Page 151 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Spelling Strategies
3.2 use a number of spelling strategies to spell words accurately (e.g., apply rules for forming plurals, contractions, and possessives; follow rules for changing base words when adding common endings; pronounce the silent letters in words: knock; relate new words to known words with similar sounds; find familiar words within longer words; keep a personal spelling list; use computer spell-check software)
Teacher prompt: “What tells you that you need to double the final consonant before adding ‘ed’ to this word?”
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 use a number of pre-writing strategies to generate vocabulary and develop and organ- ize ideas for writing (e.g., generate ideas using collaborative concept webs; map out storyboards; write jot notes about a topic; complete Venn dia- grams to see relationships; conduct interviews and do background reading to expand knowledge of a topic)
Producing Drafts
4.2 produce draft pieces of writing using a num- ber of different strategies and models (e.g., teacher-prepared models; templates and student exemplars; graphic organizers)
Revising and Editing
4.3 revise, edit, and proofread drafts using a number of teacher-directed and independent strategies (e.g., discuss ideas, content, and organ- ization in peer and teacher conferences; reread for punctuation, clarity of ideas, appropriate verb tenses, and subject-verb agreement; confirm spelling using learner dictionaries; refer to check- lists of editing/proofreading tasks)
Publishing
4.4 use a number of elements of effective presen- tation to publish a final product (e.g., labelled diagrams; graphs; different fonts for headings and subheadings; proper paragraph form, includ- ing spacing and margins)
Metacognition
4.5 select and use a number of writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful (e.g., choose an appropriate graph- ic organizer to sort ideas for writing; identify pieces of writing that they think show their best work and explain the reasons for their choice)
Teacher prompt: “How does conferencing with the teacher and peers help to improve your writing?”
WRITING
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