Course Overview

Literacy Skills: Reading and Writing, Grade 11, Open

Identifying Information

Course Title: Literacy Skills: Reading and Writing

Grade: 11

Type: Open

Ministry Course Code: ELS30

Credit Value: 1.0

Description/Rationale

This course emphasizes the strengthening of essential reading and writing skills. Students read short plays, short stories, novels, poems, and newspaper and magazine articles and opinion pieces, with particular attention to locating important information, identifying main ideas and supporting details, extending personal knowledge, responding imaginatively, and using specific strategies to expand vocabulary. An important focus will be on writing clear, accurate, and coherent narratives, summaries, reports, letters, and short essays, using correct grammar, punctuation, and spelling.

Unit Titles (Time + Sequence)

These units have been developed to move students through a progression of reading and writing skills. It is essential to begin with Unit 1 which focusses on both diagnostic activities to reveal students’ strengths and needs, and goal setting so that students are empowered with a sense of personal direction and capability. The succeeding units provide opportunities for students to practise and strengthen their reading skills with a variety of informational and literary text forms, and to reinforce their knowledge of the writing process and writing forms through interesting, diverse tasks. The units have been designed so that students gain recursive practice with the essential reading and writing skills while adding to their repertoire in each unit.

Unit 1	Where am I?	15 hours
Unit 2	You Are Here	25 hours
Unit 3	Downtown and Around Town	25 hours
Unit 4	Going Places	30 hours
Unit 5	You Know You’ve Arrived When…	15 hours
		110 hours

Unit Descriptions

Unit 1: Where am I?

Time: 15 hours

Description

Students develop an understanding of their current skills and strategies in reading and writing through a series of diagnostic exercises such as interest and attitude surveys, Cloze passages, spelling analysis, an individual oral reading survey, a writing piece, and self-reflection on past performances in various subject areas. As an option, reading and discussion exercises such as True Colours© and approaches to multiple intelligences may be used to assist students in identifying their strengths, interests, and needs. Based on the results of individual diagnostic assessments, and opportunities for reflective self-assessment through a written Record of Learning and a Portfolio of Written Responses, students set personal learning goals to improve their reading and writing skills. In a broader sense, through the experience of writing a personal mission statement, learners are guided to recognize the importance of assessing and communicating information accurately and effectively in the world beyond school. The emphasis is on before, during, and after reading strategies, and students practise them with subject specific textbooks and a variety of contemporary fiction, non-fiction, and poetry pieces relevant to their experience.

Strand(s) and Expectations

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.04, WRV.02, WRV.03.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.05, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.04, WR2.02, WR3.01, WR4.05, WR5.02, WR5.04.

Unit 2: You Are Here

Time: 25 hours

Description

Students develop an understanding of their place in youth culture by reading and studying a range of magazines, newspaper articles, opinion pieces, and popular fiction in order to understand and interpret these texts. Students strengthen their skill in reading specific text clues, including headlines, leads, the Five W’s (who, what, where, when, why – and how), titles, subtitles, and accompanying visual/graphic information. Students will explore various elements of graphical and environmental text with a view to making inferences, drawing conclusions and making judgements based on the information presented in such sources brochures, posters advertisements and informational displays. They will examine samples of text found in such public environments as malls, youth centers, recreational facilities and main streets, using a variety of strategies for interpretations and understanding. Based on their readings, students write opinion pieces such as a media critique, assess information to develop summaries, and complete a short research report which will demonstrate their understanding of the writing process. The emphasis on writing skills focuses on strengthening a variety of sentence types, organizing sentences into unified paragraphs, and ultimately creating coherent exposition.

Strand(s) and Expectations

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.02, WR5.03, WR5.04.

