Page 216 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Appendix C: Instructional Strategies
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
APPENDIX C: INSTRUCTIONAL STRATEGIES
Anticipation Guide. The anticipation guide is a strategy used to activate students’ prior knowledge by asking them to identify their existing opinions and attitudes before reading a text. Prior to reading a text, students are asked to examine and respond to a series of teacher-generated statements that may reflect their pre-reading beliefs and knowledge about a topic. After reading the text, the students revisit the statements to explain how their opinions may have changed as a result of their reading. The anticipation guide also provides an excellent springboard for discussion of students’ opinions and beliefs. Reading selections that may challenge students’ beliefs and opinions on science and technology, the environment, history, and current affairs all provide appropriate vehicles for the use of the anticipation guide.
Arts/Language Integration. The arts – drama, dance, music, and the visual arts – can be used in many ways in language teaching and learning. For example, role playing in drama can provide opportunities for oral communication and the writing of short scripts. At all stages in learning a new language, students can benefit from singing songs and reciting poetry in the language. They can demonstrate understanding of what they hear through drawing or inventing skits. The arts can also be used to explore ideas and to enhance understanding and critical thinking skills. Students can develop ideas for writing through improvisation or by using photographs or listening to music. As they explore various ideas through the arts, they also learn new vocabulary needed to express these ideas.
Cloze Procedure. The cloze procedure is a “fill-in-the-blanks” technique used to assess reading comprehension and to teach new vocabulary. In the classic cloze procedure, students read a passage from which every seventh word has been deleted and fill in the blanks to demonstrate their overall comprehension of the passage. However, the cloze procedure can be applied selectively to any words in a passage, to adapt the assessment to the student’s language level, and to concentrate on specific vocabulary items or grammatical structures, such as content-specific vocabulary, prepositions, or verb tenses. A word bank can also be supplied with a cloze passage to provide additional support
for students.
The classic cloze procedure can be adapted to assess students’ comprehension in listening activities also. In an oral cloze activity, students learn to predict what word is to come by using structural and contextual clues.
In addition to being used for individual student work, a cloze passage can be presented as a whole- class or group activity. In this case, the teacher reviews the text on a chart, projector, or interactive whiteboard. A cloze activity can also be done in pairs or small groups using a pocket chart or large sticky notes on chart paper.
In another variation, the jigsaw cloze, several students each receive different words deleted from the same passage and work together to recreate the entire text.
Cooperative Learning. Cooperative-learning techniques allow students to work together as a team
to accomplish a common learning goal. A cooperative-learning group may work together to complete a research project, prepare a media broadcast, or publish a newsletter.
In cooperative group activities, group members each take on a specific task they are responsible for, such as gathering materials, taking notes, or ensuring that the group keeps to its timelines. While participating in the cooperative-learning activity, students have numerous opportunities to practise the language necessary for the smooth functioning of the group: for example, how to make suggestions, express opinions, encourage others, and disagree politely.
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