Page 148 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls3it,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 number of adapted texts and simple authentic texts (e.g., short stories from diverse cultures, poems, short novels, letters, memos, and a variety of electronic texts)
Demonstrating Understanding
1.2 demonstrate an understanding of adapted and simple authentic texts in a number of ways (e.g., present role-plays; summarize key points; compose an alternative ending to a work of fiction; use a Venn diagram to record similar- ities and differences)
Responding to and Evaluating Texts
1.3 respond to adapted and simple authentic texts, with minimal support (e.g., participate in an informal class discussion about a text; complete a reader’s response journal; participate in a role- play dramatizing the resolution of a conflict in
a text; identify the main ideas and supporting details in a text)
Text Forms
1.4 identify the characteristics of a number of text
forms (e.g., columns and rows in charts and tables, abbreviations in recipes, numbered steps in instruc- tions and procedures, frames with dialogue in comics, a simple W-5 format in newspaper arti- cles, quotation marks for dialogue in a narrative)
Literary Elements
1.5 identify a number of literary elements in short stories, poems, and simple novels (e.g., the theme of a story, turning points in the plot of a short story or novel, words that create mood or describe character traits)
By the end of this course, students will:
Reading Strategies
2.1 apply a number of appropriate reading strat- egies to:
•
familiarize themselves with texts before they read them (e.g., brainstorm with a part- ner to predict content; ask questions about
illustrations, photographs, and graphic organ- izers; activate prior knowledge of a topic through a concept web; preview key vocabu- lary using picture dictionaries and other materials related to the topic of the text)
•
understand texts while they are reading them (e.g., reread with a partner or read on; identify common prefixes, suffixes, and roots;
chunk information and distinguish between main ideas and supporting details; pose ques- tions to clarify meaning; highlight key words and make jot notes; use contextual clues such as signal words and phrases; look up unfami- liar words in learner dictionaries)
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