Page 168 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Grade 11E,LDUnLieverls5it,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 wide variety of increasingly complex texts (e.g., novels, magazine articles, manuals, online and print encyclopaedias, textbook excerpts, informational books on a range of topics)
Demonstrating Understanding
1.2 demonstrate an understanding of complex texts in a wide variety of ways (e.g., follow a series of instructions to set up a DVD player; summarize a report about the impact of human activity on aquatic systems; describe how they would“counsel”a character in a novel)
Responding to and Evaluating Texts
1.3 respond to more complex texts in a variety of ways (e.g., identify what is fact and what is opinion in newspaper, online, or magazine arti- cles; explain what they would change in an author’s treatment of a particular topic; identify a favourite passage in a text and explain what they like about it)
Text Forms
1.4 analyse a wide variety of text forms to iden-
tify key characteristics, and explain how they help to communicate meaning (e.g., illustrations in a“how-to”manual help clarify instructions; captions in photo essays clarify or highlight the message of the pictures; numbered points in an overview or summary identify key information)
Teacher prompt: “How does the organization- al pattern in this manual make it easy for you to locate the information you need?”
Literary Elements
1.5 identify a wide variety of literary elements in short stories, novels, and poems, and explain how they help convey the author’s meaning (e.g., explain why they think an author uses a first-person or a third-person narrator; explain how setting, plot, and character help illustrate the theme in a short story)
By the end of this course, students will:
Reading Strategies
2.1 apply a wide variety of appropriate reading strategies to:
• familiarize themselves with texts before they read them (e.g., independently generate a list of questions about the topic; brainstorm the topic with a partner to activate prior knowledge; pre- view text features to understand organization)
• understand texts while they are reading them
(e.g., interpret context clues; use visualization to clarify details of characters, scenes, or concepts; monitor understanding by identifying and restating the main idea and supporting details; summarize sections of text during reading; make inferences about a character’s motivation)
• confirm and extend understanding of texts after they have read them (e.g., do further research to deepen understanding of a topic; identify bias; participate in school reading clubs)
Teacher prompt: “What questions do you ask yourself after reading to check whether you have understood?”
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