Page 79 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

3. Developing Accuracy in Writing
Producing Drafts
4.2 produce draft pieces of writing using a model or template (e.g., a teacher-prepared model; student exemplars; a template for a paragraph, letter, or dialogue)
Revising and Editing
4.3 revise, edit, and proofread drafts using a number of teacher-directed and independent strategies (e.g., use a teacher-prepared editing checklist; participate in a peer-editing conference; reread, add, and reorder information to improve organization)
Publishing
4.4 use a number of different elements of effective presentation to publish a final product (e.g.,
a cover page, different font sizes for titles and headings, labelled diagrams, illustrations, photographs, borders)
Metacognition
4.5 identify and use a number of writing strate- gies before, during, and after writing, and reflect after writing on those they found most helpful (e.g., use a writer’s notebook to keep track of new and interesting words and ideas for writing)
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 2 on pages 80–81)
Spelling Strategies
3.2 use a number of spelling strategies to spell words accurately (e.g., spell common words from personal lists and word walls; apply rules for forming plurals to unfamiliar nouns; follow rules for changing base words when adding common endings; apply knowledge of common prefixes, suffixes, and word families to help spell new words; refer to bilingual dictionaries and electronic spell checkers)
Teacher prompt: “What clues tell you that you need to double the final consonant before adding ‘-ing’ to this verb?”
4. Using the Writing Process
By the end of this course, students will:
Using Pre-writing Strategies
4.1 use a number of pre-writing strategies to gen- erate vocabulary and develop and organize ideas for writing (e.g., construct a concept web to explore the scope of a topic; use graphic organ- izers such as timelines and charts to sort and classify information; participate in partner and group discussions and use guiding questions to develop ideas)
WRITING
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English as a Second Language
ESLBO