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Skills available for Ontario grade 10 English language arts curriculum

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Ontario Curriculum: ELS2O Literacy Skills: Reading and Writing, Grade 10, Open Ontario Curriculum: ELS2O Literacy Skills: Reading and Writing, Grade 10, Open
Ontario Curriculum: ENG2D Grade 10, Academic Ontario Curriculum: ENG2D Grade 10, Academic
Ontario Curriculum: ENG2P Grade 10, Applied Ontario Curriculum: ENG2P Grade 10, Applied

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Reading and Literature Studies

1 read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
- 1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., compare the diction and imagery used in a contemporary poem and a poem on the same theme from a different historical period; develop a character sketch based on a brief biography of a historical figure they admire to prepare for a short role-play presentation; use an electronic database to locate information from various sources about religious or cultural practices of an ethnic group different from their own)
- 1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts (e.g., make jot notes based on teacher prompts during a read-aloud; pose questions about a character's motivation or actions in a fictional text; role-play alternative solutions to a conflict presented in a text; activate prior knowledge about a topic using an anticipation guide)
- 1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts (e.g., flag key passages that reveal character in a text; highlight or make notes about ideas or details that support the author's thesis; prepare a series of tableaux to represent key events in a story; determine what essential information is conveyed by the captions in a graphic text)
  - Determine the main idea of a passage (10-A.1)
  - Identify supporting evidence in a text (10-H.4)
- 1.4 make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the dialogue in the story indirectly or implicitly reveals about a character; make inferences about the target audience for two different newspapers based on the stories the papers feature most prominently and cover in most detail)
- 1.5 extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., recall similar structures of texts previously read to help in analysing a new text; with a partner, role-play a mock interview about a public personality's reaction to a recent profile in a print or online source; explain how something in your own experience or background has influenced your understanding of a character's behaviour)
  - Compare passages for subjective and objective tone (10-B.2)
  - Compare passages for tone (10-B.4)
- 1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how figures of speech in a text highlight the theme and help create a mood; determine how the setting in two short stories helps clarify each story's main theme)
- 1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., explain why the plot of a novel is believable or not; explain why one online information source is more useful than another; explain some of the ways in which a particular novel engages the reader; explain why the wording of the text in an advertisement succeeds in capturing the attention of its teen audience)
- 1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., determine the fairness of depictions of comic characters in a Shakespeare play, of the antagonist or villain in a novel, of poverty and poor people in a newspaper article)
2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- 2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., explain the function of setting in a short story; explain the function of rhyme in a sonnet; explain the role of a refrain or repeated phrase in a ballad or story; explain the function of transition words in an opinion piece or argument; explain the role of a comparison and contrast structure in a persuasive essay or a book review; explain why some characters in a Shakespeare play speak mainly in verse and others mainly or only in prose)
- 2.2 identify a variety of text features and explain how they help communicate meaning (e.g., "explanatory" titles or epigraphs for individual chapters in a novel; logo size, illustrations, font sizes, and colour in an advertisement)
- 2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., determine the differences in meaning or effect when the same symbol, such as the sun or water, is used in two different poems; compare the images, symbols, and literary devices used in an Aboriginal myth and a Greek myth; explain how a mythical allusion in a piece of literature or an advertisement enhances the theme or message; determine what effects are achieved in works by two different authors, one of whom uses a variety of sentence types while the other does not)
3 Reading With Fluency: use knowledge of words and cueing systems to read fluently;
- 3.1 automatically understand most words in a variety of reading contexts (e.g., idioms, euphemisms, and slang expressions in literary texts; academic and technical terms in reports and essays; the different meanings of a familiar word in different contexts)
- 3.2 use appropriate decoding strategies to read and understand unfamiliar words (e.g., use a dictionary of foreign words and expressions to find the meaning of foreign words and phrases in dialogue in a novel; use knowledge of prefixes, suffixes, and roots to predict meaning; make personal lists of common prefixes and suffixes for easy reference; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage)
- 3.3 identify and use a variety of strategies to expand vocabulary (e.g., identify examples of idioms, euphemisms, slang, dialect, acronyms, academic language, and technical terminology and use a variety of resources to check their meaning; review the etymology of unfamiliar words in an etymological dictionary)
4 reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
- 4.1 describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers (e.g., describe the strategies they used in reading a short story and explain how the strategies were helpful; use a Venn diagram to identify which strategies are useful at a particular stage of the reading process and which are useful at more than one stage – or at all stages)
- 4.2 identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe in a double-entry journal how viewing pictures of a historical period contributes to their understanding of fiction set in that period)

