Page 181 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

fishbone map. A graphic organizer that uses framing questions to show the causal relationships involved in a complex event. Framing questions might include: “What are the factors that cause X? How do they relate to one another?”
flow chart. A diagram showing a sequence of events, actions, or steps in a process (e.g., the sequence of events in a short story).
forms of informational texts. Examples include: textbook, report, essay, theatre or concert program, book review, editorial, newspaper or magazine article, television or radio script, letter (business or personal), invitation, manual, biography, résumé, brochure, reference book, encyclopaedia.
forms of literary texts. Examples include: story, short story, myth, legend, folk tale, poem, ballad, novel, play, script, picture book, graphic novel.
forms of media texts. Examples include: advertisement, e-mail, film, video, DVD, stop-motion animation film, clothing, athletic wear, food packaging, newspaper, magazine, brochure, movie trailer, edito- rial, song, sports program, documentary, travelogue, television commercial, cartoon, web page, interactive software, database, blog.
forms of writing. Examples include: story or other narrative piece, anecdote, com- mentary, critical review, description, instructions or procedures, recount (per- sonal or informational), transcription of an interview, announcement, argument, position paper, essay, research report, television or radio script, editorial, speech, letter, minutes of a meeting, notes, jottings, poem, song text, dialogue, label, supported opinion, summary, cartoon caption, log, diary, memoir, journal, riddle, script for
a commercial, advertisement, list, survey, word web, chart.
four corners activity. An activity in which students are asked to respond to a strong or controversial statement. The four corners of the room are labelled with four points of view (e.g., “Agree”, “Disagree”, “Strongly Agree”, “Strongly Disagree”). Students are asked to go to the corner of the room that corresponds to their opinion of or reaction to the statement. Students are given time to talk and to prepare a case to persuade their classmates to join their corner. They choose a spokesperson to explain their reason for choosing that corner. Time may be given after the four presentations for questioning or challeng- ing other groups. Students are then asked to move to a new corner if they were swayed by another group’s presentation.
graded reader. Books that are graded by vocabulary level and complexity of sen- tence structure (e.g., a graded reader at the level of the 1,000 most common words in English).
graphic organizer. A visual framework (e.g., a flow chart, a Venn diagram, a word web) that helps students organize, analyse, synthesize, and assess informa- tion and ideas. Sometimes referred to as a “key visual”. See also concept map, flow chart, fishbone map, T-chart, Venn diagram, word web.
graphophonics. The study of the relation- ships between the symbols and sounds of a language and the visual information on the page.
guided reading. A reading process in which the teacher guides students through a text, using a series of structured activities before, during, and after reading.
higher-order thinking. The process of mentally manipulating and transforming information and ideas in order to solve problems, acquire understanding, and discover new meaning. Higher-order
GLOSSARY
179