Page 62 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Teacher prompts: “Why do you think the tools and materials are listed separately, before the steps in the procedure are outlined?” “Does highlighting the transitional words and phrases help you follow the development of the argument?”
Text Features
2.2 identify a few different text features and explain how they help communicate meaning (e.g., the sections and subheadings in a newspa- per layout help readers locate global, national, and local news as well as stories on specific top- ics; the table of contents and index in a textbook guide readers to the information they need)
Teacher prompt: “How does the layout of a print or online newspaper help readers find the stories they are interested in?”
Elements of Style
2.3 identify a few different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., the type of diction used in dialogue helps to define or reveal character; foreshadow- ing in a novel helps to create suspense; a play on words in a song lyric or poem adds an extra level of meaning)
Teacher prompt: “Do the characters in this story use slang or any other type of distinctive language? If so, what purpose does it serve?”
3. Reading With Fluency
By the end of this course, students will:
Reading Familiar Words
3.1 automatically understand most words in class- room and everyday reading contexts (e.g., words from grade-level texts; jargon and slang from personal online messaging; terminology in school-related documents)
Teacher prompt: “Even though some words crop up regularly, they may not be words you’re able to recognize automatically. Which words of this kind have you added to your personal dictionary? How are you using that list to help you read fluently?”
Reading Unfamiliar Words
3.2 use a few different decoding strategies to read and understand unfamiliar words (e.g., identify root words, prefixes, and suffixes to predict meaning3)
Teacher prompt: “What parts of the word look familiar to you? Where have you seen this word before? What do you think it sounds like?”
Developing Vocabulary
3.3 identify and use a few different strategies to expand vocabulary (e.g., keep lists of new subject-specific terminology; keep personal word lists of common prefixes and suffixes)
Teacher prompts: “When you learn a new word do you try to ‘own’ it by using it every day?” “What vocabulary-building exercises have helped you most?”
4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 describe a few different 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., describe an appropriate way to prepare to read an informational text;4 deter- mine whether skimming or scanning is more useful for reading graphic text 5)
Teacher prompts: “How did previewing the textbook chapter help you understand where to find specific types of information?” “How did writing sticky notes as you read help you focus on the important details in the story?” “Did completing the graphic organizer help to clarify your understanding of the text after reading?”
Interconnected Skills
4.2 identify a few different skills in listening, speaking, writing, viewing, and representing that help them read more effectively (e.g., explain in a conference with the teacher how a viewing or listening experience helped them understand a particular text)
Teacher prompts: “How did watching the television program about Martin Luther King help you when you were reading the ‘I Have a Dream’ speech?” “What music would make an appropriate soundtrack for this text? How does creating a soundtrack for the story clarify your interpretation of the text?”
READING AND LITERATURE STUDIES
3. TLE 7-9 “Sample Roots and Prefixes” 54 4. TLCC 7-12 “Reading Informational Texts” 80 5. TLCC 7-12 “Skimming and Scanning to Preview Text” 32
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