Competencies 101 in ESL elementary in Québec

Competencies 101 In esl elementary in Québec

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by Elizabeth Pigeon, ESL Pedagogical Advisor CSSTL from documents graciously shared by Elisabeth Léger CSSVT

Cycle 2-3

Take me to competency 1

Take me to competency 2

Take me to competency 3

How much do you know about competencies? Test yourself!

video

This video introduces what it means to evaluate a competency Le vidéo vise à introduire ce que signifie évaluer une compétence

C1 To interact orally in English

Students and the teacher use English as the language of communication in the classroom for all personal, social and task-related purposes.​

Using English as the language of communication and instruction​​

A two-way communication ​​

Working cooperatively to share ideas, information, build knowledge and carry out tasks in English​​

Using various strategies and resources​​

In cycle 2 and 3, The ESL teacher must present situations that enable students to ...

• experience various types of interaction, both structured and spontaneous (e.g. teacher-guide class discussions, small group work, one-on-one exchanges with peers or with the teacher)
• Observe oral exchanges modelled by the teacher with peers
• Practise and experiment with functional language and expand their personal language repertoire
• Use strategies and resources

In cycle 2, The ESL teacher must...

• Create frequent opportunities to use English in an interactive way
• Make sure that the discussions are structured and supported

Interacting orally is not ...

• Prepared or rehearsed at home or in class

• An oral presentation in front of the class (except for period questions

• Reciting a poem, a sketch or a play

• Reading a text out loud

• Reading a pre-prepared answer to a question out loud

• Reading a functional language poster aloud

• Reciting the lyrics to your favourite English song

Evaluation criteria

Primary : 50% cycle two 45% cycle three

• Use of functional language

• use of targeted useful expressions and vocabulary
• Combination of useful expressions and vocabulary to express personal messages
• Pronounciation of frequently used expressions and targeted vocabulary

• Participation in exchanges

• Participation in classroom routines
• Perseverance in using English at all times
• Initiation and maintenance of oral exchanges
• Reaction to oral messages
• Support of peers during interaction
• Expression of personalized message

• Use of resources *

• Use of compensatory (communication) strategies to keep interaction going
• Use of learning strategies to communicate in English

* The student must be provided with feedback, must the element must not be considered when determining the student's mark in the report card

C1 observable behaviors

Wondering what you are supposed to expect from your students...

Cycle 2 C1

Cycle 1 C2

Cycle 3 C1

Les échelles des niveaux de compétence servent à interpréter les observations et non à les recueillir. Les échelles permettent de situer l’évolution d’une compétence sans comparer les élèves entre eux. Le bilan de fin de cycle doit s’articuler autour de consensus de l’équipe-cycle sur le niveau de développement des compétences.

Observing C1 in action

C1 Evaluations: 10 tips for teachers

1. Determine which competency or criteria you will evaluate (C1?). ​
2. Keep the end in mind. What should your students be able to do during the (final) task? ​
3. Choose/create your task. ​

- Purpose ​ - Requirements​ - Expectations ​ 4. Determine which tools you will use to gather traces of your observations​ 5. Determine how you will set up the task (Grouping, Classroom setup)​ 6. Present and explain the tool and the task to students (Transparency).​ 7. What resources will you provide students with? ​ 8. How will you intervene if there’s a problem? 9. Ask students to self-evaluate themselves ​ 10. Go over your notes and ask yourself questions about what you observed. Reflect on how the task went.​

Feedback

Information Sheet Making C1 Work! Feedback in the ESL Classroom MEES Working Document

20 ways to provide effective feedback

End-of-cycle outcomes

Teach with the goal in mind

cycle 1

cycle 2-3

C2 To reinvest understanding of oral and written texts

Students listen to, read and view a variety of authentic popular, literary and information-based texts in order to explore and familiarize themselves with ideas and issues associated with the cultures of the English-speaking world, as well as for personal enjoyment.​

The 3 steps in C2

Demonstration of understanding

C2 Global Development

Construction of meaning (prepares to listen or read)

Reinvestment Task​

Students must go through these three steps to develop C2.​

Planning a C1

• Plan in your teaching moments when you can assess students orally
• Do it frequently: series of smaller activities
• More often = more accurate your grades will be
• You don't have to evaluate every single person every time you do it.
• You can assess 5-6 students per class
• Plan 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,

Checklists

OFFERING STEP-BY-STEP WRITING PROCESS CHECKLISTS TO STUDENTS CAN BE VERY USEFUL

Rubric cycle 2 C1

Barèmes

Subtitle here

Barèmes

Utiliser les échelles de niveaux de compétences

2e cycle

Compétence 1 : Interagir oralement en anglais

Niveau 1

Guidé par l'enseignant, l'élève utilise les supports visuels et des ressources linguistiques pour pratiquer les modèles présélectionnés de langage fonctionnel dans des contextes prévisibles comme des situations de vie de la classe. L'élève essaie aussi d'utiliser des stratégies compensatoires et d'apprentissages enseignées et modélisées par l'enseignant.e comme demander pour de l'aide, demander des clarifications et pratiquer ou prendre des risques pour communiquer avec les pairs et l'enseignant. L'élève a souvent besoin de regarder les autres et l'enseignant pour soutenir sa compréhension. L'élève peut tenter d'exprimer des besoins immédiats et assemblant quelques mots avec des gestes et des réactions non-verbales.