Unit 3: Downtown and Around Town

Time: 25 hours

Description

Students use community resources as sources for practical reading, focusing on informational texts such as community guides, tourist brochures, community service announcements, flyers, newsletters, playbills, and other non-fiction information sources to develop a community profile. Students use local entertainment opportunities such as sports events, concerts, plays, and movies as points of reference in developing their community profile, to write responses, reviews, or summaries. Students read excerpts from contemporary plays that strengthen their understanding of the importance of community. They interpret and respond reflectively, by comparing their own experiences with those of the characters in the play and by demonstrating their knowledge of the elements of drama, with an emphasis on plot, character development, conflict, and dialogue. Students demonstrate their understanding of form, purpose, and intended audience, as well as appropriate person and level of language inherent in dramatic and practical reading texts. In preparing the writing tasks, students may design a brochure with essential services and resources for young people new to their area; construct a directory of services available in their community; or design a promotional package for a cultural, entertainment, or sporting event. Emphasis in this unit is on writing, with the focus on revision, editing, and proofreading. Using appropriate and effective techniques, which may include desktop publishing, students complete publication of their final product.

Strand(s) and Expectations

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE2.01, RE2.05, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 4: Going Places

Time: 30 hours

Description

Students explore the colours and flavours conveyed by language, and the rich culture of destinations in the past and present, foreign and Canadian, through poetry, song lyrics, and a novel reflecting the experiences of those who have travelled. Using their prior knowledge, they learn to evaluate information, separating fact from fiction. They determine some of the purposes of travel, and research in cyberspace to plan a virtual vacation, finding information about destinations, accommodations, tourist attractions, and restaurants, and recording items of interest to create a narrative in the form of a travel diary (using first person voice). Students may also choose to research a trip into the past, to an ancient civilization, again producing a travel diary. An additional or alternative writing form is poetry inspired by pictures of and information about travel destinations. The emphasis is on making an appropriate research plan, locating information in print and electronic sources, and using reading strategies such as setting a clear purpose for reading, skimming for general meaning, and scanning for specific information. Students also assess the relevance of what they are reading to their purpose and topic, clarify new and useful vocabulary, and practise various notetaking strategies. Revision of written work emphasizes the correct spelling of specialized vocabulary or unfamiliar words, and the use of effective punctuation.

Strand(s) and Expectations

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE2.03, RE2.04, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Unit 5: You Know You’ve Arrived When…

Time: 15 hours

Description

This is a culminating unit to consolidate the essential skills of reading and writing. Through the units in this course profile, students have moved beyond their immediate experiences to consider connections among their personal strengths and communication skills and the experiences that lie ahead. In a monitored, independent study framework, focusing on explicit detail and inferencing skills, students explore the theme of success. They research mentors or heroes as models of success using a variety of print and electronic resources. This figure, real or fictional, provides a model of the required elements for success. One component of this research may involve extending the interview skills developed in Units 2 and 3 to gather information on a local individual. Other components include assessing and recording relevant information, summarizing the steps towards success for their chosen hero/mentor, and compiling that research in a written form such as a report or profile, suitable for the chosen audience. The final product demonstrates mastery of revision, editing, proofreading, and publishing processes. Students share their written pathway for success with their classmates and the teacher in a variety of ways, for example poster displays, or “storefront” presentations.

Strand(s) and Expectations

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.04, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE2.05, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR3.01, WR3.02, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR4.05, WR5.01, WR5.02, WR5.03, WR5.04.

Course Notes

Working from the premise that “students should leave school not with a transcript but with a resume” (Wiggins, 1998), the Literacy Skills: Reading and Writing, Grade 11, Open course focusses on strengthening students’ essential reading and writing skills in order to successfully prepare students for courses leading to college and the workplace. Because students registered in this course may not yet have met the critical literacy demands of the Grade 10 Test of Reading and Writing, and may not have been successful in the traditional English classroom, teachers should use a wide variety of instructional and assessment strategies to build in early and continuous success. This course may be an intervention or a remediation for successful completion of the Grade 10 Test of Reading and Writing Skills; therefore, the goal of all aspects of the course is to provide students with the key literacy skills needed for continuing success in all curriculum areas. Since students in this program learn best in an environment where ideas and skills are interconnected in a whole and meaningful context, all units of study have been developed in an integrated way around the overriding theme of Where Am I? Where Am I Going?

Unit 1 has been designed as a diagnostic unit to assess students’ reading and writing skills, encourage reflective self-assessment and allow students to set personal learning goals in reading and writing. Flexibility is critical when designing a diagnostic unit for students. Schools may take advantage of the resources and expertise they have. The critical piece is that students become familiar with their own learning styles, strengths, and needs, and gain an inherent understanding of how improving their critical literacy skills will benefit them in all aspects of their lives.

