Page 105 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 10, Open
4. Reflecting on Reading Skills and Strategies
3. Reading With Fluency
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
Elements of Style
2.3 identify a variety of elements of style in
texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., identify descriptive language in an editorial and explain how it helps create a mood; identify connecting words and explain how they clarify the sequence in a set of instructions; explain how precise technical words strengthen the message in an article about health or safety; identify the explicit comparison being made in
a simile and explain how it adds to meaning)
Teacher prompts: “What are some concrete details the author used to create a vivid picture of the setting?” “How does a comparison to something familiar help the reader?”
By the end of this course, students will:
Reading Familiar Words
3.1 read and automatically understand most words in a variety of reading contexts (e.g., words from grade-level texts; words used in personal and peer writing; words used regularly in discussion and posted on word walls; words in shared, guided, and independent-reading texts; terminology and phrases used in school-related documents)
Teacher prompt: “Which words have we been focusing on in our word wall?”
Reading Unfamiliar Words
3.2 predict and/or determine the meaning of unfamiliar words using different types of decoding strategies, including context cues, visual aids, and reference materials (e.g., read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook; use print and electronic dictionaries, thesauri, and reference texts to clarify the mean- ing and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words)
Teacher prompts: “What options do you have when trying to read an unfamiliar word?” “What are some helpful strategies to use?”
Reading With Fluency
3.3 read aloud, with expression and confidence, a variety of teacher-assigned and self-selected texts, adjusting reading strategies and reading rate to match the form and purpose for read- ing (e.g., use changes in intonation, dramatic pauses, and variations in pace to heighten sus- pense when reading a horror story; rehearse and read,“in role”, a fictional character’s monologue or a famous person’s memorable speech; partici- pate in choral reading with appropriate empha- sis and reading rate)
Teacher prompt: “Have you read this over to yourself first? Which words or phrases do you think you should emphasize?”
By the end of this course, students will:
Metacognition
4.1 identify a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify steps they can take to improve as readers (e.g., identify familiar and new strat- egies to revisit or explore in the future)
Teacher prompts: “What strategy do you use if you do not understand the text?” “What do you do when you are confused by what you have read?” “How does preparing a list of questions to answer help you find infor- mation while you are reading?” “What strategies do you use to help you recall infor- mation?”
Interconnected Skills
4.2 explain how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., explain how seeing a video or TV demonstration of a procedure can help them follow instructions in a manual)
Teacher prompts: “How could writing a sum- mary of an opinion piece you have read help you understand the piece better?” “How does listening to someone else read help you become a better reader?” “How does a Think/Pair/Share help you understand written text?”
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