Marks+and+Competencies


 * Marks & Competencies **

** Outline of the Scales of Competency Levels **


 * ** Competency **  ** Level **  ||  ** Comprehensive Assessment **  ||
 * ** 5 **** ADVANCED: ** || Competency development is above the requirements. ||
 * ** 4 **** THOROUGH **** : ** || Competency development clearly meets the requirements. ||
 * ** 3 **** ACCEPTABLE **** : ** || Competency development meets the requirements to a limited extent. ||
 * ** 2 **** PARTIAL **** : ** || Competency development is below the requirements. ||
 * ** 1 **** MINIMAL **** : ** || Competency development is well below the requirements. ||


 * Mr. Wilson’s Conversion Chart: **
 * ** Level ** ||  ** Percentage **  ||
 * 5+ || 100%  ||
 * 5 || 94%  ||
 * 4+ || 88%  ||
 * 4 || 80%  ||
 * 3+ || 73%  ||
 * 3 || 66%  ||
 * 3- || 60%  ||
 * 2+ || 55%  ||
 * 2 || 45%  ||
 * 1+ || 35%  ||
 * 1 || 24%  ||


 * Possible Situations: **


 * Integrated language arts activities and Learning and Evaluation Situations that are designed to address aspects of the Talk, Reading and Production competencies.
 * Opportunities for students to read spoken, written and media texts, as well as multigenre and multimodal texts written for young adults.
 * Access to texts that reflect personal interests and preferences, along with those intended to expand experiences and thinking.


 * In Secondary IV, students will… **


 * C-1 **
 * compare and contrast affordances of genres in the contexts of reading and production
 * adapt known organizational strategies to structure genres
 * adjust register as required for chosen genre
 * use collaborative talk to construct communal knowledge
 * listen to and offer feedback in collaborative situations
 * participate actively in negotiating and determining responsibilities in group research tasks
 * evaluate own and group’s performance


 * C-2 **
 * interpret texts and offer more than one interpretation of a text
 * transfer insights gained from reading to the other competencies of talk and production
 * accommodate different viewpoints and new perspectives
 * how readers are situated or positioned by a text
 * develop questions to frame critical reasoning
 * maintain an integrated literacy profile
 * self-assess own development as readers


 * C-3 **
 * produce multimodal texts
 * select topics of cultural interest
 * explore issues from larger social and cultural worlds
 * address more distant audiences
 * use codes and conventions for special effect
 * assume an opposing stance for discussion and viewpoint
 * extend revision and editing strategies