Units 2, 3, and 4 should be delivered sequentially in order to scaffold the reading and writing skills emphasized in this course. The theme/focus for each unit gradually broadens the perspective of the students from an immediate personal view of themselves to their place in the larger community. These units identify and strengthen the reading skills students need to better understand a wide variety of traditional genres as well as contemporary and ‘environmental’ reading forms. The students’ writing skills will be strengthened through the many opportunities to reflect on what they have read and to respond in a meaningful way, as well as to create projects such as a community guide and a travel diary. The key steps in the writing process will be an integral part of all written work in this course.

Unit 5, designed as a performance task, allows the students the opportunity to work more independently to demonstrate mastery of the reading and writing skills set out for this course. Having had the opportunity to explore their world in terms of youth culture, both in their community and in a broader context, this unit serves as a culminating activity for the course.

The learning environment will be an important factor in this course. Classroom routines should be fair, flexible, and consistent. Each student should be valued for his/her abilities and contribution to the class. Conflict resolution strategies may enhance the students’ problem-solving skills. While it may take time to earn trust from these students, teachers will discover that by creating a safe environment, students learn more by taking a calculated risk, reflecting on their mistakes, and identifying the next steps needed to improve in the future. Quality work is a key goal of the classroom culture and quality work takes time.

The time allocation for all units is approximate since many of the activities outlined could be extended or shortened depending on the overall needs of the class and the variety of resources available. Building in this flexibility enables classroom teachers to better meet the individual learning needs of their students.

This course recognizes that an important vehicle for students to strengthen their reading and writing skills in a meaningful way is the use of information technology with a range of available software programs. Working with the classroom teacher, the teacher-librarian is an important partner in introducing students in this course to both print and Internet resources. This aspect of the course emphasizes the importance of information skills such as defining the topic, selecting and assessing the relevance of resources, note-taking techniques and the transfer of learning to the final product. These skills not only benefit students in the work they are completing for this course, but also are valuable and transferable to ensure success across the curriculum and in the world of work.

An important component of this course is the emphasis on the students’ understanding of the youth culture of their community and the ways in which they can become more actively involved. Teachers are encouraged to strengthen students’ critical thinking skills, both through the literature being studied and the written work the students have been assigned, and by making as many meaningful connections between the classroom and the community as possible.

Teaching/Learning Strategies

Because students learn in a variety of ways, teachers must accommodate various learning styles in their teaching of essential reading and writing skills. For reading tasks, students are encouraged to set a clear purpose, assess their prior knowledge on a topic, make predictions about content, and confirm those predictions while reading. They also re-read as required, use their knowledge of the organization of texts to locate relevant information, make inferences from information in texts, and compare their interpretations with others. To support students with good models and practice in their reading skills, teachers are encouraged to read aloud frequently, to provide opportunities for shared experiences such as choral reading and dramatic readings, and to regularly monitor students’ reading abilities one-on-one with a piece of student-prepared text.

In writing, students must be given opportunities to use the complete writing process of brainstorming, experimenting in draft form, interviewing, researching, role playing, peer editing, rewriting, designing, and publishing. Other helpful strategies to assist students in making the connections between what they read and what they write include use of graphic organizers, concept-mapping, individual conferences, and co-operative learning experiences. In the English classroom, the use of a Portfolio of Written Responses helps students to record their reactions to what they have read, and to identify and develop ideas for discussion and writing. Records of Learning provide a framework for students to reflect on what they have learned and how they learned so that they can better track their developing strengths and their learning styles. Students work independently on some tasks and also have frequent opportunities to work with partners and in a variety of groups.

