Page 127 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

letter correspondence), and use a few pre- writing strategies to generate vocabulary and develop and organize ideas for writing (e.g., activate prior knowledge about a topic through brainstorming and read-alouds; use visuals and manipulatives, and view non-narrative films to generate ideas; gather information from field trips or shared classroom experiences)
Producing Drafts
4.2 produce draft pieces of writing using vocabu- lary and ideas from pre-writing activities, with teacher direction and modelling (e.g., scaffolded sentences for journal writing, modelled captions, greeting-card templates)
Revising and Editing
4.3 revise, edit, and proofread drafts, with teacher direction and modelling (e.g., use a pocket chart to reorder words to improve clarity; discuss word choice and add words from a class word wall; use a simple checklist in conference with the teacher)
Publishing
4.4 use a few simple elements of effective presen- tation to publish a final product (e.g., legible printing or handwriting; text centred within a border; appropriate margins and spacing; centred title; mounted pictures and photographs; different font sizes and colours)
Metacognition
4.5 identify and use a few writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful, with teacher support (e.g., respond to teacher prompts during a writing conference)
Teacher prompt: “How did you get the idea for your caption?”
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
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English Literacy Development
ELDAO