Page 97 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 12, University Preparation
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic 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
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Variety of Texts
1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading (e.g., read editorials and articles in newspapers, magazines, or journals reflecting two opposing views of Canada as a multicultural society, to prepare for a debate; compare the information in a variety of university calendars and websites to identify the undergraduate program that best suits their interests and needs;1 summarize a selection of critical essays about a text studied in class to enhance or challenge their own interpre- tation of the text2)
Teacher prompt: “What ideas in this critical essay challenge your understanding of the novel?”
Using Reading Comprehension Strategies
1.2 select and use, with increasing facility, the most appropriate reading comprehension strategies
to understand texts, including complex and challenging texts (e.g., activate prior knowledge before reading by taking part in a fishbowl dis- cussion; confer with the teacher during reading to clarify understanding and/or discuss an inter- pretation; role-play an interview with the main character of the story)
Teacher prompt: “Now that you’ve finished reading the novel, what are some of the questions you’d like to discuss with your classmates?”
Demonstrating Understanding of Content
1.3 identify the most important ideas and sup- porting details in texts, including complex and challenging texts (e.g., summarize the ideas in a critical essay about a literary work;3 outline two contrasting interpretations of a scene from a Shakespeare play; outline the historical or polit- ical context of an Aboriginal writer’s narrative)
Teacher prompts: “What evidence from the text would you use to support your critical response?” “On what points do the arguments in these two critical essays differ?”
Making Inferences
1.4 make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the details in a story suggest about the author’s attitude towards the subject; explain what made them begin to doubt the reliability of the narrator in a novel; identify and explain inferences that can be drawn from the home page of a website)
READING AND LITERATURE STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLE 10-12 “Plus, Minus, Interesting” 116 2. TLCC 7-12 “Using a Concept Map” 48 3. TLCC 7-12 “Making Judgments – Both Sides Now” 74