Page 60 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

READING AND LITERATURE STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, 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.
SPECIFIC EXPECTATIONS
1. ReadingforMeaning
By the end of this course, students will:
Variety of Texts
1.1 read a few different short, contemporary, student- and teacher-selected texts from diverse cultures, identifying purposes for reading (e.g., read an instruction booklet
closely to understand how to use new equip- ment; skim a catalogue to find items of interest; read a variety of song lyrics and poems to create a personal anthology on a topic; research survey results from several sources to draw conclusions about a teen issue; compare children’s stories
on similar themes from three different cultures, using a Venn diagram to track similarities
and differences)
Teacher prompts: “Do you read a textbook differently from the way you read a graphic novel? What is the difference in your approach?” “Review the list in your reading log of the various texts you’ve read this year. What types of texts did you choose to read most often? What do you like about those texts?”
Using Reading Comprehension Strategies
1.2 identify and use a few different reading com- prehension strategies before, during, and after reading to understand simple texts and some teacher-selected complex texts (e.g., preview the features and organizational patterns of texts to makepredictions;1 usestickynotesorhighlighters
to annotate a text; select key words and phrases to help identify main ideas and supporting details 2)
Teacher prompt: “How did previewing the features of this text affect the way you read the text?”
Demonstrating Understanding of Content
1.3 identify the important ideas and supporting details in a few different types of texts (e.g., illustrate the conflict in a story using a story map; explain a trend using the data from a bar graph; summarize the evidence that a movie or book reviewer offers to support his or her opinion of
a text)
Teacher prompt: “Which of these ideas sup- ports the main idea? How can we reduce this text to half the length and still communicate the main ideas? What word could we use to replace this list of words to make our sum- mary shorter?”
Making Inferences
1.4 make inferences about simple texts and some teacher-selected complex texts, using stated and implied ideas from the texts (e.g., state what the actions of a character in a story reveal about the character’s attitude; draw conclusions about the subject of a biography from a photo- graph and find evidence in the text that supports or contradicts their inference)
READING AND LITERATURE STUDIES
1. TLCC 7-12 “Finding Organizational Patterns” 16 2. TLCC 7-12 “Most/Least Important Ideas” 44
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