Page 103 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

3. Developing Accuracy in Writing
Producing Drafts
4.2 produce draft pieces of writing using a vari- ety of strategies and models (e.g., graphic organizers, jot notes, report templates, student exemplars)
Revising and Editing
4.3 revise, edit, and proofread drafts using a vari- ety of strategies (e.g., confer with teacher and peers; participate in teacher-directed mini-lessons on points of organization or structure; use sticky notes to record ideas for revision; follow the steps in a posted class writing guideline; consult a folder of previous drafts to confirm or rethink decisions made earlier)
Teacher prompt: “At what stage of editing is a peer conference most helpful?”
Publishing
4.4 use a wide variety of elements of effective presentation to publish a final product (e.g., computer-generated graphs and charts; a glossary of terms for a project on a specialized topic; text boxes to accompany photographs in a photo essay)
Metacognition
4.5 identify and use a wide variety of writing strategies before, during, and after writing, and reflect after writing on those they found most helpful (e.g., record thoughts and learnings about writing in a writing reflection journal; maintain a writing portfolio)
Teacher prompt: “How does a review of your writing portfolio help you set new goals for improving your writing?”
By the end of this course, students will:
Grammatical Structures
3.1 use correctly the grammatical structures and conventions of written English appropriate for this level (see the Language Reference Chart for ESL Level 4 on pages 104–105)
Spelling Strategies
3.2 use a wide variety of spelling strategies to spell words accurately (e.g., use mnemonics to learn irregular or difficult spellings; highlight tricky letters or groups of letters; confirm spellings using dictionaries)
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 use a wide variety of pre-writing strategies to generate vocabulary and develop and organ- ize ideas for writing (e.g., activate background knowledge through peer conferencing; generate ideas using webs, idea logs, and other graphic organizers; interview people about a topic; identi- fy the appropriate form to suit the purpose and audience for a piece of writing)
Teacher prompt: “How does a brainstorming session help you to prepare for writing?”
WRITING
101
English as a Second Language
ESLDO