English Languages Arts 3 competencies.pdf

Libro de competencias en inglés

2. – Repertoire of genres and texts
– Stances and points of view
– Values and beliefs
– Knowledge and personal experiences
– Questions / critical judgment
– Tastes and preferences
– Purposes and intentions for communication
– Strategies and processesSTUDENT:
INTEGRATED PROFILE
– Social functions (purposes/intentions)
– Spoken, written, media texts
– Codes and conventions
– Constructed meanings, messages
– Representation of values and beliefs
– Mode/multimodal
– AffordancesGENRE/MULTIGENRE
TALK CONTEXTS
– Classroom as democratic community
– Ethnography project
– Independent units of study
– Inquiry and action research
– Collaborative talk groups
– Self-evaluation conferences
› 11
Chapter 5
Québec Education Program Secondary English Language ArtsLanguages
COMPETENCY 1 TALK

3. – Repertoire of genres and texts
– Reader’s stance
– Values and beliefs
– Knowledge and personal experiences
– Questions / critical judgment
– Tastes and preferences
– Purposes and intentions for reading
– Strategies and processesSTUDENT:
READER’S PROFILE
– Social functions (purposes/intentions)
– Spoken, written, media texts
– Codes and conventions
– Constructed meanings, messages
– Representation of values and beliefs
– Mode/multimodal
– Affordances
– Open or closed to interpretationGENRE/MULTIGENRE
READING CONTEXTS
– Sustained time for reading
– Independent reading
– Response groups, class discussion
– Assigned and negotiated texts
– Assigned texts reflect students’ interests
– Respect and value for multiple points of view and
interpretations
– Purposes and intentions for reading
– Opportunities to reflect on and
self-evaluate progress
› 31
Chapter 5
Québec Education Program Secondary English Language ArtsLanguages
COMPETENCY 2 READING

4. – Repertoire of genres and texts
– Writer/Producer’s stances
– Values and beliefs
– Knowledge and personal experiences
– Questions / critical judgment
– Tastes and preferences
– Purposes and intentions for producing texts
– Strategies and processesSTUDENT:
WRITER/PRODUCER’S PROFILE
– Social functions (purposes/intentions)
– Spoken, written, media texts
– Codes and conventions
– Constructed meanings, messages
– Representation of values and beliefs
– Mode/multimodal
– AffordancesGENRE/MULTIGENRE
PRODUCTION CONTEXTS
– Sustained time for working on productions
– Negotiated, limited and simulated contexts
– Regular conferences with peers and teacher
– Collaborative media productions
– Texts produced reflect students’ interests
– Access to multiple resources
– Opportunities to reflect on and
self-evaluate progress
› 46
Chapter 5
Québec Education Program
COMPETENCY 3 PRODUCTION