Teachers develop and use a rich variety of teaching skills. Planning, clear organization and structure of classroom experiences through use of board agendas, well-designed student handouts, teacher modelling and demonstrations, direct instruction, and constructivist or problem-solving approaches assist the learning of students in this course. Through assessment and evaluation experiences, teachers allow students the opportunities to build on what they have done well, to track their individual needs, and to develop plans for addressing those needs. Teachers also find ways for students to make authentic learning connections with the classroom, the school, the local community, and beyond. In all activities, teachers and students build on the rich cultural diversity of our Ontario classrooms. The expectations for both strands of this course are embedded in each of the units of study with a concentration on developing the strategies and skills necessary to read and respond in discussion and writing to a variety of informational and literary texts. Reading forms include short stories; poetry; “environmental” reading texts such as posters, signs, and billboards; drama; a novel; short essays; and magazine articles. Students develop knowledge of the form and stylistic elements of texts and use this knowledge to come to an understanding and appreciation of those texts. Similarly, writing activities are contained in each unit. In the first unit, students use personal narratives and poetry to develop a set of individual learning goals for reading and writing. In the second unit, students write opinion pieces, summaries, and a short report. In the third unit, students create and publish a directory, brochure, or promotional package based on personal knowledge and research of community resources. In the fourth unit, students produce a travel diary or travelogue. In the fifth unit, students have an opportunity to demonstrate the reading and writing skills which they have learned by researching and writing a report or profile on a hero, mentor, or model of success whose life and experiences will help them to create their own pathway for success.

The expectations for language growth are addressed in each unit. Word-identification strategies, use of context to determine the meaning of unfamiliar words, personal word lists, and dictionary (print and electronic) skills are integrated into all activities. For example, the study of a novel in Unit 4: Going Places, includes an exercise in predicting the meaning of words in context and in using the dictionary and other methods to test and confirm meaning. The development of expressive language is to be encouraged through the exploration of figurative language in billboards and drama, for example, and rich, colourful vocabulary in travel and dream poetry. Students demonstrate this understanding through the use of such forms as Portfolio of Written Responses and class discussion. Teachers encourage students to be clear, precise, and appropriate in their use of language with awareness of their audience and purpose for expression.

Organization and time management are important skills for students to develop to complete this course successfully. Students need instruction and guidance in maintaining an organized, up-to-date notebook, and a daily planner for recording homework and deadlines for assignments. When writing projects are assigned, students need assistance in planning and accomplishing the various stages of work to be completed. Students may use portfolios including finished pieces and a Record of Learning to document their growth.

Assessment and Evaluation

The nature of this course requires a full repertoire of assessment methods used at all stages of course delivery. Diagnostic assessments such as attitude and interest surveys, Cloze passages, spelling analysis, and written pieces are key tools for setting instructional direction both for individual students and the whole class. Formative assessment techniques such as staging and checking sub-tasks of assignments, checklists, rubrics, sample matching with exemplars, conferencing, and peer editing place an emphasis on the development of component reading and writing skills, the creation of quality work, and self-knowledge of strengths and needs. Summative assessment methods will help to measure students’ achievement against the course expectations, and include paper and pencil tasks, performance tasks, and personal communication. Paper and pencil methods include such strategies as sight passages with multiple choice and constructed responses, Portfolios of Written Responses, vocabulary quizzes, tests, and examinations. Performance methods include products such as brochures and directories, projects such as handbooks and research reports, portfolios, personal narratives, poetry, and essays. Personal communication methods include instructional questions and answers, interviews, conferences, journals, and classroom discussion. All assessment and evaluation activities and tools should be outlined clearly on paper for students including checklists, marking schemes, rubrics, and anecdotal comments. Where appropriate, teachers and students co-design assessment tools to clarify expectations and enhance student learning, participation, and responsibility.

Assessment must be ongoing, and students must be given feedback and opportunities to improve. The purpose of assessment is improved student learning; the purpose of evaluation is to provide clear communication to students and parents about achievement of the expectations and student growth. Teachers provide students with the opportunities to use both self- and peer assessment to enhance learning.

The Ministry policy on assessment and evaluation requires that 70% of the final mark be based on term work, and 30% on a final evaluation which may take a variety of forms. The student’s final percentage grade is based solely on achievement of the expectations to the level indicated in the categories of the Achievement Chart contained in The Ontario Curriculum, Grades 11 and 12, English curriculum document. Learning skills, punctuality, and attendance are reporting variables recorded separately on the Provincial Report Card. The Learning Skills include: independent study, teamwork, organization, work habits, homework, and initiative. The development and practice of these skills will be encouraged throughout the course.

