Page 67 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Spelling Strategies
3.2 use some simple spelling strategies to spell words accurately (e.g., consult class word walls and personal word lists of high-frequency words; employ common and predictable English sound- symbol relationships and spelling patterns)
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 use a few pre-writing strategies to generate vocabulary and develop and organize ideas for writing (e.g., brainstorm and record ideas on a topic; view non-narrative films and visuals for information; use their first language to generate ideas; draw or sketch to formulate thoughts)
Teacher prompt: “How does jotting (or writ- ing) down ideas in your first language help you to prepare (or get ready) for writing?”
Producing Drafts
4.2 produce draft pieces of writing, following a model provided by the teacher (e.g., sentence frames; a model paragraph; a cloze paragraph; a scaffolded paragraph)
Revising and Editing
4.3 revise, edit, and proofread drafts, using teacher- directed strategies (e.g., use a teacher-prepared checklist; participate in a teacher-student conference)
Publishing
4.4 use a few elements of effective presentation to publish a final product (e.g., legible printing and cursive writing, titles, margins, spacing, drawings, captions, simple labels, different font sizes and colours to attract the eye)
Metacognition
4.5 identify and use a few writing strategies before, during, and after writing, and reflect after writing on the strategies they found most helpful (e.g., respond to teacher prompts during a writing conference; use a vocabulary list for quickly referring to new words)
Teacher prompt: “How did our conference (or meeting, talk) help you with your writing?”
WRITING
65
English as a Second Language
ESLAO