Page 76 - 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 2 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 number of different types of literary, informational, and graphic texts designed or adapted for English language learners (e.g., folk tales from diverse cultures; letters; informa- tional books and series; materials with graphs, tables, and charts; levelled readers; poetry)
Demonstrating Understanding
1.2 demonstrate an understanding of a number of different types of adapted texts in a variety of ways (e.g., sequence events in a story; participate in teacher-led discussions about texts; retell con- tent; complete a cloze passage; state the main idea of a short, adapted text containing familiar vocabulary and content)
Responding to and Evaluating Texts
1.3 respond to simplified or adapted texts in a variety of ways (e.g., explain why they like a particular book; participate in an informal class discussion about a text; compose an“in-role” diary based on a story character; explain how
a text relates to their personal experience)
Text Forms
1.4 identify the characteristics of a number of different text forms (e.g., salutation and closing in a personal letter, sequence of information in
a classified advertisement, the “five W’s” format of a simple newspaper article, dialogue in a narrative)
Teacher prompt: “What are some characteris- tics of a newspaper article? What are some of the differences between this newspaper article and an article in your first language?”
Literary Elements
1.5 identify a number of literary elements in short prose, poems, and dialogues (e.g., evocative descriptions of setting, adjectives that create a mood or describe character traits, the syllable patterns of a haiku)
Teacher prompt: “Which words in the first paragraph tell you that this is a sad story?”
By the end of this course, students will:
Reading Strategies
2.1 use a number of reading comprehension stra- tegies before, during, and after reading to understand texts (e.g., activate prior knowledge through a concept web; preview visually support- ed text; use graphophonic cues to construct mean- ing; guess meanings of unfamiliar words using context clues)
Text Features
2.2 identify specific features of adapted texts and use them to locate and extract information (e.g., table of contents, index, glossary, tables, charts, diagrams, maps, headlines, title page, icons, text box)
Teacher prompt: “What is the purpose of the coloured box on page ___?”
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