Page 100 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

G r a d e 1 1 E , S UL n L e i v v e e r l s 4 i t , y O P p r e e n p a r a t i o n
1. read and demonstrate understanding of a variety of texts for different purposes;
2. use a variety of reading strategies throughout the reading process to extract meaning from texts; 3. use a variety of strategies to build vocabulary;
4. locate and extract relevant information from written and graphic texts for a variety of purposes.
1. Reading for Meaning
2. Using Reading Comprehension Strategies
READING
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Reading a Variety of Texts
1.1 read a wide variety of more complex, authen- tic texts (e.g., short stories, novels, autobiogra- phies, plays, poetry, online news reports, graphs, diagrams)
Demonstrating Understanding
1.2 demonstrate an understanding of more com- plex authentic texts in a variety of ways (e.g., conduct guided research for an assigned project; complete a T-chart with information from a text; distinguish between main ideas and supporting details in a report)
Teacher prompt: “How does the information in the opening paragraph help you predict what will be in the rest of the report?”
Responding to and Evaluating Texts
1.3 respond to more complex authentic texts in a variety of ways (e.g., explain the reasons for their interest in a specific author, genre, or theme; connect ideas in a text to their own knowledge, experience, and insights; distinguish between facts and opinions in an editorial; compare how two texts deal with the same theme)
Text Forms
1.4 identify a variety of organizational patterns used in informational texts (e.g., chronological order, cause and effect, comparison and contrast, description, definition)
Literary Elements
1.5 identify literary elements and devices in texts and explain how they help convey the author’s meaning (e.g., cross-cultural themes such as coming of age, creation of the universe, heroic journeys; unique character traits, plot reversals, foreshadowing, simile, metaphor)
By the end of this course, students will:
Reading Strategies
2.1 use a wide variety of reading comprehension strategies before, during, and after reading to understand texts (e.g., preview vocabulary; cre- ate key questions as a class before reading; brain- storm to activate related prior knowledge and experiences; use sight recognition and phonetic decoding techniques to read words and sentences; reread key words to clarify meaning; use pictorial clues to predict meaning; use visualization to clarify details of a character, scene, or concept)
Teacher prompt: “How does the picture help you to understand or guess what the para- graph will be about?”
98