Accommodations

Students in this course will have very individual literacy profiles and learning needs that or may not be indicated by an Individual Education Plan. Teachers provide students with opportunities to be successful in building reading and writing skills by clearly structuring classroom time. A daily agenda on the board and a month-at-a-glance schedule are helpful organizing tools. Teachers remind students at the beginning of each week of significant dates and activities, and provide time near the conclusion of each class for students to record homework and assignments in a student agenda. A variety of activities within each class period help students to be involved and attentive. Staging work so that a large assignment is broken down into smaller component steps, with direct, focused instruction on required sub-skills, assists students to manage their time and to complete work. Teacher modelling and use of exemplars give students a good picture of what is required for a reading response or a written assignment. Students may also be accommodated with flexible timelines (within reasonable parameters), and extra time in test situations. These accommodations and others, which do not markedly vary the course expectations, but which create circumstances for students to produce their best possible work, are appropriate for all students in the course who may need them, whether or not they have an IEP.

Resources

Note: It is likely that the variety of students in this course will require diverse reading materials and writing activities. The resources listed here draw heavily on published anthologies and teacher guides for Grade 10 which have been deemed appropriate for the Ontario Curriculum, and which contain selections that are likely to be at a suitable readability level for many of the students. The reading level and writing abilities of the students in this course are the major criteria for choosing reading materials and appropriate writing activities. Teachers should choose from what is available and consistent with student capabilities.

Literature

Andersen, Neil, et al. Literature & Media 10. Scarborough: Nelson Thomson Learning, 2000.
ISBN 0-17-618719-7

Barclay, Susanne and Diane Patterson. Galaxies II. Toronto: Addison-Wesley, 1991.
ISBN 0-201-50438-3

Barry, James. Departures. Scarborough: Nelson Canada, 1991. ISBN0-17-603717-9

Barry, James. Themes On The Journey. Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1

Canfield, Jack, Mark Victor Hansen, and Kimberly Kirberger. Chicken Soup for the Teenage Soul. Deerfield, Florida: Health Communications Inc., 1997. ISBN 1-55874-468-1

Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Fireside (division of Simon and Schuster), 1998. ISBN 0-684-85609-3

Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10. Scarborough: Prentice Hall, 2000.
ISBN 0-13-082171-3

Davies, Richard, Glen Kirkland, and Jeff Siamon. Crossroads 10. Toronto: Gage Publishing, 2000.
ISBN 0-7715-1332-1

Dawe, Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10. Scarborough: Prentice Hall, 1999. ISBN 0-13-012922-4.

Duncan, Barry, Sue Harper, Douglas Hilker, and Andrea Mozarowski. Transformations. Toronto: Harcourt Brace & Company Canada, 1996. ISBN 0-7747-0168-4

Hilker, Douglas and Sue Harper. Elements of English 10. Toronto: Harcourt Canada, 2000.
ISBN 0-7747-0594-9

Kirkland, Glen and Richard Davies. Dimensions II. Toronto: Gage, 1996. ISBN 0-7715-6856-8

Wowk, Jerry and Carol Mayne. Travel and Tourism. (Senior Issues Collection) Toronto: McGraw-Hill Ryerson Ltd., 1995. ISBN 0-07-551704-3

Reading

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada Ltd., 1998. ISBN 0-7747-0197-8

Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Heinemann, 1998. ISBN0-7725-2682-6

Beers, Kylene. Into Focus: Understanding and Creating Middle School Readers. Norwood MA: Christopher-Gordon Publishers, 1996. ISBN 0-9268-4264-1

Fountas, Irene C. and Gay Su Pinnell. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann, 1996. ISBN 0-4350-8863-7

Jamestown Comprehension Skills Series with Writing Activities: Introductory, Middle, Advanced. Third Edition. Lincolnwood, Ill: NTC/Contemporary Publishing, 2000. ISBN 0-8092-0154-2

Jamestown’s Signature Reading Series. Lincolnwood, Ill: NTC/Contemporary Publishing, 2000.
ISBN 0-8092-0304-9E

Keene, Ellin Oliver and Susan Zimmerman. Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann, 1997. ISBN 0-4350-7237-4

Kirn, Elaine and Pamela Hartmann. Interactions 1: A Reading Skills Book. McGraw-Hill, 1996.
ISBN 0-07-114370-X

