Page 133 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, Workplace Preparation
1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
1. Reading for Meaning
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
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SPECIFIC EXPECTATIONS
By the end of this course, students will:
Variety of Texts
1.1 read a variety of short, contemporary, student- and teacher-selected texts that come from diverse cultures and reflect a variety of per- spectives on current issues, identifying specific purposes for reading (e.g., find information in schedules, charts, and tables to complete a work- place task;1 rehearse a role based on a character in a short story by an Aboriginal writer for a readers’ theatre performance;2 interpret and eval- uate data in a comparison chart about two dif- ferent brands of a product;3 read a feature maga- zine article about a new perspective on a current issue for personal interest)
Teacher prompt: “What different text forms have you read this year? Why are some text forms more difficult to read than others? Why is it important to be able to read differ- ent forms?”
Using Reading Comprehension Strategies
1.2 select and use appropriate reading compre- hension strategies before, during, and after reading to understand texts, including increas- ingly complex texts (e.g., skim texts to gain an overall impression of their contents and scan texts to locate particular information; use sticky notes to mark significant ideas encountered in technical and workplace texts; reread passages
that they did not fully understand to clarify ideas; after reading a text, prepare questions for a class discussion)
Teacher prompts: “If you were able to talk to the author of this study, what questions would you ask to help you understand her thesis?” “Now that you’ve reviewed your notes on the report, can you summarize it for the class?”
Demonstrating Understanding of Content
1.3 identify the most important ideas and sup- porting details in texts, including increasingly complex texts (e.g., explain the information con- veyed in a graph; summarize the information provided on a government employment website for teens looking for summer jobs;4 outline the plot of a short story; list the evidence provided to support the argument in a newspaper editorial)
Teacher prompts: “What does this graph tell you about job growth in manufacturing over the past ten years?” “What educational back- ground, skills, and work experience are required for the job you read about on this website?”
Making Inferences
1.4 make and explain inferences about texts, including increasingly complex texts, support- ing their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the design features of a magazine suggest
READING AND LITERATURE STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
1. TL Technological Education 9-12 “Reading Graphical and Informational Texts” 14, 20 2. TLE 10-12 “Readers’ Theatre” 122 3. TLCC 7-12 “I Read, I Think, Therefore” 73 4. TL Library Research 7-12 “Looking for Relationships” 24