Page 66 - 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. write in a variety of forms for different purposes and audiences;
2. organize ideas coherently in writing;
3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;
4. use the stages of the writing process.
1. Writing for Different Purposes 2. Organizing Ideas in Writing
3. Developing Accuracy in Writing
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Academic Purposes
1.1 write short texts to convey information and ideas for academic purposes using a few simple forms (e.g., create a group language- experience story about a tour of the school; write and sequence captions for a series of photographs of a class activity; compose a guided autobio- graphical narrative; complete a short cloze passage using a word bank; write an acrostic
or concrete poem following a model)
Personal Purposes
1.2 write short texts to express ideas and feelings on personal and familiar topics using a few simple forms (e.g., create greeting cards; write e-mail messages to classmates and e-pals; com- plete a summer school registration form; write
a simple postcard to a friend; write a brief tele- phone message or note; produce a journal entry following a model)
Community and Workplace Purposes
1.3 write short texts to communicate basic personal
information and ideas using a few simple forms
(e.g., fill in an application for a library card or transit pass; request brochures and information from online agencies; compile a personal“to-do” list for the first months at school; compose a thank-you note for a class visitor using sentence scaffolds)
By the end of this course, students will:
Organizing Ideas
2.1 organize information in chronological, sequen- tial, or spatial order in a scaffolded paragraph (e.g., write about daily routines and descriptions of home or classroom using a teacher-provided model; write travel directions or the procedure for opening a locker using sentence scaffolds)
Linking Ideas
2.2 use connecting devices and transition words and phrases to show simple chronological, sequential, spatial, and causal relationships (e.g., use simple connectives such as “and”, “then”,“after”to link ideas; use modifiers such as“beside”,“under”,“on the right side”to indicate spatial relationships; use“because”
to indicate cause and effect)
By the end of this course, students will:
Grammatical Structures
3.1 use correctly the grammatical structures and conventions of written English appropriate for this level (see the Language Reference Chart for ESL Level 1 on pages 68–69)
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