Competency Elements Features Evaluation criteria End-of-cycle outcomes

Warning: this By the end of Secondary Cycle One, students...

information is
Actively listens to speakers • participate actively, spontaneously and appropriately
meant for
teachers, which in a variety of meaningful communicative situations
Activates prior knowledge of topic and language
explains why related to their personal interests and concerns;
some of the Makes personal links to the new information
Constructs • share and discuss a wide range of information,
language may
meaning of the Interprets the message in light of the context experiences, needs and points of view with some ease;
seem arcane.
message
Validates personal understanding • converse with others to explore and develop their
thoughts, feelings and ideas on an ongoing basis;
Readjusts comprehension when necessary
Participation in oral interaction • use oral interaction to foster collaboration;
Uses communication and learning strategies and resources
Pertinence of the message • use a substantially expanded language repertoire to
C1 communicate a pertinent message, taking into account
Converses relularly for different purposes Articulation of the message
Interacts orally the context and audience;
in English Takes risks Management of communication and learning strategies
Develops fluency • communicate a well-articulated message that is easily
Requests, provides and integrates feedback Management of resources understood;
and accuracy
Uses expanding language repertoire • request, provide and integrate feedback from peers
and the teacher on a regular basis;
Uses communication and learning strategies and resources
• manage communication and learning strategies such
as self-monitoring and resources such as dictionaries and
Becomes aware of Reflects on language used thesauruses with increased autonomy;
personal Reflects on use of communication and learning strategies and resources
development as • reflect regularly on their successes and challenges and
communicator Makes necessary adjustments for continued language development in English make appropriate adjustments for their continued
language development.

Makes personalized links

Expands language repertoire

Uses a
personalized Constructs meaning with others
response process
Requests, provides and integrates feedback By the end of Secondary Cycle One, students...

Uses communication and learning strategies and resources • use a personalized response process with increased
ease;

Selects, organizes and adapts ideas and information • explore a variety of popular, literary and information-
based texts and become familiar with their
Uses expanding language repertoire characteristics;
Carries out a Cooperates Application of a personalized response process • formulate a response which demonstrates their
reinvestment task understanding by making personal links to texts and
Formulation of a personal response
C2 Requests, provides and integrates feedback constructing meaning with others;
Reinvests Exploration of a variety of popular, literary and
Uses communication and learning strategies and resources
EESL understanding
information-based texts • request, provide and integrate pertinent feedback from
peers and the teacher on a regular basis;
of texts Management of communication and learning strategies
Listens to / reads / views a variety of popular, literary and information-based texts • extend their response by selecting, organizing and
Management of resources adapting ideas and information into a reinvestment task
Broadens Uses and builds on knowledge of text types with increased efficiency;
knowledge of text
types Explores characteristics of texts • manage communication and learning strategies such
as response journals with increased autonomy;
Uses communication and learning strategies and resources
• reflect regularly on their successes and challenges and
make appropriate adjustments for their continued
Reflects on personalized respons process and personal response language development.
Becomes aware of
personal Reflects on understanding of texts and text types
development as
listener/reader/ Reflects on communication and learning strategies and resources used
viewer
Makes necessary adjustments for continued language development in English

By the end of Secondary Cycle One, students...

• write and produce popular, literary and information-

Experiments with processes
based texts that represent their increased proficieny and
Adapts processes to task their emerging personal style;
Uses personalized • write/produce texts that correspond to the
Explores writing and producing as a means of self-expression
writing and requirements of the task or to their personal intention;
production Uses expanding language repertoire
processes • use and adapt personalized writing and production
Requests, provides and integrates feedback processes to the task at hand with increased ease;
Uses communication and learning strategies and resources
• use their substantially expanded language repertoire to
Application of a personalized writing/production process write/produce a text that is pertinent to the context and
appropriate to the task audience;
Writes and produces a variety of texts for different purposes Pertinence of the text
C3
Broadens personal • write/produce a text that is pertinent to the context
Writes and Applies knowledge of popular, literary and information-based texts Formulation of the text and audience;
repertoire of texts
produces texts
Uses communication and learning strategies and resources Management of communication and learning strategies • write/produce a well formulated text that is easily
understood;
Management of resources
Becomes aware of Reflects on personalized processes and product • request, provide and integrate feedback from peers
personal and the teacher on a regular basis;
development as a Reflects on use of communication and learning strategies and resources
writer and • manage communication and learning strategies such
Makes necessary adjustments for continued language development in English as encouraging others and use resources such as
producer
computers and portfolios with increased autonomy;

• reflect regularly on their successes and challenges and

make appropriate adjustments for their continued
language development.