Page 48 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

text (e.g., evocative language may be used to cre- ate a particular mood in a novel; incongruous words and phrases may be used to create a humorous effect in a short story; a repeated phrase in a song lyric helps to emphasize the theme; the use of words with several connota- tions can add extra levels of meaning in a poem; alliteration in a magazine or online advertising slogan can help make readers remember the slo- gan – and the product)
Teacher prompt: “What is the effect or mood created by this passage? What words con- tribute to that effect? Would the effect be enhanced or diminished if different words were used?”
3. ReadingWithFluency
By the end of this course, students will:
Reading Familiar Words
3.1 automatically understand most words in sev- eral different reading contexts (e.g., slang and jargon in a magazine report on teen trends; sub- ject-specific terminology from grade-level texts and supplementary texts about the subject)
Teacher prompt: “Do you recognize these slang words from your own experience?”
Reading Unfamiliar Words
3.2 use appropriate decoding strategies to read and understand unfamiliar words (e.g., use understanding of word order and parts of speech to infer the meaning of a new word; sound out words phonetically; substitute a word that would make sense in the same context for the unfamiliar word; use knowledge of roots, prefixes, and suffixes to determine the meaning of unfamiliar words)
Teacher prompt: “What do you do when you encounter unfamiliar words in a poem or story?”
Developing Vocabulary
3.3 identify and use several different strategies to expand vocabulary (e.g., maintain personal word lists of effective words or phrases encoun- tered in a literary context; identify words bor- rowed from other languages; list different uses of a new word in a personal dictionary; use a graphic to explore a word family)
Teacher prompts: “The word ‘break’ has a number of different meanings, so it can be used in a number of different contexts. How many other words can you think of that have multiple meanings?” “What are some of the words in your vocabulary that you first learned from television or the Internet?”
4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 describe several different strategies they used before, during, and after reading; explain which ones they found most helpful; and identify specific steps they can take to improve as readers (e.g., describe similarities and differ- ences in the way they read a poem and a print advertisement; rank their top five reading com- prehension strategies in order of effectiveness and give reasons for their choices; compare their top five strategies with those of a peer and col- laborate to identify and describe the best use for each strategy)
Teacher prompts: “How did previewing text features help you read that section of the textbook?” “How did this graphic organizer help you find the answers you needed from the textbook?” “How did your participation in a literature circle strengthen your under- standing of the novel?”
Interconnected Skills
4.2 identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., explain to a peer how presenting or viewing a dramatization of dia- logue from a short story helped them understand the main character in the story; report to the class on how discussion with a partner helped clarify or extend their understanding of a news article about a local issue)
Teacher prompts: “Did imagining how the characters would speak these lines clarify your interpretation of the text?” “Did the dis- cussion with your partner raise questions that should have been addressed in the text but weren’t?” “Did your ability to interpret bar graphs help you grasp the argument in the text?”
READING AND LITERATURE STUDIES
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English
ENG1D