Kropp, Paul. The Reading Solution. Toronto: Random House, 1993. ISBN 0-394-22266-0

Leonhardt, Mary. Parents Who Love Reading, Kids Who Don’t. New York: Crown Trade Paperbacks, 1995. ISBN 0-517-88222-1

Literacy Skills Test Preparation Workbook: A Preparation Guide for the Grade 10 Test of Reading and Writing Skills. Toronto: Harcourt Canada, 2000. ISBN 0-03-998819-8

Purves, Alan and Joseph Quattrini. Creating the Literature Portfolio. Lincolnwood, IL: NTC Publishing Group, 1997. ISBN 0-8442-5950-0

Smith, Nia Banton. Be A Better Reader Level A, C. New Jersey: Globe Fearon Educational Publisher, 1997. ISBN 0-8359-1916-1; 0-8359-1922-6

Writing

Aker, Don and David Hodgkinson. Language and Writing 10. Toronto: Nelson Thomson Publishing, 2000. ISBN 0-17-618720-0

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing For Success. Toronto: Harcourt Canada Ltd., 1998. ISBN 0-7747-0197-8

Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Heinemann, 1998. ISBN 0-7725-2682-6

Graves, Donald. How to Catch a Shark and Other Stories about Teaching and Learning. Portsmouth, NH: Heinemann, 1998. ISBN 0-325-00027-1

Literacy Skills Test Preparation Workbook: A Preparation Guide for the Grade 10 Test of Reading and Writing Skills. Toronto: Harcourt Canada, 2000. ISBN 0-03-998819-8

Parsons, L. Response Journals. Markham: Pembroke, 1990. ISBN 0-921217-14-2

Sebranek, Patrick, Dave Kemper, and Verne Meyer. Write Source 2000. Scarborough: Nelson Canada, 1999. ISBN 0-17-618700-6

Smith, Peter. Harcourt Writer’s Handbook. Toronto: Harcourt Canada Ltd., 1999. ISBN 0-03-922309-4

Language

George, Gerry. Good Grief! Good Grammar. Markham: Pembroke Publishers, 1994.
ISBN 1-55138-020-X

Phenix, Jo and Irene Scott Dunne. Spelling Instruction That Makes Sense. Markham: Pembroke Publishers, 1991. ISBN 0-921217-68-4

Phenix, Jo. The Spelling Teacher’s Book of Lists. Markham: Pembroke Publishers Limited, 1996.
ISBN 1-55138-066-8

Sunega, Thom. Know More English Second Edition. Scarborough: Prentice-Hall Canada, 1994.
ISBN 0-13-102757-3

Media

Block, Francesca Lia and Hillary Carlip. Zine Scene: Do It Yourself Guide to Zines. Girl Press, 1998.
ISBN 0-96-597543-6

Carpenter, Donna, Bill Smart, and Chris M. Worsnop. Media Images and Issues. Toronto: Addison-Wesley, 1989. ISBN 0-201-19207-1

Duncan, Barry. Mass Media and Popular Culture.Version 2. Toronto: Harcourt Brace, 1996.
ISBN 7747-0170-6

Kalmar, Veronika. Start Your Own Zine. Little Brown & Company (Canada), 1997. ISBN 0-78-688217-4

Group Work

Bellanca, J. and R. Fogarty. Blueprints for Thinking in the Co-operative Classroom. Palatine, IL: Skylight Publishing, Inc., 1990. ISBN 0-932935-30-3

Clarke, J., R. Wideman, and S. Eadie. Together We Learn: Co-operative Small Group Learning. Scarborough: Prentice-Hall Canada Inc., 1989. ISBN 0-13-924556-1

Costello, Catherine, Ted Palmer, and Mary Lou Smitheram. Contacts: Teaching Literacy and Communication Across the Curriculum. Toronto: OSSTF Resource Books, 1997. ISBN 0-920930-84-0

Learning Styles

Lazare, Gerald, Sherry Nicholls, and Jack Shallhorn. Mindscapes: Using Multiple Intelligences in the Classroom. Toronto: OSSTF Resource Books, 1997. ISBN 0-920930-86-7

Goleman, David. Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam, 1995.
ISBN 0-553-09503-X

