Page 74 - 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 literary, informational, 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. Reading for Meaning
By the end of this course, students will:
Variety of Texts
1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading (e.g., compare the diction and imagery used in a contemporary poem and a poem on the same theme from a different historical period; develop a character sketch based on a brief biography of a historical figure they admire to prepare for a short role-play presentation; 1 use an electronic database to locate information from various sources about religious or cultural practices of an ethnic group different from their own)
Teacher prompts: “Why should we read texts from or about other times and other cultures?” “Review the list in your reading log of the various texts you’ve read this year. Which ones did you find most enjoyable to read? Why?”
Using Reading Comprehension Strategies
1.2 select and use appropriate reading comprehen- sion strategies before, during, and after reading to understand texts, including increasingly com- plex texts (e.g., make jot notes based on teacher prompts during a read-aloud; 2 pose questions about a character’s motivation or actions in a fictional text; role-play alternative solutions to a conflict presented in a text; activate prior knowl- edge about a topic using an anticipation guide)
Teacher prompt: “How does asking questions help you develop your understanding of character?”
Demonstrating Understanding of Content
1.3 identify the most important ideas and sup- porting details in texts, including increasingly complex texts (e.g., flag key passages that reveal character in a text; highlight or make notes about ideas or details that support the author’s thesis; 3 prepare a series of tableaux to represent key events in a story; determine what essential information is conveyed by the captions in a graphic text)
Teacher prompt: “What details in the essay are most necessary to support the author’s thesis?”
Making Inferences
1.4 make and explain inferences about texts, including increasingly complex texts, support- ing their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the dialogue in the story indirectly or implicitly reveals about a character; make infer- ences about the target audience for two different newspapers based on the stories the papers feature most prominently and cover in most detail)
Teacher prompts: “What is the subtext in the conversation between these two characters?” “What can we infer from the arrangement of the news on the front page and following pages of a newspaper?”
READING AND LITERATURE STUDIES
1. TLCC “Presentation Modelling” 194 2. TLE 7-9 “Some Tips for Making Notes” 27 3. TLCC 7-12 “I Read/I Think/Therefore” 70
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ENG2D