Page 78 - 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. 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
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 number of forms (e.g., write a scaffolded paragraph about familiar content-area information; create an autobiographical timeline; compose a short dialogue between two characters in a story; pre- pare a set of written instructions to carry out a simple science experiment; complete an adapted inventory of learning strategies)
Personal Purposes
1.2 write short texts to express ideas and feelings on personal and familiar topics using a num- ber of forms (e.g., compose short letters to friends and family members; write a poem modelled on a simple poem structure studied in class, such
as a haiku or diamante; write thoughts in a dialogue journal exchanged with the teacher or a classmate)
Community and Workplace Purposes
1.3 write short texts to communicate basic personal
information and ideas using a number of forms
(e.g., compose a“lost”or“found”advertisement; complete a survey on student music preferences or an application for a Social Insurance Number; compile a shopping list with an accompanying recipe for a favourite dish)
By the end of this course, students will:
Organizing Ideas
2.1 organize information relating to a central idea in a short paragraph with a topic sentence, supporting details, and a concluding sentence (e.g., follow a teacher think-aloud to write a paragraph about the variety of natural resources found in Canada; recount an event such as a school field trip using an introductory sentence, chronological order of events and details, and
a concluding sentence)
Teacher prompt: “What supporting details can you add to explain this topic sentence more?”
Linking Ideas
2.2 use connecting devices and transition words and phrases to link sentences and show rela- tionships between ideas and information (e.g., use“next”,“finally”to indicate sequence; use “similar to”,“different from”,“like”,“unlike”to compare and contrast; use“since”,“because of” to indicate cause and effect)
Teacher prompt: “What time-order (or tran- sition) words might help clarify (or show clearly) the sequence (or order) of events in your story?”
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