Utiliser les échelles de niveaux de compétences

2e cycle

Compétence 1 : Interagir oralement en anglais

Niveau 2

Guidé par l'enseignant, l'élève tente d'exprimer un court message en utilisant les supports visuels et des ressources linguistiques, ainsi que de nouveaux modèle de langage fonctionnel à l'intérieur d'un contexte clair et prévisible comme des situations de vie de la classe, l'exploration de thèmes et l'exécution de tâches. L'élève essaie aussi de façon autonome d'utiliser des nouvelles stratégies compensatoires et d'apprentissages enseignées et modélisées par l'enseignant.e comme acheter du temps, utilisation des connaissances antérieures et la coopération pour communiquer avec les pairs et l'enseignant. L'élève exprime quelques besoins, émotions, intérêts et idées spontanément en utilisant des mots isolés, des phrases et des phrases courtes inspirées par les modèles de langage fonctionnel. L'élève tente de corriger sa prononciation de mots de langage fonctionnel fréquemment utilisé en étant soutenu par l'enseignant.e.

Utiliser les échelles de niveaux de compétences

2e cycle

Compétence 1 : Interagir oralement en anglais

Niveau 3 (attentes de fin du 2e cycle)

Guidé par l'enseignant et les pairs, l'élève intéragit dans des situations familières de classe en utilisant les supports visuels et des ressources linguistiques avec efficacité. L'élève utilise correctement le langage fonctionel fréquémment utilisé en classe durant le cycle pour initier et maintenir de bref échanges avec les pairs et l'enseignant. L'élève applique de façon autonome les stratégie compensatoire ciblée pour le cycle. L'élève utilise de façon appropriée quelque unes des stratégies d'apprentissages pratiquées durant le cycle avec le support de l'enseignant.e. L'élève utilise une prononciation qui peut être comprise par un anglophone pour le langage fonctionnel fréquemment utilisé en classe.

Utiliser les échelles de niveaux de compétences

3e cycle

Compétence 1 : Interagir oralement en anglais

Niveau 4

Guidé par l'enseignant et les pairs, l'élève élargit son répertoire de langage fonctionnel. L'élève est un participant actif dans les interactions de la classe. L'élève réinvestit son langage fonctionnel efficacement dans plusiurs situations interactives telles que les routines de classes, les besoins immédiats, les échanges avec les pairs et l'enseignant ou pour travailler en équipe. L'élève persévère dans ses efforts pour initier et maintenir les interactions orales. Pour se faire, l'élève essaie d'utiliser de nouvelles stratégies compensatoires et d'apprentissages modelés par l'enseignant comme la circomlocution, l'auto-évaluation, ainsi que de réinvestir celles qui ont été pratiqué dans les cycles précédent dans les différents contextes d'interaction de la classe. Pour communiquer avec les autres, l'élève doit aussi tenter de sélectionner et d'utiliser les ressources disponibles comme le support visuel, les références linguistiques ou la rétroaction des pairs et de l'enseignant au besoin. L'élève tente de se corriger en utilisant le langage fonctionnel lorsque demandé par l'enseignant.

what to evaluate?

The evaluation must be consistent with the orientations and approaches of the Training Program. It focuses on skills development and knowledge acquisition. It must be based on the Learning Assessment Framework (MELS, 2011) and The Progression of Learning (MELS, 2009) associated with each of the disciplines.

The three steps of C2​

Students must go through these three steps to develop C2.​

C2 Global Development

04

Reinvestment Task

03

Demonstration of understanding​

02

Construction of meaning (prepares to listen or read)

01

step 2 : demonstration of understanding

• When students demonstrate understanding, they show what ​ they know.​ ​

• They are able to demonstrate understanding of the overall meaning of texts.​

How can students demonstrate understanding?​

• timeline
• ​ summary
• ​ story/character map ​
• answer questions​
• appropriate reactions (laughing at a humorous passage)​
• identifying key ideas in a text
• ​​ role-play
• ​ literature circle​
• retelling the story /telling a partner what I understood​
• expressing appreciation about the text​​
• describing the conflict in a story​
• listing facts and opinions​
• completing a graphic organizer ​
• mini response journal​
• etc.​

Examples

Use strategies and resources all along the way.​

What about in ESL?

