Page 88 - 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 3 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 variety of adapted and authentic fiction- al, informational, and graphic texts (e.g., myths and legends from diverse cultures, readers for a specific level, short stories, short novels, poetry, newspaper articles, brochures, textbook excerpts, informational web pages)
Demonstrating Understanding
1.2 demonstrate an understanding of adapted and authentic texts in a variety of ways (e.g., complete an outline of an article through a jig- saw reading group process; complete a graphic organizer showing the causes and effects of an event described in a literary or informational text; maintain a learning log while reading a text)
Teacher prompt: “What strategies did you use (or what did you do) during the jigsaw reading activity to make sure that everyone in your home group understood the entire article?”
Responding to and Evaluating Texts
1.3 respond to adapted and authentic texts in a variety of ways (e.g., identify and discuss story elements in a literature study circle; write short book reports; discuss personal connections with specific passages or events in a story or book)
Teacher prompt: “Why do you think the main character in the story made that decision?”
Text Forms
1.4 identify the characteristics of a variety of text forms (e.g., salutations and closings in personal and business letters; short forms in e-mail com- munications; plot and character development in short stories and novels)
Teacher prompt: “Give some examples of short forms or graphics you would use in an e-mail. Write an e-mail to a partner using some of these examples.”
Literary Elements
1.5 identify a variety of literary or stylistic devices in short stories, poems, and novels, and describe their function (e.g., simile, metaphor, personification, foreshadowing)
By the end of this course, students will:
Reading Strategies
2.1 use a variety of reading comprehension strat- egies before, during, and after reading to understand texts (e.g., activate prior knowledge with a K-W-L chart or anticipation guide; scan text for specific information; make predictions based on knowledge of similar texts; identify important ideas to remember)
Teacher prompt: “What else can you do if reading on or rereading does not clarify the meaning?”
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