback
How did I do? + How can I improve?
Checklist I Interact Orally in English
C1 Feedback information sheet
C2
Feedback
Giving effective feedback in ESL
Making C2 Work in the ESL classroom
Checklist I listen to texts checklist
Checklist I read stories checklist
Compentency 2 FAQ +
Watch
C3
Feedback
Peer Feedback
Using the SOAP Proofreading Marks
C3 FeedbackInformation sheet
Observation Tool to support Learning
ChecklistI write texts
ASSESSMENT STRATEGIES
1- Think Pair Share
Watch
8- Peer-to-Peer
2- Open-Ended Questions
9- 60-Second Strategy
3- Entrance Ticket
10- Corners
4- Exit Ticket
11. Summarize
12. Do/Don't Likes/Dislikes Agree/Disagree
5- Peer-Partner Learning
13. Peer-Partner Learning
6- Short-Question Quiz
7- Cooperation
90 seconds assessment strategies
Language cards for students
Competency 1 : To interact orally in English
Plan in your teaching moments when you can assess students orallyDo it frequently: series of smaller activitiesMore often = more accurate your grades will beYou don't have to evaluate every single person every time you do it.You can assess 5-6 students per classPlan for visual support : functional language, vocabulary they can use.Teach strategies to help (use gestures...)Plan for activities that are low anxiety, low stress (in pairs)Games: go Fish, pictionary, board games...Listening, interaction, spontaneous interactions, speed dating, science fair, think-pair-share, opinion rating exercises, problem-solving, round table questions, role play,
Evaluating C1 in ESL
Watch
Competency 2 To reinvest understanding of oral and written texts
Watch
Evaluating ESL Competency 2 in Quebec
Competency 3 To write texts
Watch
Evaluating Competency 3 in ESL in Quebec
Report card for Special needs students
For specialist teachers: For all students in groups 100 to 700, the results communicated on the report card are based on the requirements of the training program for the year of the cycle mentioned in the discipline code registered in Mozaïk Portail ( Examples: ANG300 = 3rd year; ANG500 = 5th year; ANG200 = 2nd year). If some of these students have modifications for your discipline, the situation is not visible in Mozaïk Portal when you enter their grades, because it is a remark added by the secretary during the allocation of subjects. If this has not already been done, it would be important to check with your school administration if students have a subject with modification (MO) for your discipline, because for these few cases, the results communicated to the report card must be based on requirements set for the student. Considering the high number of students encountered by specialist teachers and the diversity of the situations of these students, it is not necessary to indicate to which year the requirements relate to when they are modified.
Data triangulation
Report card for Special needs students
For specialist teachers: For all students in groups 100 to 700, the results communicated on the report card are based on the requirements of the training program for the year of the cycle mentioned in the discipline code registered in Mozaïk Portail ( Examples: ANG300 = 3rd year; ANG500 = 5th year; ANG200 = 2nd year). If some of these students have modifications for your discipline, the situation is not visible in Mozaïk Portal when you enter their grades, because it is a remark added by the secretary during the allocation of subjects. If this has not already been done, it would be important to check with your school administration if students have a subject with modification (MO) for your discipline, because for these few cases, the results communicated to the report card must be based on requirements set for the student. Considering the high number of students encountered by specialist teachers and the diversity of the situations of these students, it is not necessary to indicate to which year the requirements relate to when they are modified.
THANKS!
Please contact me for support!
Évaluation de l'anglais langue seconde au primaire (Québec)
Elizabeth Pigeon
Created on April 24, 2024
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Transcript
ENGLISH
Une présentation de
L'ÉVALUATION en anglais langue seconde au primaire
Start
by Elizabeth Pigeon, ESL pedacgogical advisor CSSTL
INDEX
Profil d'un élève qui a terminé le 1er cycle
Le processus d'évaluation
1er cycle
3ème cycle
Ressources 2ème cycle
2ème cycle
Profil d'un élève qui a terminé le 3ème cycle
Savoirs essentiels 2e et 3e cycles
Ressources 3ème cycle
Rétroaction
11
12
B-A-C-K
10
Stratégies d'évaluation rapides
Compétence 2 2e-3e cycle
14
Compétence 3 2e-3e cycle
15
Compétence 1 2e-3e cycle
13
Le processus d'évaluation
Compétence 1:
Critère d'évaluation 60%
Composante 1
Composante 3
Composante 2
Attentes de fin de cycle
C1
Cheminement de l'élève:
Année 2 (2ème année)
année 1 (1ère année)
Compétence 2:
Savoirs essentiels
Critère d'évaluation 40%
Composante 3
Composante 2
Composante 1
Elements Observables
Attentes de fin de cycle
C2
Cheminement de l'élève:
Année 1 (1ère année)
Year 2 (grade 2)
Ressources 1er cycle
EXIT PROFILE OF CYCLE 1 ESL STUDENT
STRATEGY RESOURCES
Strategy Mini-cards
end-of-cycle outcomes
Source: Exit Profile of cycke 1 elementary ESL students, MEQ
Cycle 1 C1 To act on understanding of texts End of cycle outcomes
Cycle 1 C2 To act on understanding of texts End of cycle outcomes
Cycle
Competency 1:
Competency 2:
Evaluation Criteria 50%
Evaluation Criteria 35%
Key feature 3
key feature 3
key feature 1
Key feature 2
Key feature 1
key feature 2
End-of-cycle Outcomes
End-of-cycle Outcomes
Development Profile of C2:
Developmental Profile of C1:
Competency 3:
