Page 124 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls1it,yOPpreenparation
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 few different types of simple texts, with teacher support (e.g., traffic signs, grocery-store flyers, calendars, environmental print, class- generated language-experience stories, rhymes, pattern books)
Demonstrating Understanding
1.2 demonstrate an understanding of a few types of simple texts, with teacher support (e.g., sequence pictures to accompany a story; identify words or phrases; construct models for a diorama)
Responding to and Evaluating Texts
1.3 respond to simple texts in highly supported contexts (e.g., express personal preferences about characters; make a collage of favourite foods; cre- ate a word bank of vocabulary from a website)
Teacher prompt: “How is this book like the one we read together last week? How is it different?”
Text Forms
1.4 identify some characteristics of a few simple
text forms (e.g., signs and symbols in the school and community: stop signs,“school zone”signs, pedestrian crosswalk signs; telephone and address listings: alphabetical order by surname; calendars: rows and columns; captions for pictures; product labels: expiry date, bar code; lists: numbers or bullets; weather reports: symbols for snow, rain, clouds, sun)
Literary Elements
1.5 identify a few basic literary elements in short prose texts and simple poems on familiar top- ics (e.g., identify rhyming words in jazz chants, songs, raps, and pattern books; demonstrate understanding of narrative organization [begin- ning, middle, and end] by sequencing pictures; demonstrate understanding of story settings by building models or drawing pictures)
By the end of this course, students will:
Reading Strategies
2.1 demonstrate understanding of reading- readiness concepts (e.g., recognize the direction- ality of English print; identify the letters of the Roman alphabet in printed texts; demonstrate understanding of basic sound-letter correspon- dences; interpret pictures and use picture clues
to aid comprehension), and apply a few appropriate reading strategies to:
• familiarize themselves with texts before they read them (e.g., activate and build on prior knowledge using pictures, other visual supports, and teacher cues; preview key vocab- ulary and contribute to word walls; predict meaning using pictorial clues and create ques- tions as a class)
• understand texts while they are reading them (e.g., apply sight recognition of high- frequency words; look at images and photo- graphs to clarify meaning; track words during a teacher read-aloud)
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