Page 113 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Text Features
2.2 identify different features of texts and explain how they help readers understand the text (e.g., charts, graphs, and tables in subject-area text; preface or foreword; prologues and epilogues in novels; sidebars and illustrations in magazine articles; website taskbars and hyperlinks; refer- ence lists / works cited)
Connecting Devices
2.3 identify a wide variety of connecting devices and transition words and phrases, and explain how they express relationships among ideas in texts (e.g.,“that is”,“i.e.”for definition or explanation;“for example”,“e.g.”for illustration; “first ... next”for sequence;“in short”for sum- mary;“by contrast”for comparison and contrast; “as a result”for cause and effect;“possibly”for hypothesis)
Grammatical Structures
2.4 demonstrate an understanding of the gram- matical structures of English used in texts appropriate for this level (see the Language Reference Chart for ESL Level 5 on pages 116–117)
3. Developing Vocabulary
By the end of this course, students will:
Vocabulary Building Strategies
3.1 use a wide variety of vocabulary acquisition strategies to enrich and extend vocabulary (e.g., infer meaning from context; use mental imagery to memorize words; keep a vocabulary journal of word associations and contexts in which a word is heard or read; use word webs to heighten awareness of relationships among words and nuances of meaning that affect word choice)
Word Recognition Strategies
3.2 use knowledge of a wide variety of patterns of word structure and derivation to determine the meaning of unfamiliar words (e.g., relate unfamiliar words to cognates or word families; apply knowledge of prefixes, suffixes, and root
words; interpret syntactic clues such as word order and part of speech; use knowledge of Latin and Greek roots to comprehend words [octagon, centimetre])
Use of Resources
3.3 use a wide variety of resources, including glossaries, available technology, thesauri, and specialized dictionaries, to determine and/or confirm the part of speech, etymology, and pronunciation of words and their precise meaning in different contexts (e.g., use a dic- tionary to confirm or correct deductions about word meanings based on contextual clues)
Teacher prompt: “Explain how you used a dictionary to understand an unfamiliar use of a familiar word.”
4. Developing Research Skills
By the end of this course, students will:
Locating Information
4.1 locate information from a wide variety of print and electronic sources (e.g., non-fiction books, newspaper and magazine articles, Internet sites, statistics, research reports), and use it to answer student-generated research questions, acknow- ledging sources of information, ideas, and quotations in an approved reference list style (e.g., MLA or APA)
Extracting and Organizing Information
4.2 extract information for an independent research project from a wide variety of sources, and organize it using a variety of graphic organiz- ers (e.g., complete a chart comparing the lifestyles of Aboriginal people living in First Nation communities and urban environments)
Critical Thinking
4.3 compare, synthesize, and evaluate the infor- mation gathered from a variety of sources for an independent research project
Teacher prompt: “How does the author’s treatment of this topic compare with treat- ments of the topic in other sources?”
READING
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English as a Second Language
ESLEO