Page 136 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls2it,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 some different types of simple texts, with teacher support (e.g., group language-experience stories, readers for a specific level, simple poems, labels, advertisements, e-mail messages, simple maps, posters)
Demonstrating Understanding
1.2 demonstrate an understanding of some types of simple texts, with teacher support (e.g., comment on words, expressions, and ideas in a text; create illustrations or storyboards to accom- pany a text; complete a graphic organizer; pre- pare a word collage of key words from a text)
Responding to and Evaluating Texts
1.3 respond to adapted texts, with teacher sup- port (e.g., complete a reading log; create a poster or book jacket to reflect some aspect of a text; present a tableau depicting a key scene in a text)
Teacher prompt: “Tell me about your favour- ite part of the story. What did you like/not like about the story?”
Text Forms
1.4 identify the characteristics of some simple text forms (e.g., maps: labels, different colours for land and water; bus schedules: dates, times, destinations; personal letters and e-mails: saluta- tions and closings; simple poems: rhythm, end- of-line rhymes; menus: grouping of different types of food, such as salads, drinks, desserts)
Literary Elements
1.5 identify some common literary elements in short prose texts and poems (e.g., repetition and rhyme in simple poems, descriptive words and expressions in a story, conflict between characters in a story)
Teacher prompt: “What words in the text helped you make a picture in your mind?”
By the end of this course, students will:
Reading Strategies
2.1 apply some appropriate reading strategies to:
• familiarize themselves with texts before they read them (e.g., complete a K-W-L chart with the class; predict content from visual cues, title, and organizational features; complete an anticipation guide; preview key vocabulary on a word wall)
• understand texts while they are reading them (e.g., use think-aloud as modelled by the teacher; ask questions to confirm meaning; use graphic organizers and visuals to aid compre- hension; use knowledge of familiar grammati- cal structures and punctuation to determine meaning; look up unfamiliar words in picture and learner dictionaries)
• confirm understanding of texts after they have read them (e.g., connect themes or scenes to personal experience in class discussions; complete cloze activities; depict plot events or characters through drawing; complete the remaining portions of a K-W-L chart)
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