Writing

1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
- 1.1 identify the topic, purpose, and audience for a variety of writing tasks (e.g., an academic essay examining a theme in one of Shakespeare's plays for the teacher; a speech about an Aboriginal leader or role model for peers; a rite-of-passage narrative relating the experience of a fictional character for peers and adults; a narrative about a significant personal moment in their own Grade 9 experience for new Grade 9 students; an article on a local issue for a community newspaper)
  - Identify audience and purpose (10-B.3)
- 1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., free write or consult a writing journal to evolve or focus a topic for a narrative; identify and rank focus questions for further investigation; brainstorm in a small group to create a list of potential topics and questions for enquiry; conduct an electronic search for information on an author for a class project; summarize and paraphrase information and ideas in point-form notes; use formal debate strategies to explore ideas prior to research)
- 1.3 locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a research portfolio; identify a range of sources in school or public libraries and on the Internet that will provide the most appropriate information for an assignment; interview family and community members, experts, or witnesses to events; use key word searches and other browsing strategies to locate a range of periodical and e-book information in online databases; accurately record page references for information from primary sources; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a detailed template to evaluate sources and information for reliability, accuracy, currency, and relevance to the topic; discuss the information selected, the progress of their research to date, and new sources to consider with the teacher or teacher-librarian)
- 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use a clear statement of their topic or thesis to highlight the main points they plan to cover in a persuasive magazine article; identify appropriate classification categories and use them to itemize the characteristics of a protagonist in a story or play; use a cause-and-effect chart to organize an argument for an essay; develop an extended metaphor as a prompt for writing a poem; use a web diagram to show how quotations from a text support their argument in an opinion piece; classify images from song lyrics for a music review; use a timeline to trace the development of a tragic hero for an in-class essay)
- 1.5 determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task (e.g., verify information in another source; review supporting quotations to ensure that they accurately illustrate the intended point; use a checklist to ensure that all main points are adequately supported)
2 draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
- 2.1 write for different purposes and audiences using a variety of literary, graphic, and informational forms (e.g., a speech to persuade their peers to take action on an issue; a myth or updated fairy tale for young children; a review of a music CD or a song to be shared with the class; the cover for a "talking books" CD for a senior; a biography about a family member)
- 2.2 establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., rewrite a story by a favourite author, adopting the point of view and voice of a character other than the original narrator, or of an entirely new character; use a formal, impersonal voice in an essay to communicate their intention to maintain objectivity; use imagery that reveals or reflects their mood or attitude in a lyrical free verse poem)
- 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., identify concrete, specific words they can use to depict objects and events vividly and with exactness; identify long-winded expressions they can replace with more concise language)
- 2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use a variety of sentence structures, including compound-complex sentences; use prepositional and participial phrases and adjectival and adverbial clauses to add details and/or qualifying information; insert rhetorical questions for emphasis in an argumentative essay; insert a sentence fragment to interrupt the flow in a paragraph for effect; use subject-verb inversion to vary sentence rhythm)
- 2.5 explain how their own beliefs, values, and experiences are revealed in their writing (e.g., compare their writing on a topic with a piece written from a different viewpoint and identify and explain the differences; write in-role to support an opinion with which they personally disagree and use feedback from a partner to assess whether they have represented the position fairly)
- 2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., reinforce a mood or feeling by sharpening the focus of the imagery and other rhetorical devices in a poem or short story; identify and remove redundancies and clarify or expand supporting details; rearrange ideas to improve parallel structure in a comparison and contrast essay)
- 2.7 produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
- 3.1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others' spelling errors (e.g., spell correctly specific historical, academic, and literary terms used in course materials; relate spelling patterns to word origin and meaning by examining the linguistic roots of words; maintain a list of words with "trick" spellings; use print and electronic spelling resources and knowledge of some international spelling variations to check accuracy and select preferred "Canadian" spellings where appropriate; use understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling to identify and correct misspellings)
- 3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., find specialized or academic vocabulary in reference resource materials to replace vague or inaccurately used words; maintain a list of examples of technical terms and media phrases with their uses in various contexts; maintain a list of homonyms, with their different meanings and uses in context; use a dictionary to find the etymology of unfamiliar words in a history or science article)
- 3.3 use punctuation correctly and appropriately to communicate their intended meaning (e.g., use the semicolon to separate independent clauses and items in a list that contain sublists separated by commas; use underlining or italics to indicate book titles; use quotation marks to indicate titles of shorter works)
- 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., construct a variety of phrases and clauses and arrange them appropriately to write complete and correct simple, compound, complex, and compound-complex sentences; select verb tenses appropriate to the particular context; make subjects and verbs agree; make pronouns agree with their antecedents)
- 3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic resources to ensure that words with more than one connotation are used appropriately in the context; discuss with a partner how to correct identified problems)
- 3.6 use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience (e.g., format written work to meet the requirements of a particular publication; use an engaging design and layout for an anthology of their poetry; choose appropriate fonts and design an eye-catching layout for the front and back covers of a teen magazine)
- 3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
4 reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
- 4.1 describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers (e.g., explain the benefits of sharing their brainstorming list with a partner; identify the graphic organizers they find most useful for organizing their writing ideas and the characteristics that make them useful; identify the proofreading technique or tip they found most helpful)
- 4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how selecting graphics and designing a layout for a poster strengthened the visualizing skills they need to set the scene for a poem or story)
- 4.3 select a variety of examples of different types of writing that they think reflect significant advances in their growth and competence as writers and explain the reasons for their choice (e.g., identify work in which they deliberately tried to include strong verbs and concrete diction; explain how they used real-life examples to add depth to their essay about a societal issue)

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Reading and Literature Studies

1 read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

2.2 identify a variety of text features and explain how they help communicate meaning (e.g., "explanatory" titles or epigraphs for individual chapters in a novel; logo size, illustrations, font sizes, and colour in an advertisement)

3 Reading With Fluency: use knowledge of words and cueing systems to read fluently;

3.1 automatically understand most words in a variety of reading contexts (e.g., idioms, euphemisms, and slang expressions in literary texts; academic and technical terms in reports and essays; the different meanings of a familiar word in different contexts)

4 reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Writing

1 generate, gather, and organize ideas and information to write for an intended purpose and audience;

2 draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic resources to ensure that words with more than one connotation are used appropriately in the context; discuss with a partner how to correct identified problems)

3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

4 reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.