Page 65 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 9, Applied
3. ApplyingKnowledgeof Conventions
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
peers? Why might some disagree with it?” “What ideas or experiences have influenced you to adopt this position?”
Revision
2.6 revise drafts to improve the content, organiza- tion, and clarity of their written work, using a variety of teacher-modelled strategies (e.g., add, delete, and rearrange information to improve clarity; insert connecting and/or transition words in or between sentences to clarify the progression of ideas; add examples to illustrate a product claim 6)
Teacher prompts: “Are there any key ideas that are missing?” “Have you included all of the details a reader would need to understand the point you are making?” “Are there any unnecessary ideas that could be removed?”
Producing Drafts
2.7 produce revised drafts of texts written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Teacher prompt: “Refer to your checklist to keep on track as you draft your writing. If three examples are required, don’t include fewer than three or more than three.”
By the end of this course, students will:
Spelling
3.1 use knowledge of basic spelling rules and patterns, a few different resources, and appro- priate strategies to spell familiar and new words correctly (e.g., recognize when a word doesn’t look right; generate alternative spellings; break unfamiliar words into syllables to assist
in spelling; consult dictionaries and electronic spell checkers; identify homophones – words that sound the same but are spelled differently – and double-check that the correct spelling has been used; cluster root words and related forms on a tracking list)
Teacher prompt: “When you look at that word, what doesn’t seem right about it? Where could you look to check its spelling?”
Vocabulary
3.2 build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using a few different types of resources and strategies (e.g., refer to classroom word walls; check word choice by locating entry words, prefixes, and information about word origins in online and print dictionaries, including thematic dictionaries such as a science dictionary or a dictionary of synonyms, antonyms, and homonyms; use bilin- gual or first-language dictionaries to find the right word[s] to express an idea 7)
Teacher prompt: “Is this the only word you could use to express this idea? Brainstorm with a partner to find some alternatives.”
Punctuation
3.3 use punctuation correctly to communicate their intended meaning (e.g., use an initial capital letter for the first word in a sentence and final punctuation appropriate to the sen- tence type; use commas to separate words in a list; use quotation marks in dialogue and direct quotations, including quotations from a published source)
Teacher prompt: “How do you indicate that these words are spoken by the character?”
Grammar
3.4 use grammar conventions correctly to commu- nicate their intended meaning clearly (e.g., write complete and correct simple, compound, and complex sentences; consistently make subject and verb agree and use verb tenses appropriate to the context)
Teacher prompt: “You have a plural verb in this sentence. Does it agree with your subject?”
Proofreading
3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., use a highlighter to indicate possible spelling errors that need to be checked)
Teacher prompt: “Have you had a chance to read through your writing to check for errors? Show me two changes that you made.”
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6. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128
7. TLCC 7-12 “Using Context to Find Meaning” 38