Assessment

Andersen, Neil, et al. Literature and Media 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618722-7

Aker, Don and David Hodgkinson. Language and Writing 10: Teacher’s Guide. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-618721-9

Crane, Mary, Barbara Fullerton, and Amanda Joseph. SightLines 10 Teacher’s Guide. Toronto: Prentice Hall, 2000. ISBN 0-13-028778-4

Harper, Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting the Pieces Together. Toronto: OSSTF Resource Books, 1999. ISBN 0-920930-47-6

Hilker, Douglas and Sue Harper. Elements of English 10: Teacher’s Guide. Toronto: Harcourt Canada, 2000. ISBN 0-7747-1462-X

Hunter, Judith, et al. Crossroads 10: Teacher’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1333-X

O’Connor, Ken. How to Grade For Learning. Arlington Heights, IL: Skylight Training and Publishing Inc., 1999. ISBN 1-57517-123-6

Stiggins, Richard J. Student-Centered Classroom Assessment Second Edition. Toronto: Prentice-Hall Canada, 1997. ISBN 0-13-432931-7

Teacher Resources

Costello, Catherine, Ted Palmer, and Mary Lou Smitheram. Contacts: Teaching Literacy and Communication Across the Curriculum. Toronto: OSSTF Resource Books, 1997. ISBN 0-920930-84-0

Fogarty, Robyn. How to Integrate the Curricula. Palatine, IL: Skylight Publishing, Inc., 1991.
ISBN 0-932935-51-1

Koechlin, C. and S. Zwaan. Information Power Pack-Intermediate. Markham: Pembroke Publishers, 1997. ISBN 1-55138-0862

Koechlin, C. and S. Zwaan. Teaching Tools for the Information Age. Markham: Pembroke Publishers, 1997. ISBN 1-55138-084-6

Websites

Education Quality and Accountability Office –
http://www.eqao.com/eqao/home_page/secondary/4C1e.html

Outta Ray’s Head – a Compendium of Literature Lessons –
http://www3.sympatico.ca/ray.saitz/index.htm

Poetry – A Click and Drag Diversion – http://prominence.com/java/poetry/

Purdue University’s Online Writing Lab – http://owl.english.purdue.edu

Literacy Exercises On-line – http://collections.ic.qc.ca/literacy/le/literacy.htm

TVOntario – http://www.tvo2.org/edulinks

Writers in Electronic Residence Program – http://www.edu.youku.ca/WIERhome/

Young People’s Press – http://www.ypp.com.

Zine Information and Links – http://www.zinebook.com/

OSS Policy Applications

Ontario Ministry of Education and Training. Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. Media Literacy Resource Guide. Toronto: Queen’s Printer, 1989.

Ontario Ministry of Education. Ontario Curriculum Unit Planner Version 2.0. Toronto, 2000

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 1-8: Language. Toronto: Queen’s Printer, 1997.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 and 10: English. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education. The Ontario Curriculum Grades 11 and 12: English. Toronto: Queen’s Printer, 2000.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 to 12: English As a Second Language and English Literacy Development. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 and 10: Guidance and Career Education. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education. The Ontario Curriculum: Program Planning and Assessment. Toronto: Queen’s Printer, 2000.

Course Evaluation

At the end of the course, students must be given a formal opportunity to assess and evaluate the effectiveness of the course in meeting their needs as learners. Teachers are encouraged to assess the effectiveness of the units and activities in light of student achievement and student course evaluations, and to make appropriate adjustments to content, activities, teaching/learning strategies, accommodations, and assessment and evaluation techniques.

Coded Expectations, Literacy Skills: Reading and Writing, Grade 11, Open, ELS3O

Reading Skills

Overall Expectations

REV.01

· demonstrate an understanding of a variety of contemporary texts;

REV.02

· demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.03

· explain the use of specific elements of style in a variety of contemporary texts;

REV.04

· use a variety of strategies to understand words encountered in texts.

