Page 89 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 10, Applied
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.
1. Reading for Meaning
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Variety of Texts
1.1 read several different short, contemporary, student- and teacher-selected texts from diverse cultures, identifying specific purposes for read- ing (e.g., identify information from a recycling brochure or from the website of an environmen- tal organization to use in an assignment about protecting the environment; identify their most favourite and least favourite characters or scenes from a short story for a double-entry journal response; read the Official Driver’s Handbook in preparation for the driver’s licence test; sum- marize information from online sources about options for completing their community involve- ment hours; note the text forms and features used in various charts and tables1)
Teacher prompts: “Now that you’ve read a variety of texts, who would you pick as your favourite author(s)?” “What websites do you go to regularly? What parts of your favourite website do you read regularly?” “When do
you do most of your reading?”
Using Reading Comprehension Strategies
1.2 use several different reading comprehension strategies before, during, and after reading
to understand both simple and complex texts (e.g., skim and scan, noting bold or highlighted words to gain an overview of key topics or ideas; 2 make predictions about characters’
actions before starting a new chapter; reread words and sentences to check the accuracy of their reading; use a graphic organizer to summa- rize a short story 3)
Teacher prompts: “When is it useful to skim?” “Why is scanning useful for doing research?” “Did your prediction about the character’s decision turn out to be right? If not, what did you learn about the character? What did you learn about making predictions?”
Demonstrating Understanding of Content
1.3 identify the important ideas and supporting details in both simple and complex texts (e.g., imagine and describe a photograph that captures the main idea in a newspaper article; use a web organizer to record details about a character; describe a favourite team’s success during the past season to a peer after tracking the team’s performance using sports statistics; explain the key ideas in a graphic text to a partner)
Teacher prompt: “Which of these details are most helpful for understanding this charac- ter? Which are most helpful for imagining what the character looks like?”
Making Inferences
1.4 make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts (e.g., use evidence from the front cover or advertisements of two magazines to identify the magazines’ target audience; infer the values of a character
READING AND LITERATURE STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TL Technological Education 9-12 “Reading Graphical and Informational Texts” 14-20 2. TLCC 7-12 “Skimming and Scanning to Preview Text” 32, and TLE 7-9 “Making Notes” 22 3. TLE 7-9 “Making Notes” 22