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ME A N I N G O F T H E CO M P E T E N C Y
This competency enables elementary students to
a p p r o a c h , explore and make use of various types of texts
( p o p u l a r, l i t e r a r y, information-based) in a dynamic wa y.
They develop appropriate strategies for effective listening
and reading; they learn how to derive meaning from oral
and written texts (interaction of learner and text); a n d
they show their understanding in meaningful tasks (minib
o o k , b o o k m a r k , s ke t c h , p o s t e r, e t c . ) . This competency is
a valuable means for students to discover English-language
culture as they familiarize themselves with a
variety of cultural products. In doing so, students make
use of various media (books, b r o c h u r e s, m a g a z i n e s,
v i d e o s, educational TV shows, a u d i o c a s s e t t e s, C D - R O M s,
s o f t wa r e, Internet sites, etc.) as sources of information,
entertainment and pleasure.
CO N N E C T I O N S TO CR O S S- CU R R I C U L A R CO M P E T E N C I E S
To reinvest understanding of oral and written texts, s t udents
need to identify key elements and to distinguish
between relevant and irrelevant information, thus drawing
upon the cross-curricular competency To use infor -
m a t i o n. As students reinvest their understanding in tasks,
they need to plan the steps that will lead to the fulfillment
of tasks, thus contributing to the development of
Domaine des langues
COMPETENCY 2 • TO R E I N V E S T U N D E R S TA N D I N G O F O R A L A N D W R I T T E N T E X T S
Focus of the Competency
the cross-curricular competency To use effective work
m e t h o d s. Depending on the task to be performed, s t udents
may use ICTs, thus leading to the cross-curricular
c o m p e t e n c y To use Information and Communications
T e c h n o l o g i e s.
CO N T E X T S F O R LE A R N I N G
The learning contexts for this competency require:
– various types of texts containing redundant elements:
- simple and extensively illustrated (Cycle Tw o )
- of appropriate complexity and illustrated (Cycle
Th r e e )
– themes that are familiar and interesting
– themes that meet the students’ need for information
and entertainment (Cycle Th r e e )
– opportunities to develop appropriate compensatory
and learning strategies through use
– opportunities to interact with peers and the teacher
– a vailability of resources (visual, linguistic and media)
– help from the teacher and peers
English as a Second Language 356
DE V E L O P M E N TA L PR O F I L E
To develop this competency, students prepare to listen to
and read texts using strategies, demonstrate understanding
of oral and written texts using strategies, and carry
out meaningful tasks using strategies. This process calls
on their creativity, initiative and active participation. A t
f i r s t , students are closely guided by the teacher. W h e n
they prepare to listen to and read texts, students use their
prior knowledge, contextual cues (title, s u b t i t l e s, i l l u s t r at
i o n s, table of contents, s y n o p s i s, etc.) and make predictions
about the content of texts. To demonstrate understanding
of oral and written texts, students identify ke y
e l e m e n t s, show their understanding of the overall meani
n g , compare reality presented in texts with their own
r e a l i t y, and express their appreciation of texts. When students
carry out tasks in which they reinvest their unders
t a n d i n g , they plan how to do it and use texts as sources
of ideas and information. As they progress through the
c y c l e s, the level of complexity of the text is adjusted
according to the cognitive and linguistic development of
the learner. Students become more autonomous; t h e y
seek help from their peers and not as often from the
t e a c h e r.