Page 89 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Text Features
2.2 identify specific features and/or sections
of content-area texts and use them to locate information and aid comprehension (e.g., headings and subheadings, margin notes, side- bars, chapter summaries, illustrated figures, tables and charts, tables of contents, indexes, glossaries, appendices, menus, task/toolbars, hyperlinks)
Teacher prompt: “What features in this text- book help you to locate information?”
Connecting Devices
2.3 identify a number of connecting devices and transition words and phrases that are used to show relationships among ideas in texts (e.g., sequence, comparison, cause and effect)
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 3 on pages 92–93)
3. Developing Vocabulary
By the end of this course, students will:
Vocabulary Building Strategies
3.1 use a variety of vocabulary acquisition strat- egies to build vocabulary (e.g., maintain a word study journal; use memory and visualization strat- egies to learn new words; construct a semantic web; as a class, compile a multilingual glossary
of content-area terms; use knowledge of cognates to deduce the meaning of unfamiliar words)
Word Recognition Strategies
3.2 use knowledge of patterns of word structure and derivation to determine the meaning of unfamiliar words (e.g., recognize how suffixes differentiate parts of speech [origin/original/ originate]; infer meaning from word order in
a sentence)
Teacher prompt: “What information does the suffix on this word give you? How can you use this information to predict the meaning of the word?”
Use of Resources
3.2 use a variety of resources to determine and/or confirm the meaning of unfamiliar words (e.g., refer to an electronic or online bilingual dictionary; consult a dictionary for English language learners; use a classroom word wall to study how prefixes and suffixes extend word families; collaborate with a group to learn unfamiliar vocabulary)
4. Developing Research Skills
By the end of this course, students will:
Locating Information
4.1 locate information on classroom topics from appropriate research materials selected in consultation with the teacher-librarian, and acknowledge their sources (e.g., use encyclo- paedias and other informational texts to research contributions of Aboriginal and immigrant groups to Canadian society; use online databases to gather information about postsecondary career pathways)
Extracting and Organizing Information
4.2 extract information from a variety of sources and organize it using appropriate outlines and graphic organizers (e.g., read a short text and complete a pie graph showing the contribu- tions of various industries to Canada’s GNP; complete a Venn diagram showing the similari- ties and differences between two folk tales from different cultures)
Critical Thinking
4.3 identify sources of information used and evaluate them for reliability and point of view (e.g., online newspapers, community organization publications, personal Internet blogs, free local tabloids, school- and public-library websites)
READING
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English as a Second Language
ESLCO