Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course. The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each course. The specific expectations describe the expected knowledge and skills in greater detail.

The specific expectations are organized under subheadings. This organization is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they plan learning activities for their students.

Many of the expectations are accompanied by examples, given in parentheses. These examples are meant to illustrate the kind of skill, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. They are intended as a guide for teachers rather than as an exhaustive or mandatory list.
 

Strands

The expectations in all ESL/ELD courses are organized into the following four strands:

Oral and Visual Communication. Expectations require students to understand, interpret, and use oral English, and related visual cues, in a variety of contexts and media.

Reading. Expectations require students to read a variety of informational and literary texts for different purposes, using a range of reading strategies effectively.

Writing. Expectations require students to communicate clearly in writing for a variety of purposes and audiences.

Social and Cultural Competence. Expectations require students to understand and value their own cultures, to appreciate the variety of languages and cultures in Canada, and to demonstrate social and cultural competence in a wide range of situations.

Most lessons will include all four strands in an integrated way. The weighting of the strands may differ from course to course. For example, oral language is emphasized in ESL Levels 1 and 2, while reading and writing receive more emphasis at the higher levels. In ELD, which is a literacy program, reading and writing are emphasized in all courses. 
 

Beginning Communication in English, ESL Level 1

This course builds on students’ previous education and language knowledge to introduce the English language and help students adjust to their new cultural environment. Students will develop the ability to use oral and written English for daily needs, acquire basic conversation skills and vocabulary, and use simple sentence patterns. Students will also acquire basic orientation information related to their needs as newcomers to Canada.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in oral learning tasks and engage in social interaction in the classroom;
• use high-frequency words and simple sentence patterns to communicate meaning;
• demonstrate some awareness of different levels of formality in social interaction;
• obtain key information from media works.

Specific Expectations

Developing Fluency in Oral Communication

By the end of this course, students will:

• demonstrate an understanding of classroom directions and activities, and of key vocabulary;
• understand and respond to a short, simple story, either told or read aloud (e.g., retell key events, ask questions, express opinions and preferences);
• give and respond to straightforward directions and instructions;
• describe personal experiences;
• participate in conversations by responding to specific questions, using short phrases;
• use some major forms of non-verbal communication, common courtesies, and variations in tone of voice in English.

Developing Accuracy in Oral Communication

By the end of this course, students will:

• use basic conversational vocabulary in the school and community environment (e.g., frequently used verbs; names of articles of clothing, foods, places in the community);
• use subject-predicate (noun-verb) word order, the verb to be, simple verb tenses, negatives, questions, plurals, pronouns, and common contractions;
• express feelings in a variety of contexts, using suitable vocabulary (e.g., express likes and dislikes);
• imitate some key English stress and intonation patterns (e.g., rising intonation at the end of a question).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• respond to teachers and peers with an appropriate degree of formality in most classroom situations;
• use gestures and facial expressions to bridge gaps in English- language knowledge;
• use polite forms for greetings and leave-takings in formal and informal situations;
• obtain a teacher’s attention in a courteous manner;
• use an appropriate speech volume in different settings (e.g., in a library or gymnasium, in small-group discussions);
• take turns in conversations and classroom discussions.

Developing Media Knowledge and Skills

By the end of this course, students will:

• view, listen to, and read media works to obtain information and to complete assigned tasks (e.g., report the weather as forecast on television; compile sports scores from the newspaper; obtain geographical data about Canada from a CD-ROM or an online database);
• follow teacher presentations on overhead transparencies;
• retell key events from films that have little or no dialogue or narration.

Reading

Overall Expectations

By the end of this course, students will:

• read and respond to short passages from fiction and non- fiction texts designed or adapted for beginning learners of English, with teacher guidance;
• use some reading strategies to acquire key English vocabulary from simple texts for classroom studies, with teacher guidance;
• use some key reading strategies for decoding and comprehension, with teacher guidance;
• find specific information in straightforward reference materials, with teacher guidance.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• read language-experience stories composed by the class, and identify or read aloud specific words or sentences;
• follow simple written instructions (e.g., fill in the blanks; circle the correct answers);
• extract information from signs, advertisements, notices, timetables, and maps relating to the school and community environment;
• read and retell simple stories, using a variety of strategies (e.g., picture sequencing, sentence combining, dramatization);
• select, read, and respond to abridged and modified material (e.g., write a personal response to a story);
• use classroom and school libraries to find suitable reading material for personal enjoyment.