Specific Expectations

Understanding the Meaning of Texts

RE1.01

– read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge, and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);

RE1.02

– use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading, making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading sections, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their own strengths and weaknesses in reading and set goals for improvement);

RE1.03

– use knowledge of the organization of texts to locate relevant information (e.g., create chapter titles to identify plot details in a novel; use headings, table of contents, and the index to find specific information in a text; refer to illustrations and diagrams to clarify information; explain the role of the introduction, body, and conclusion of a short essay in communicating the main idea; use knowledge of the organizational pattern of a text, such as comparison and contrast or cause and effect, to locate answers to questions about the text);

RE1.04

– make inferences, draw conclusions, and make judgements based on implicit and explicit information in texts (e.g., make judgements about a character’s values based on implicit and explicit information in a short story; read a magazine article and discuss the perspective of the writer; chart explicit information about a character in a short story; state the main idea in an opinion piece and list supporting details; differentiate between fact and opinion in a magazine article);

RE1.05

– compare their own interpretations of texts with those of others (e.g., record responses to self selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts).

Understanding the Forms of Texts

RE2.01

– use knowledge of the elements of drama, with an emphasis on plot, character development, conflict, and dialogue, to understand and interpret plays;

RE2.02

– use knowledge of the elements of the short story, with an emphasis on events, character, setting, and theme, to understand and interpret short stories;

RE2.03

– use knowledge of the elements of the novel, with an emphasis on plot, character, setting, and theme, to understand and interpret novels;

RE2.04

– use knowledge of the elements of poetry, with an emphasis on form, rhyme, rhythm, and imagery, to understand and interpret poems;

RE2.05

– use knowledge of the elements of newspaper and magazine articles and opinion pieces, with an emphasis on headlines, leads, the Five W’s (who, what, where, when, and why?), titles, subtitles, and accompanying photographs, to understand and interpret these texts.

Understanding the Elements of Style

RE3.01

– describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);

RE3.02

– explain how authors use simile, metaphor, personification, and foreshadowing to communicate thoughts, feelings, and information (e.g., explain the explicit comparison made in a simile and discuss how it adds to meaning; identify the implied comparison made in a metaphor and relate it to the theme of a poem; describe the use of literary devices such as hyperbole, personification, irony, and simile for impact or emphasis in texts).

Building Vocabulary

RE4.01

– preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02

– use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03

– use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04

– use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words.

Writing Skills

Overall Expectations

WRV.01

· investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02

· demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.03

· organize information, ideas, and supporting details in written work;

WRV.04

· revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05

· edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

Generating Ideas and Gathering Information

WR1.01

– describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR1.02

– make research plans based on information needs (e.g., identify possible sources of information on specific writing topics; set timelines to plan, research, draft, revise, and complete short research projects);

WR1.03

– locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);

WR1.04

– assess information to determine its relevance, sufficiency, and accuracy (e.g., classify information by topic and subtopics; assess the accuracy of information by comparing it with information from another source).

Choosing the Form to Suit the Purpose and Audience

WR2.01

– demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);

WR2.02

– describe the form, purpose, and intended audience for each piece of writing;

WR2.03

– use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter).

Organizing Ideas and Information in Written Work

WR3.01

– construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of simple, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);

WR3.02

– organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);

WR3.03

– organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay).

Revising Drafts

WR4.01

– revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02

– revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03

– revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04

– revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR4.05

– use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts).

Editing, Proofreading, and Publishing

WR5.01

– incorporate information from research into written work by using quotation marks and consistent documentation;

WR5.02

– describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03

– identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams or charts to a report for a bulletin-board display);

WR5.04

– edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

– Grammar and Usage: identify the rules of subject-verb and pronoun agreement and apply them correctly;

– Grammar and Usage: identify and use correctly the principal parts of irregular verbs;

– Spelling: identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

– Spelling: spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

– Punctuation: identify the use of effective punctuation when reading and use punctuation correctly when writing.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Where am I?

Unit 2: You Are Here

Unit 3: Downtown and Around Town

Unit 4: Going Places

Unit 5: You Know You’ve Arrived When…

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Resources

Literature

Reading

Writing

Language

Media

Group Work

Learning Styles

Assessment

Teacher Resources

Websites

OSS Policy Applications

Course Evaluation

Reading Skills

Overall Expectations

Specific Expectations

Writing Skills

Overall Expectations

Specific Expectations