Page 138 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LSDUL nLeieverls12it,yOPpreenparation
1. write in a variety of forms for different purposes and audiences;
2. organize ideas coherently in writing;
3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;
4. use the stages of the writing process.
1. Writing for Different Purposes 2. Organizing Ideas in Writing
3. Developing Accuracy in Writing
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Academic Purposes
1.1 write short, simple texts to convey information and ideas for academic purposes using a num- ber of scaffolded forms (e.g., complete sentences in a cloze exercise; label a bar graph showing the results of a survey; complete a T-chart about the pros and cons of fast-food lunches; develop a word web to describe a character in a story)
Personal Purposes
1.2 write short texts to express ideas and feelings on personal and familiar topics using some simple forms (e.g., reminders in an agenda about appointments or significant dates; simple messages expressing thanks, congratulations,
or condolences; invitations; directions; simple telephone messages; simple e-mail messages; a“to-do”list; a postcard)
Community and Workplace Purposes
1.3 write short texts to communicate basic infor- mation for official and personal purposes using some simple forms (e.g., simple job-
application and medical-information forms, cheques, bank withdrawal and deposit forms, a labelled map of the neighbourhood, a list of community involvement activities, an applica- tion form for a Social Insurance Number)
By the end of this course, students will:
Organizing Ideas
2.1 organize a series of linked sentences chrono- logically, sequentially, or spatially to develop a central idea (e.g., follow the model of a teacher think-aloud to write a description of a favourite activity, person, or place; use a graphic organizer to identify and order main ideas and supporting details on a topic)
Linking Ideas
2.2 use some different types of transition words and phrases to show relationships between ideas and information (e.g., first, next, and, but, so, because)
By the end of this course, students will:
Grammatical Structures
3.1 use correctly the grammatical structures and print conventions of written English appro- priate for this level (see the Language Reference Chart for ELD Level 2 on pages 140–141)
Teacher prompt: “Did this happen in the past? What verb form should you use to show it happened in the past?”
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