| COMPETENCIES |
KEY FEATURES |
CRITERIA |
| C1: Uses language/talk to communicate and to learn |
- Produces spoken texts for a familiar audience in specific contexts (Uses a communication process;:examines the interplay of context, audience and purpose; chooses strategies;examines the relationship of producer, text and audience;considers code, style, register and usage conventions- Explores some of the aesthetic qualities of language)
- Interacts with peers and teachers in specific learning contexts (Uses a collaborative process to develop a repertoire of communication and learning/thinking strategies- Uses an inquiry process in problem solving, action research and classroom drama activities)
- Explores the social practicex of the classroom and community in specific contexts ( Organizes and maintains an intergrated profile of work over the cycle - Develops a process of self-evaluation and self-reflection - Participates in regular and ongoing evaluation conferences with the teacher - Explores some of the uses of language in a democratic society)
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- Communicates information to a familiar audience
- Adapts strategies to purpose and audience
- Shares a point of view with peers
- Engages in a process of collaborative inquiry
- Explores tentative solutions to a shared problem
- Self-evaluates her/his development as a learner
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| C2: Represents his/her literacy in different media |
- Follows a production process to create media texts for specific purposes and audiences (Makes personal links - Participates collaboratively in different recursive phases of the production process;preproduction, production, and postproduction - Develops a more comprehensive understanding of the media from a producer's perspective - Reflects on strategies used to produce media texts and her/his own development as a reader and producer of media texts over time)
- Deconstructs media texts to understand their meaning(s)/message(s) in specific contexts (Identifies and deconstructs codes and conventions of media texts - Becomes aware, through discussion with others, that media texts are constructed in specific contexts for specific audiences and purposes - Considers own strategies used to read texts)
- Explores the relationship between producer, text and audience in specific contexts (Investigates how the media situate texts by considering the different forms of representation and/or exclusion of various groups - Examines how producer's stance and procuctiondecision affect media texts - Begins to develop a profile of self as reader/producer of media texts - Considers the impact of media texts on self and on others)
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- Collaborates with peers to produce a media text
- Adapts process and strategies to production context
- Interprets meaning(s)/message(s) of a media text
- Identifies the characteristics of a target audience
- Self evaluates growth as reader and producer of media texts
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| C3: Reads and listens to written,spoken and media texts |
- Integrates reading profile, stance and strategies to make sense of a text in a specific context (Reads for pleasure and to learn - Draws on prior experience and the features of text types/genres to make sense of a text - Adjusts reading stance and strategies to the context - Develops a method for locating and organizing information on different topics or subjects of interest - Maintains and shares an integrated profile)
- Talks about own response to a text within a community of readers (Makes connections between own experiences and the world of the text - Works with information in texts - Shares own responses in an individual voice - Accomodates the points of view of peers in shaping own response(s))
- Interprets the relationship(s) between reader, text and context in light of own response(s) (Considers constructed nature of text and its impact on self as reader - Draws on own reading profile and reading strategies in order to locate textual detail(s) that substantiate own sense of meaning(s)/message(s) - Constructs interpretation(s) that embody both own world and the world of the text)
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- Selects texts to read based on personal interrests and preferences
- Draws on reading strategies to make sense of texts
- Adjusts reading stance to purpose or task
- Talks about response(s) to initial reading(s) of a text
- Constructs interpretations of spoken, written and media texts for a familiar audience
- Self-evaluates growth as a reader of spoken, written and media texts
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| C4: Writes a variety of genres for personal and social purposes |
- Follows a process to produce written text in specific contexts (Adapts process, strategies and writerly practices to suit own needs - Confers regularly with peers and teacher throughout the writing process - Uses feedback strategies to improve own writing and support peers - Practises revision as arecursive process - Reflects on own development as a writer over time)
- Develops style as a writer within a colassroom of writers (Follows an inquiry process focused on immersion into texts - Reads to learn how language, discourse and text work - Applies knowledge of language and familiar text grammar(s) to own writing - Engages in collaborative writing activities - Explores own style in relation with others)
- Explores the relationship(s) between writer, text and context (Develops voice as a writer by assuming various roles in writing for personal and social purposes - Researches as a writer to become more informed and to create authentic contexts - Characterizes intented audience to shape meaning(s)/message(s) to suit context)
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- Selects texts to write based on own interests and preferences
- Adjusts role as writer to purpose, audience, text and context
- Applies knowledge of language and familiar text grammar(s)
- Supports the classroom writing community in roles of writer and audience
- Adapts process and strategies to the writing context
- Self-evaluates growth as a writer
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