Reinvests Understanding of Texts Competency 2

Secondary ESL and EESL

TABLE OF CONTENTS

PREPARING FOR A C2 L.E.S. OR E.S.

HOW CAN TECHNOLOGY MAKE MY JOB EASIER?

WHAT WILL A C2 L.E.S. OR E.S. LOOK LIKE?

01

04

HOW DO I EVALUATE A C2 L.E.S. OR E.S?

02

03

What are my students asked to do?

Which apps can simplify my work?

What are the essential parts?

The evaluation framework

L.E.S.: LEARNING AND EVALUATION SITUATION / E.S.: EVALUATION SITUATION

INTRODUCTION

COMPETENCY 2 : REINVESTS UNDERSTANDING OF TEXTS�

• According to the program, a text is “any spoken, written, or visual communication involving the English language.”
• There are three types of texts: popular, literary, and information-based.
• There is a variety of text forms: photographs, wordless picture books, narrated stories, TV shows, newspaper editorials, posters, multimedia presentations, photo novels, radio interviews, podcast documentaries, etc.

INTRODUCTION-cont.

COMPETENCY 2 : REINVESTS UNDERSTANDING OF TEXTS�

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

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• Media texts use images and language to influence the listener, reader or viewer and can be presented through a variety of formats (radio program, TV program, multimedia presentation, newspaper article, or a combination.

PREPARING FOR A C2 L.E.S. OR E.S.

01

Choosing Topics & Texts

Number of Texts

Familiar and Unfamiliar Topics

Texts from Publishing Companies

Knowledge Needed

Unless the text is a storybook or a novel, at least two texts should be provided.

Both familiar and unfamiliar.

If it’s familiar, the reinvestment task should address it from a less familiar or unfamiliar angle to ensure students are reinvesting their understanding of the texts provided, rather than their prior knowledge.

The texts provided in school textbooks and workbooks are helpful, but their reinvestment tasks rarely fit the evaluation framework.

The texts provided present students with the knowledge needed to carry out the reinvestment tasks.

What Are Students Asked to Do?

Demonstrate Understanding of Texts

Construct Meaning of Texts

Reinvest Understanding of Texts

• Individually
• Through formative assessment and classroom observations
• NOT evaluated in secondary school

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• Individually AND with others
• NOT evaluated
• During a discussion in pairs or in teams, the teacher can evaluate competency 1.

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• Deliver a personalized final product individually
• Student must present information that is accurate and relevant to the task.

WHAT WILL A C2 L.E.S. OR E.S. LOOK LIKE?

02

CONSTRUCTING MEANING OF TEXTS

Before listening to, reading, or viewing texts, students use strategies, prior knowledge of topics, and text components/features, guiding questions and prompts to prepare to respond to texts.

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SUGGESTED ACTIVITIES TO HELP STUDENTS CONSTRUCT MEANING OF TEXTS IN A L.E.S./E.S.

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• Previewing texts
• Anticipation guide
• Character maps
• Class discussions
• Dialogue journals
• Discussion circles
• Double-entry journals
• Graffiti
• Graphic organizers
• Guided reading
• Improvisation
• Listen-read-discuss
• Literature Circles
• Mind maps
• Numbered heads together

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• Open-ended questions
• Predicting
• Questioning
• Quick shares
• Response journals
• Retelling
• Role-play
• Say and switch
• Story Maps
• Summarizing
• Think-aloud
• Three-step interview
• Vocabulary preview

CONSTRUCTING MEANING OF TEXTS-cont.

Constructing meaning of texts starts individually.

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Then, students must co-construct meaning of texts with the objective of improving their initial understanding.

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This part is NOT evaluated.

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It’s the perfect time to use more traditional ‘reading comprehension ‘ questions.

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REINVEST UNDERSTANDING OF TEXTS

Characteristics of a solid reinvestment task:

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• Meaningful, authentic
• Clear purpose + intended audience
• Clear task requirements
• Must target the evaluation criterion: Use of knowledge from texts in a reinvestment task.
• Students must:

select relevant knowledge from the texts provided;

organize this knowledge in a coherent manner;

personalize/adapt it in light of the purpose and audience.

• Can only be carried out using the texts that are provided
• IDEALLY, each student delivers an individual personalized final product.

REINVEST UNDERSTANDING OF TEXTS-cont.

What is acceptable and unacceptable in a reinvestment task?

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• It’s unacceptable to “lift” passages verbatim from the texts. It is acceptable when students reinvest vocabulary related to the topic, single words and idiomatic expressions.

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• It is unacceptable to use phrases from texts provided, verbatim or by making minor changes like deleting, adding or substituting words, changing verb forms or word order. It’s called patchwriting.

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• It is acceptable to use properly referenced quotations to add credibility, to support an argument, when they are a feature of the text form. They must be kept brief and to a minimum.

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ALL OF THIS NEEDS TO BE EXPLAINED AND MODELED FOR STUDENTS.

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REINVEST UNDERSTANDING OF TEXTS-cont.

In other words, students need to transform the knowledge selected from texts in a novel way, creating a unique text that is different from their peers’ and from the texts provided.

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In a C2 task, the bulk of the knowledge students use in their final product must be drawn from the texts provided. These texts must be essential to carrying out the reinvestment task.

Examples of solid reinvestment tasks

Examples of solid reinvestment tasks

Examples of solid reinvestment tasks

RESOURCES

Competency 2 FAQ+ English as a Second Language Ministère de l’Éducation et de l’enseignement supérieur 2016

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Generic Rubrics and Reinvestment Tasks Ideas Ministère de l’Éducation et de l’enseignement supérieur Automne 2016

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