Page 64 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

G r a d e 1 1 E , S UL n L e i v v e e r l s 1 i t , y O P p r e e n p a r a t i o n
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 few different types of simple texts designed or adapted for English language learners (e.g., written instructions, group language-experience stories, simple personal information forms, brief information paragraphs, levelled readers)
Demonstrating Understanding
1.2 demonstrate an understanding of simple texts in a variety of ways (e.g., follow a recipe; parti- cipate in a group retell activity; order words or sentence strips in a pocket chart; match Canada’s provinces and territories with their capital cities)
Responding to and Evaluating Texts
1.3 respond to simple texts created or adapted
for English language learners (e.g., create a pictorial representation of a story; write a journal entry about a text; take part in a dramatic tableau or an enactment of a text in reader’s theatre)
Text Forms
1.4 identify the characteristics of some simple
text forms (e.g., instructions: numbered steps; telephone and address listings: alphabetical order by surname; timetables: date, name of activity; product labels: expiry date, bar code; checklists: columns and rows; greeting cards: identification of purpose, such as“birthday”,“thank you”; simple poems: line breaks, end-of-line rhymes)
Literary Elements
1.5 identify some simple literary elements in short prose texts and simple poems on fami- liar topics (e.g., rhyming words, descriptive adjectives, repeated words)
Teacher prompt: “What words do you see repeated (or used again and again or used more than one time) in this poem? Why do you think the author repeated those words?”
By the end of this course, students will:
Reading Strategies
2.1 use a few reading comprehension strategies before, during, and after reading to under- stand texts (e.g., preview vocabulary; create key questions as a class before reading; brainstorm and relate prior knowledge and experiences to topics in texts; apply sight recognition and pho- netic decoding to read words and sentences; use pictorial clues to predict meaning; reread key words to clarify meaning)
Teacher prompt: “How does the picture help you to understand or guess what the para- graph (or written text) will be about?”
Text Features
2.2 identify some features of simple texts that help convey meaning (e.g., titles, headlines, illustrations and photographs, captions and labels, charts, graphs, symbols, page numbers, table of contents)
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