Page 23 - English OLC Literacy Course 12 (2003)

ONTARIO SECONDARY SCHOOL LITERACY COURSE, GRADE 12 (OLC4O) 21
– demonstrate understanding of how the organizational structure of informational texts is related to the audience and the purpose for writing (e.g., by comparing the structure, audience, and purpose in an opinion piece and a report on a similar topic);
– use cue words and features of print to understand the organization and relation- ship of ideas in the text (e.g., cue words: first, then, next signal a chronological pat- tern; similarly, in contrast signal a compare- and-contrast structure);
Narrative Texts
– use knowledge of the organizational structure of different types of non-fiction narratives (e.g., anecdote, recounting of events, biography, news report) and short fiction (e.g., dialogue, short story) to iden- tify sequence of events and main ideas;
– use knowledge of narrative structure to identify ways in which fiction and non- fiction narratives are similar (e.g., both may use chronological order, have a dis- tinct setting, develop a character);
Graphic Texts
– use knowledge of the organizational structure (e.g., layout, grid pattern) of a variety of graphic texts (e.g., schedules, tables, graphs, maps, labelled diagrams, site maps, websites) to identify the purpose of the text, locate information, and extract pertinent details;
– explain how the form of a graphic text helps the reader understand the informa- tion or message (e.g., explain to a partner how a graph helps the reader understand the data; explain why the information in a schedule is displayed in a particular way).
Using Reading Strategies to Understand Texts
By the end of this course, students will:
Before Reading
– choose an appropriate approach to reading a text to match the purpose for reading (e.g., scan to locate the relevant section in a text; skim to identify the main point; read closely to clarify one’s obligations in a contract);
– use appropriate pre-reading strategies to preview new texts, including:
• Informational texts (e.g., scan for text
features such as headings and for embedded graphics to make predictions about content);
• Narrative texts (e.g., read the title and opening paragraph to make predictions about content);
• Graphic texts (e.g., scan for distinguish- ing features of layout, such as a grid pat- tern; design, such as levels of heads; and print, such as headings/labels, to preview the content and identify the purpose of the text);
– use appropriate strategies to activate and build on prior knowledge of the content of the informational, narrative, or graphic selections (e.g., brainstorm about a topic);
During and After Reading
– use appropriate strategies to monitor comprehension when reading informa- tional and narrative texts (e.g., pose ques- tions to check understanding; reread passages to clarify understanding; adjust reading speed to suit the complexity of the text);
– use appropriate strategies to track and record ideas and information while reading informational and narrative texts (e.g., use highlighter, note-taking, or a visual orga- nizer to identify key facts, points in an argument, or events in a narrative);