Page 182 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
thinking skills include: focusing, informa- tion gathering, combining facts and ideas, organizing, analysing, synthesizing, generalizing, integrating, explaining, hypothesizing, interpreting, evaluating, drawing conclusions.
idiom. A group of words that, through usage, has taken on a special meaning different from the literal meaning (e.g., “A new magazine hit the newsstands.” or “She’s dancing up a storm.”)
inclusive language. Language that is equi- table in its reference to people, thereby avoiding stereotypes and discriminatory assumptions (e.g., fire fighter includes both males and females, whereas fireman refers only to males).
intonation. The rise and fall of the pitch of the voice in speaking. Intonation is used to communicate information addi- tional to the meaning conveyed by words alone (e.g., a rising intonation at the end of a sentence indicates a question).
jigsaw activity. A collaborative learning activity in which individuals or groups of students read or listen to specific sections of a text and then come together to share their information.
K-W-L. A learning activity that helps stu- dents draw on background knowledge before reading and focus on and retain specific information during and after reading. Prior to reading about a topic, with teacher assistance, students identify what they know about the topic and what they want to know and record the informa- tion in the first two columns of a chart. After reading about the topic, students
record what they learned in the third column of the chart.
language-experience approach. A method of promoting reading in which the teacher begins with the experiences the students
bring to class (or have together) and then works with the students to compose stories in the students’ own words. The stories may then be used in a variety of ways to develop reading and oral skills.
language-learning strategies. Strategies that learners use to assist in the acquisition of a second language. Examples include: memorizing, visualizing, organizing and classifying vocabulary, monitoring speech, seeking opportunities to practise.
learner dictionary. A dictionary produced specifically for second-language learners, containing extra features such as illustra- tive sentences and information about the grammatical features and language styles associated with specific words.
learning strategies. Planned methods or techniques for facilitating and enhancing learning (e.g., memorization techniques for assimilating material; cognitive tech- niques for making purposeful associations among ideas; social techniques for inter- acting with peers).
learning log. A journal in which students reflect on their learning, and on the strate- gies and skills that help them learn in particular situations.
literary device. A particular pattern of words, a figure of speech, or a technique used in literature to produce a specific effect. Examples include: rhyme, analogy, comparison, contrast, irony, foreshadowing, allusion, simile, metaphor, personification, hyperbole, symbolism.
literature circle. A book discussion format designed to promote reading. In a literature circle, students independently read the same book (or different titles by the same author or books with a common theme) and then come together to discuss ele- ments of the book(s).
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