Page 112 - 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 5 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 authentic texts of in- creased complexity on a range of topics (e.g., textbook chapters, charts and tables, magazine articles, essays, literary texts from a range of cul- tures, including Aboriginal cultures: short stories, novels, plays, satire, poetry)
Demonstrating Understanding
1.2 demonstrate an understanding of complex authentic texts in a variety of ways (e.g., sum- marize the key ideas in an article; write a short essay comparing two texts; draw conclusions and make generalizations about a text, citing support- ing evidence from the text)
Responding to and Evaluating Texts
1.3 respond to complex authentic texts in a variety of ways (e.g., give a book talk; write an in-role diary entry for a character in a novel; suggest reasons for the point of view presented in a mag- azine essay; write a critical review of a book or article)
Text Forms
1.4 analyse a variety of texts and explain the rela- tionship between their form and purpose (e.g., compare how newspapers and periodicals from around the world present information and use format, layout, titles, and styles of address to ap- peal to specific audiences; determine whether a biography is objective by analysing the selection of facts about the subject, both favourable and
unfavourable; explain how a realistic portrayal of imagined characters and actions in a novel helps the reader become involved in the story)
Literary Elements
1.5 analyse texts in a range of genres, including essays, short stories, novels, poems, and dra- ma, to identify literary elements and explain their effect on the reader (e.g., cultural refer- ences to Greek or Native mythology; biblical allusions; historical settings or allusions; subplot; imagery; conflict; metaphor and imagery in the poems of Chief Dan George)
Teacher prompt: “Do you recognize any other culturally specific or world mythologies in what you are reading? Explain.”
By the end of this course, students will:
Reading Strategies
2.1 identify and use the most appropriate reading comprehension strategies before, during, and after reading to understand texts (e.g., preview text; divide text into digestible sections; ask ques- tions while reading; reread to consolidate under- standing; make jot notes; sort and classify ideas using a concept map; summarize sections of text during reading; synthesize ideas to broaden understanding)
Teacher prompt: “What types of questions do you ask yourself to help monitor your reading?”
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