Page 103 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

1. Reading for Meaning: read and demonstrate an understanding of a variety of contemporary 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 an understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Reading 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
READING SKILLS
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Variety of Texts
1.1 read a variety of self-selected and teacher- assigned literary, graphic, and informational texts representing a variety of cultures and perspectives (e.g., literary: short stories, multi- cultural poetry, song lyrics, narratives, Aboriginal stories; graphic: graphic novels, comic books, student agendas, cellphone bills; informational: newspaper and magazine articles, pamphlets, brochures, flyers, owner’s manuals)
Teacher prompts: “What have you been reading this week? Record this in your reading log.” “What types of texts do you enjoy reading?”
Reading for Different Purposes
1.2 identify a variety of purposes for reading texts commonly used in everyday life (e.g., a maga- zine article, to gather information on a topic;
the telephone book, to locate a local business; a map, to locate different local attractions; a cover letter, to use as a model for writing a similar type of letter)
Teacher prompts: “Why would you read a review of a new CD or video game?” “What different reasons might a custodian, a super- visor, and a lawyer have for reading a memo from their company’s management?”
Using Reading Comprehension Strategies
1.3 identify and use appropriate reading compre- hension strategies before, during, and after reading to understand teacher-assigned and self-selected texts (e.g., preview text to make predictions about the content; skim for main ideas and scan for specific words; highlight or make margin notes to interact with the text; reread sections to clarify meaning and check understanding)
Teacher prompts: “When you come to a section you do not understand, what options do you have?” “How can personal knowledge and prior experience help you make sense of this text?” “What can you learn by reading over your highlighted areas and margin notes?”
Demonstrating Understanding of Content
1.4 identify and record important ideas and sup- porting details in literary, graphic, and informational texts (e.g., use highlighting or sticky notes to identify the main ideas in a maga- zine article; create bookmarks to track character development in a novel; use a chart to track the nutritional information on food labels)
Teacher prompt: “What main ideas would you include in a five-sentence summary of this article?”
Interpreting Texts
1.5 interpret texts, identifying and explaining the overt and implied ideas and information they convey (e.g., chart explicit information about a character in a short story; differentiate between
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