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Competency 2 Prototype Examination: Echoes From the Past

Competency 2 Prototype Examination: Echoes From the Past. English as a Second Language, Core Program Secondary V June 2010. Photos: MELS. Students examine whether or not old historic buildings should be preserved.

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Competency 2 Prototype Examination: Echoes From the Past

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  1. Competency 2 Prototype Examination: Echoes From the Past English as a Second Language, Core Program Secondary V June 2010 Photos: MELS Working Document

  2. Students examine whether or not old historic buildings should be preserved. • Reinvestment Task: Students write an opinion column in answer to the following question: MELS Should the Louis-Hippolyte La Fontaine House, an abandoned building in downtown Montréal, be preserved or demolished? Overview Working Document

  3. Overview (cont.) • Students listen to and read a series of texts that provide them with the information they need to carry out the task. • Students have 3 hrs. 15 min. to do the examination: • Listening (45 min.) • Reading and reinvestment (2 hrs. 30 min.) Working Document

  4. Text components of an opinion column • Information on the Louis-HippolyteLa Fontaine House and on Louis-HippolyteLa Fontaine • Information (criteria) on preserving or demolishing buildings • Language related to the topic What do students need to carry out the reinvestment task? Overview (cont.) Working Document

  5. The exam begins as usual: a narrator provides students with the necessary instructions. Students read along in their booklet. • Students are then given 10 minutes to read all the information in their booklet. This is information they need before the actual beginning of the exam: • Introduction • Information about the reinvestment task • A text about the Louis-Hippolyte La Fontaine House • Instructions for each part of the listening section Listening Working Document

  6. Part 1 • The hosts give guidelines on how to write an opinion column. Part 2 • The hosts read an opinion column aloud as an example. Part 3 • The hosts give criteria for preserving or for demolishing old buildings. Listening (cont.) Working Document

  7. Part 1—Writing an Opinion Column The five basic guidelines are listed in Preparation Booklet A (in black). Students add details as they listen to the text (in orange). Listening (cont.) Working Document

  8. Part 2—Example of an Opinion Column • One of the hosts reads an opinion column on a Montréal landmark: the Guaranteed Pure Milk Bottle, a 10-metre former water reservoir atop a 1930 building that was once a dairy plant. • Students take notes if they wish.The goal is to identify the guidelines mentioned in Part I and to better understand the structure of an opinion column. MELS MELS Listening (cont.) Working Document

  9. Part 3—Criteria for Preserving and for Demolishing Buildings • Students write down criteria for preserving or for demolishing buildings. • Students have to decide in which column to note each criterion. Listening (cont.) Working Document

  10. After the listening section, students are given Preparation Booklet B, which consists of the reading section. • Students read the instructions in Preparation Booklet B. • Remove the Final Task Booklet from the centre of this booklet. • Read the instructions in the Final Task Booklet. • Read the texts in this booklet, which will provide you with more criteria for preserving or for demolishing buildings. • Respond to the texts. You may: • - highlight information • annotate the texts • answer the guiding questions • take notes on page 7 • Once you have completed this part of the examination, carry out the final task. Reading Working Document

  11. Students read the instructions in the Final Task Booklet. • Write an opinion column in response to the following question: • Should the Louis-Hippolyte La Fontaine House, an abandoned building in downtown Montréal, be preserved or demolished? • Refer to the task requirements in the rubric on page 8. • Write your outline on page 8 of Preparation Booklet B. • Write the draft copy on pages 4 and 5 of this booklet. • Write the final version of your opinion column on pages 6 and 7. Reading (cont.) Working Document

  12. In Preparation Booklet B, students read three pages of text, which provide them with more criteria for preserving or for demolishing buildings. • Newspaper articles • Literary text (excerpt from a novel) • Chart @flickr/Caribb Reading (cont.) @flickr/Rachid Lamzah Working Document

  13. Students carry out the reinvestment task. They are expected to: • build a solid case around the central exam question by: • selecting from the texts information and language that are sufficient, relevant to the task and true to the texts • effectively organizing and adapting these internal features as well as the text components MELS Reinvestment Task Working Document

  14. Read students’ opinion columns to evaluate Competency 2, using the rubric. Rubric Working Document

  15. Since colour photographs are clearer and more detailed than black-and-white, it is suggested to either: @flickr/Caribb • make a master series of the colour handout, i.e. 40 photocopies that can be used with all groups OR • using a multimedia projector, project the photo slideshow for the duration of the exam Suggestions . . . Working Document

  16. Suggestions . . . Winter Street Prison in Sherbrooke Québec City’s Franciscan Sisters Missionaries of Mary Monastery and Chapel The Grenville Canal, in Grenville, Québec • Simply replace the text on the Louis-Hippolyte La Fontaine House and the exam question in the booklets. The exam has been designed so that the Louis-Hippolyte La Fontaine House can easily be replaced with a local landmark that is threatened. Working Document

  17. Suggestions . . . • If you choose to also evaluate Competency 3, Writes and produces texts, do not evaluatethe criterion Content of the message, as it is already evaluated via Competency 2. Competency 2: Use of knowledge from texts in a reinvestment task Competency 3: Content of the message Working Document

  18. Students are able to select information in the texts but they have difficulty using this information to answer the central question. Students have difficulty organizing the information in order to build a coherent opinion column. Few students take notes and plan. ObservationsFrom Field-Testing Working Document

  19. ObservationsFrom Field-Testing Collection of facts without links Information that is relevant but simply listed; it is not adapted to the central exam question or it is not expanded on Accurate but irrelevant information Inaccurate information Generic information that can apply to many buildings Mostly claims and opinions; very little factual support Only one idea is developed; a weak case Working Document

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