Evaluation Criteria 15%
Key feature 2
Key feature 3
Key feature 1
Essential KnowledgeFunctional language
Essential knowledge Vocabulary
End-of-cycle Outcomes
Developmental Profile of C3:
Cycle 2 Resources
- Checklist for C1 and C2
- Checklist for C2
- Evaluation tool for a C2-C3
- Evaluation rubrics C1-C2-C3 3/4 multi-level
- Evaluation Rubric for C1
- Evaluation Rubric for C2
- Evaluation Rubric for C3
- C1 Rubric for grade 3
- Resource Booklet for students
10. Observation C2-C3Listen
Read
Grids cycle 2-3
EXIT PROFILE OF CYCLE 3 ESL STUDENT
STRATEGY RESOURCES
Source: Exit Profile of cycke 3 elementary ESL students, Anne Millette CSST, Marylin Lassire, CSSA
Cycle
Competency 2:
Competency 1:
Evaluation Criteria 45%
Evaluation Criteria 35%
key feature 3
key feature 1
Key feature 3
Key feature 2
key feature 2
Key feature 1
End-of-cycle Outcomes
End-of-cycle Outcomes
Developmental Profile of C1:
Development Profile of C2:
Observable elements
Competency 3:
Evaluation Criteria 20%
Essential KnowledgeFunctional language
Essential knowledgeVocabulary
Key feature 2
Key feature 3
Key feature 1
End-of-cycle Outcomes
Developmental Profile of C3:
Cycle 3 Resources
ESSENTIAL KNOWLEDGE CYCLE 2-3
Functional language
Strategies
Language Conventions
Compensatory
Learning
Vocabulary
Cultural Products
Text components
Everyday Expressions resources
TIPS FOR EVALUATING ORAL INTERACTION IN SUPPORT OF LEARNING for everyday informal assessment : USE B-A-C-K
THOSE WHO DO WHAT IS ASKED = B
THOSE WHO DO MORE = A
IMPORTANT
THOSE WHO STRUGGLE = C
RESERVE THE K FOR STUDENTS WHO DON'T PARTICIPATE AT ALL (OR WHO SPEAK ONLY FRENCH) "K" (CAS) À SURVEILLER, GIVE SUPPORT = K
Source
C1
Feedback
How did I do? + How can I improve?
Checklist I Interact Orally in English
C1 Feedback information sheet
C2
Feedback
Giving effective feedback in ESL
Making C2 Work in the ESL classroom
Checklist I listen to texts checklist
Checklist I read stories checklist
Compentency 2 FAQ +
Watch
C3
Feedback
Peer Feedback Using the SOAP Proofreading Marks
C3 FeedbackInformation sheet
Observation Tool to support Learning
ChecklistI write texts
ASSESSMENT STRATEGIES
1- Think Pair Share
Watch
8- Peer-to-Peer
2- Open-Ended Questions
9- 60-Second Strategy
3- Entrance Ticket
10- Corners
4- Exit Ticket
11. Summarize
12. Do/Don't Likes/Dislikes Agree/Disagree
5- Peer-Partner Learning
13. Peer-Partner Learning
6- Short-Question Quiz
7- Cooperation
90 seconds assessment strategies
Language cards for students
Competency 1 : To interact orally in English
Plan in your teaching moments when you can assess students orallyDo it frequently: series of smaller activitiesMore often = more accurate your grades will beYou don't have to evaluate every single person every time you do it.You can assess 5-6 students per classPlan for visual support : functional language, vocabulary they can use.Teach strategies to help (use gestures...)Plan for activities that are low anxiety, low stress (in pairs)Games: go Fish, pictionary, board games...Listening, interaction, spontaneous interactions, speed dating, science fair, think-pair-share, opinion rating exercises, problem-solving, round table questions, role play,
Evaluating C1 in ESL
Watch
Competency 2 To reinvest understanding of oral and written texts
Watch
Evaluating ESL Competency 2 in Quebec
Competency 3 To write texts
Watch
Evaluating Competency 3 in ESL in Quebec
Report card for Special needs students
For specialist teachers: For all students in groups 100 to 700, the results communicated on the report card are based on the requirements of the training program for the year of the cycle mentioned in the discipline code registered in Mozaïk Portail ( Examples: ANG300 = 3rd year; ANG500 = 5th year; ANG200 = 2nd year). If some of these students have modifications for your discipline, the situation is not visible in Mozaïk Portal when you enter their grades, because it is a remark added by the secretary during the allocation of subjects. If this has not already been done, it would be important to check with your school administration if students have a subject with modification (MO) for your discipline, because for these few cases, the results communicated to the report card must be based on requirements set for the student. Considering the high number of students encountered by specialist teachers and the diversity of the situations of these students, it is not necessary to indicate to which year the requirements relate to when they are modified.
Data triangulation
Report card for Special needs students
For specialist teachers: For all students in groups 100 to 700, the results communicated on the report card are based on the requirements of the training program for the year of the cycle mentioned in the discipline code registered in Mozaïk Portail ( Examples: ANG300 = 3rd year; ANG500 = 5th year; ANG200 = 2nd year). If some of these students have modifications for your discipline, the situation is not visible in Mozaïk Portal when you enter their grades, because it is a remark added by the secretary during the allocation of subjects. If this has not already been done, it would be important to check with your school administration if students have a subject with modification (MO) for your discipline, because for these few cases, the results communicated to the report card must be based on requirements set for the student. Considering the high number of students encountered by specialist teachers and the diversity of the situations of these students, it is not necessary to indicate to which year the requirements relate to when they are modified.
THANKS!
Please contact me for support!