Page 184 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
reading strategies. Approaches used before, during, and after reading to figure out unfamiliar words, determine meaning, and increase understanding of a text. Examples include comprehension strategies and word-recognition strategies, including the use of cueing systems. Good readers use a combination of word-recognition and comprehension strategies, while maintaining a focus on developing and deepening their understanding of a text. See also comprehension strategies.
realia. Real-life objects and artefacts used to supplement teaching. They can provide effective visual scaffolds for English lan- guage learners. See also visual aid.
register. A style of language (e.g., formal, colloquial) appropriate to a specific audi- ence, purpose, or situation. Register is determined by the level of formality in a particular social setting, the relationship among the individuals involved in the communication, and the purpose of the interaction.
revising. The process of making changes to the content, structure, and wording of a draft to add or remove information, correct errors of fact, improve the organiza- tion of ideas, eliminate awkward phrasing, and generally ensure that the writing is clear and coherent. See also writing process.
rhythm. The pattern of sound created by the stressed syllables in a sentence.
scaffolding. Teacher support for student learning and performance that may include building on prior knowledge, modelling, questioning, feedback, provid- ing graphic organizers, and supplying
exemplars. Support is gradually withdrawn as students develop the ability to apply newly learned skills and knowledge independently.
scribing. Writing down verbatim the words dictated by a student.
sentence patterns. The characteristic grammatical structures or patterns of English that influence such things as word order and the use of prefixes, suffixes, prepositions, articles, and auxiliary verbs (e.g., to form questions and negatives:
Do you speak English?; I don’t eat hot dogs.).
sight words. Words that can be recognized or read as a whole unit without sounding them out letter by letter or syllable by syllable.
socio-cultural competence. The ability to function appropriately in a particular social or cultural context according to the rules and expectations for behaviour held by members of that social or cultural group.
standard Canadian English. Oral and written English that follows accepted rules and practices of grammar, usage, spelling, and punctuation and that is used across a broad spectrum of Canadian society (e.g., in government, educational, medical, legal, scientific, business, and media communications).
stress. Emphasis on specific syllables in a word or specific words in a sentence when speaking. Stress is an important component of pronunciation and con- tributes to meaning. See also intonation, rhythm.
student-teacher conference. A teacher’s planned dialogue with an individual stu- dent about the student’s learning. Confer- ences offer teachers opportunities to get to know their students’ strengths and the challenges they face in relation to specific learning expectations; to monitor their progress; and to plan future instruction based on individual identified needs and interests.
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