Page 158 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls4it,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 variety of increasingly complex texts (e.g., myths and legends, short stories, brochures, news reports, graphic novels, charts and tables)
Demonstrating Understanding
1.2 demonstrate an understanding of more com- plex texts in a variety of ways (e.g., complete a graphic organizer showing the causes and effects of an event described in an informational text; explain the motivations of a character in a story; distinguish between main ideas and supporting details in a report)
Responding to and Evaluating Texts
1.3 respond to a variety of adapted and authentic texts selected for study and pleasure (e.g., cre- ate a stop-motion animation film using models based on a myth or legend studied in class; write short book reports; relate specific passages or events in a story to their own experiences)
Teacher prompt: “Do you think this text about space exploration covered the topic well? Why or why not?”
Text Forms
1.4 identify the characteristics of a variety of text forms and explain how they help to commu- nicate meaning (e.g., descriptions in course calendars help with course selection; print and visual elements work together to convey a mes- sage in graphic texts and novels; the personal
perspective of a historical journal narrative helps the reader understand how historical events affected individual people)
Literary Elements
1.5 identify a variety of literary elements in short stories, novels, and poems, and describe their function (e.g., simile, metaphor, personification, foreshadowing)
By the end of this course, students will:
Reading Strategies
2.1 apply a variety of appropriate reading strat- egies to:
• familiarize themselves with texts before they read them (e.g., predict content by par- ticipating in a think-pair-share; collaborate to generate a list of questions about the topic; use information from visuals to make predictions about a text)
• understand texts while they are reading them (e.g., reread or read on to confirm or adjust predictions; skim and scan for main ideas and supporting details; complete graphic organizers; monitor understanding of a text in groups; look up words in learner dictionaries)
• confirm understanding of texts after they have read them (e.g., participate in a class discussion; record reactions in a reading log; discuss questions about a text with a reading partner)
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