Page 118 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 explain which of a variety of strategies they found most helpful before, during, and after reading, then evaluate their strengths and weaknesses as readers to help identify the steps they can take to improve their reading skills (e.g., identify the strategies that are most helpful when reading fiction; create a bar graph to show which strategies they use most often; identify types of texts they find difficult to understand, and use a reading log to track their practice of strategies and the improvements they perceive when reading such texts)
Teacher prompts: “What did you learn about the topic in the small-group discussion that improved your understanding of the article?” “How did asking questions about the novel as you read it increase your interest in it?”
Interconnected Skills
4.2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., review pieces of writing they recently completed to identify learning that has benefited them as readers)
Teacher prompts: “Last week, we read a poem that Leonard Cohen wrote and later recorded as a song. How has listening to the recording helped you understand and interpret the poem?” “How does comparing something you’ve seen with something you’ve read help you to understand both more fully?” “How did writing about your reading help you to clarify your thoughts?”
READING AND LITERATURE STUDIES
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English
ENG4C