Page 77 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Connecting Devices
2.3 identify some common connecting devices and transition words and phrases that are used to show relationships among ideas in adapted texts (e.g., first, second, finally; since; similar to, different from)
Grammatical Structures
2.4 demonstrate an understanding of the gram- matical structures of English used in texts appropriate for this level (see the Language Reference Chart for ESL Level 2 on pages 80–81)
3. Developing Vocabulary
By the end of this course, students will:
Vocabulary Building Strategies
3.1 use a number of vocabulary acquisition stra- tegies to build vocabulary (e.g., use context clues to infer meaning; use word order in a sen- tence to help determine meaning; find a synonym for an unfamiliar word; create a notebook of vocabulary related to various subject areas such as mathematics or a branch of technological studies)
Word Recognition Strategies
3.2 use knowledge of patterns of word structure to determine the meaning of unfamiliar words (e.g., a familiar word within a compound word, common prefixes and suffixes, word families)
Teacher prompt: “What English word do you see inside this larger word? How does know- ing the meaning of the smaller word help you to figure out the meaning of this new word?”
Use of Resources
3.3 use a number of different resources to deter- mine and/or confirm the meaning of unfamil- iar words (e.g., refer to personal word banks or notebooks and learner and bilingual dictionaries; do word category sorts from classroom word walls; check meaning with a partner)
4. Developing Research Skills
By the end of this course, students will:
Locating Information
4.1 locate information for a variety of purposes in simplified or adapted informational and graphic texts selected in collaboration with the teacher-librarian (e.g., abridged or modified versions of science and geography series, online databases, first-language sources)
Extracting and Organizing Information
4.2 extract information from informational and graphic texts designed or adapted for English language learners, and organize it using a graphic organizer (e.g., complete a T-chart of Canadian political parties and their leaders; label a diagram of the food chain)
Critical Thinking
4.3 compare information from a number of sources on a topic for a classroom research assignment (e.g., print and electronic magazines; newspapers; television and radio broadcasts; a range of media for different cultural groups; general and subject-specific encyclopaedias)
READING
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English as a Second Language
ESLBO