Page 115 - 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 wide variety of strategies and models (e.g., teacher- provided models and exemplars; research notes)
Revising and Editing
4.3 revise, edit, and proofread drafts using a wide variety of strategies (e.g., incorporate peer con- ference feedback to achieve a more effective or logical progression of ideas; use checklists to edit for accurate use of grammar and conventions; review successive drafts to verify or reconsider earlier decisions; self-evaluate to determine next steps in writing)
Teacher prompt: “Does your opening sentence engage (catch) the interest of your audience?”
Publishing
4.4 select and use the elements of effective pre- sentation most appropriate for the purpose to publish a final product (e.g., different fonts and colours to distinguish titles, headings, and sub- headings; a detailed table of contents for a port- folio or major project; imported Internet images to add interest or clarify information; text boxes to emphasize facts or ideas)
Metacognition
4.5 identify and use the most appropriate writing strategies for the purpose before, during, and after writing, and reflect after writing on the strategies they found most helpful (e.g., pro- duce a plan for carrying out a research project; use a thesaurus to vary vocabulary and achieve precise expression)
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 5 on pages 116–117)
Spelling Strategies
3.2 select and use the spelling strategies and resources most appropriate for the task to spell words accurately (e.g., prepare and use webs of root words and related forms as a guide to spell subject-specific terms; visualize spellings; maintain a spelling journal for difficult words; confirm spellings using a variety of print and electronic resources)
Teacher prompt: “What strategies do you use to learn and remember the spelling of new or difficult words in English? Do you use these or other strategies in your first language?”
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 select and use the pre-writing strategies most appropriate for the purpose to generate vo- cabulary and develop and organize ideas for writing (e.g., activate prior knowledge through peer and group interaction; organize ideas using graphic organizers suited to the structure of the piece of writing; make jot notes about background reading)
WRITING
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English as a Second Language
ESLEO