Page 139 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Spelling Strategies
3.2 use some spelling strategies to spell words accurately (e.g., consult word walls, personal word lists, and learner dictionaries; refer to class- created word webs; apply rules for forming plu- rals to nouns; segment words to identify and record sound-symbol correspondences; identify rhyming patterns; use computer spell-check software)
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 use some pre-writing strategies to generate vocabulary and develop and organize ideas for writing (e.g., brainstorm to gather ideas about topics for writing; draw or sketch to clarify thinking; consult the teacher-librarian for resource materials; formulate “wh” questions; scan news- papers and magazines for information and ideas; use T-charts to sort and classify information)
Producing Drafts
4.2 produce draft pieces of writing following models provided by the teacher (e.g., sentence starters, cloze passages, a teacher think-aloud, student exemplars)
Revising and Editing
4.3 revise, edit, and proofread drafts using some teacher-directed strategies (e.g., discuss ideas and content in conferences with the teacher; use checklists; consult picture dictionaries, class charts, and word walls during editing)
Publishing
4.4 use some different elements of effective pres- entation to publish a final product (e.g., a cover page, titles and headings, drawings and maps, imported images, charts and illustrations, different font sizes and colours)
Metacognition
4.5 identify and use some different writing strat- egies before, during, and after writing, and reflect after writing on the strategies they found most helpful, with teacher support (e.g., use word walls, class charts, and a teacher think-aloud to develop ideas for writing)
Teacher prompt: “How does the word wall help you while you are writing?”
WRITING
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English Literacy Development
ELDBO