Grammar should never​ be taught as an end in​ itself but always with​ reference to meaning.​ (Celce-Murcia, 1993)​

questions to consider

1. Is the task competency-based?
2. Was the task selected before the grammar point?
3. Are students ready to learn this grammatical point? (complexity)
4. Will students have enough opportunities to see and use the grammar point in the task at hand? (frequency)
5. Do students need to learn this grammar point before they carry out the task? (recurrence)

C2 EVALUATION TOOLS: CYCLE 3 ELEMENTARY

TEACHER REFLECTION AFTER A C2 TASK

• What went well?​
• What could be improved?​
• What other resources could be given to students?​
• What timely feedback could I offer students?
• ​ How can I share my observations with them?​ ​

Student checklist or questions to reflect and set goals

• Did you use your resources?​
• Did you discuss the text with a partner?​
• Did you ask questions about the texts?​
• Did you verify the information in the text?​
• What strategy will you reuse next time?​

​

Checklists

OFFERING STEP-BY-STEP WRITING PROCESS CHECKLISTS TO STUDENTS CAN BE VERY USEFUL

C3 To Write texts

End-of-cycle Outcomes

C3 Final products

1. Prepares to write

2. Composes text using strategies​

3. Revises text using strategies

The first steps... using models

In elementary cycles 2 & 3, students with first engage in ​ writing by:​ ​Having access to open-ended models and a variety of resources. ​ Using these models as guides and sources of inspiration, they start to express themselves in English while progressively paying attention to the quality of their writing.​

Students are initiated to writing as a process and benefit from teamwork and teacher assistance throughout the process.​

Checklists

OFFERING STEP-BY-STEP WRITING PROCESS CHECKLISTS TO STUDENTS CAN BE VERY USEFUL

ChARACTERISTICS OF A SOLID C3 TASK

CLASSROOM CONTEXT PRIMARY CYCLE 3

• Safe environment where students​ feel comfortable taking risks​
• Support from the teacher and peers​(Encourage to take risks)​
• Meaningful and significant situations​
• The use of English in the classroom by both the teacher and the student​
• Explicit teaching of processes and modelling​
• Explicit teaching of strategies​
• Opportunities to write and produce a variety of texts ​(different audiences​, different purposes​, familiar topics​)
• Opportunities to use the processes​ (Prepare, draft, revise and write)​

Journal writing

• Opportunity to give students feedback on common errors.​
• Informal and creative​
• No need to use the Writing Process​
• Journal writing helps with fluency and flow of ideas. It can develop creativity and gives students an opportunity to enjoy writing. ​
• Get inspired by the ​5 senses​ or Fun illustrations​​
• Daily Writing Prompts
• National today​

​

Grammar at the primary level (cycle 2 and 3)

Grammar is mentioned in the Language Conventions:​

• Spelling​
• Grammar​
• Punctuation​

Word Order(Simple Sentence Structure, position of adjectives)​ Regular Plurals​ Articles ​ Verb Tenses ​ (e.g.: imperative, present progressive, present-past and future)​

Mechanics refers to: Capitalization​, Punctuation​ and Spelling​

Grammar: What is in the POL?

Elementary Cycle 2-3 Language conventions

Word Order (cycle 2 ) ​ Irregular plurals (gr 5 ) Articles ​ Verb tenses​ Punctuation (commas in enumerations)​ Spelling​

Student constructs knowledge with teacher guidance

Student applies knowledge by the end of the school year

Grammar Quizzes: Yes or No???

FIVE QUESTIONS TO CONSIDER

1. Is the task competency-based?
2. Was the task selected before the grammar point?
3. Are students ready to learn this grammatical point? (complexity)
4. Will students have enough opportunities to see and use the grammar point in the task at hand? (frequency)
5. Do students need to learn this grammar point before they carry out the task? (recurrence) ​

Proactive Teaching noticing form

FIVE QUESTIONS TO CONSIDER

Proactive teaching is when teachers anticipate students’ difficulties and plan the teaching of language conventions essential for carrying out tasks. ​

Noticing form allows students to better understand how the use of form contributes to the meaning of a message ​ (examples from journals).

Evaluation Criteria

FIVE QUESTIONS TO CONSIDER

How do you evaluate application of targeted conventions? ​ ​

How do you evaluate characteristics of the text?​

SELF-EVALUATION: Guiding questions

How did your partners help you?​ ​ Which new English words did you learn?​ ​ Which strategies helped you? Explain.​ ​ What will you try to do next time you write a text?​ ​ What is the best part of your text?​ ​ ​

Editing : Where do we start ?​

Proof reading : Student inspired​ Checklists: Authentic and Dynamic Tool ​ correction codes: Do you all agree ?​ ​

C3 Rubrics

• Often paired with a C2 rubric (but not an obligation)​
• Best adapted to the task requirements for easy use

​

cycle 3

cycle 2

Differentiation

What kind of modifications can be made to a C3 evaluation for a student to still get a passing grade?​What do you need to consider for students with specific needs?​​

MEQ TOOLS to support Elementary teachers