Developing Vocabulary

By the end of this course, students will:

• demonstrate comprehension of the vocabulary and phrases common in the print environment of the school and community (e.g., choose words or phrases to label objects or locations; complete a sentence; provide a caption for a photograph or an illustration);
• determine the meaning of unfamiliar words, using pictures and illustrations;
• use dictionaries to clarify word meanings (e.g., bilingual, pictorial, and monolingual learner dictionaries);
• include key conceptual vocabulary in personal word lists for classroom study (e.g., multiple, history, keyboarding).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• identify the letters of the Roman alphabet in both print and script;
• decipher new words, using phonics and simple sound patterns as aids;
• use alphabetical order in tasks such as searching the telephone book and learner dictionaries;
• demonstrate comprehension of some simple language forms or patterns used in texts, such as simple verb tenses, adjectives, question forms, negatives, plurals, common contractions, and basic prepositions of location and direction (e.g., provide a missing word in a predictable pattern such as noun-verb-adverb);
• use punctuation and capitalization to determine meaning (e.g., recognize proper nouns).

Developing Research Skills

By the end of this course, students will:

• locate key information in telephone books, maps, and monolingual learner and bilingual dictionaries;
• locate key facts in informational texts designed or adapted for beginning learners of English.

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms, with teacher guidance;
• use some simple sentence patterns and key conventions of standard Canadian English to write about classroom topics and activities.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• create individual and group language-experience stories (e.g., sequence and provide captions for a series of photo-graphs of a class activity or field trip);
• write short, structured compositions of personal relevance (e.g., follow a model to produce a simple journal entry);
• write basic personal information on simple forms (e. g., fill in an application form for a public-transit pass);
• compose short messages (e.g., write simple questions, notes, and greetings).

Developing Accuracy in Written Communication

By the end of this course, students will:

• write legibly, using the Roman alphabet, in cursive and printed form;
• write simple assertive, interrogative, and imperative sentences;
• use simple verb tenses, plurals, pronouns, count nouns, adjectives, and basic prepositions, with teacher guidance;
• use the negative construction in simple sentences (e.g., I don’t speak Spanish);
• use capitals at the beginning of sentences and for frequently occurring proper nouns (e.g., names, countries, months);
• use periods and question marks at the end of sentences, and apostrophes in commonly used contractions;
• spell frequently used words from classroom and personal word lists;
• confirm spellings, using learner, bilingual, and pictorial dictionaries and classroom charts;
• use some notebook conventions and formats appropriate to other subject areas (e.g., headings, titles, dates).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate a beginning awareness and appreciation of Canada’s regional and cultural diversity;
• demonstrate adaptation to some key teacher expectations and school routines.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• demonstrate knowledge of basic facts about Canada (e.g., identify the regions, provinces, territories, and capital cities of Canada; provide information about common Canadian customs and holidays);
• demonstrate respect for cultural differences in Canada by showing courtesy and sensitivity to others;
• communicate information about various cultures (e.g., naming practices, forms of address, celebrations, family roles and relationships).

Adapting to the Ontario Classroom

By the end of this course, students will:

• find and map important locations in the school and community;
• identify key school and community personnel;
• follow important school routines (e.g., emergency procedures);
• follow individual school timetables, including special school schedules (e.g., “short period” days);
• work cooperatively with a partner on shared classroom tasks;
• behave appropriately in coeducational and/or mixed-age groupings (e.g., treat male and female classmates with equal respect);
• evaluate their own skill in completing learning tasks, using simple evaluation forms;
• adapt learning strategies to a task and to the conditions of learning (e.g., remain on task in group and individual activities; locate or share necessary resources).

 

English in Daily Life, ESL Level 2

This course expands students’ essential English communication skills and cultural knowledge and introduces the language of classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary, and use more complex sentence patterns. Students will also learn how to use some school and community resources.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in conversations on familiar topics in some social situations;
• recognize and respond appropriately to body language, pauses, and common stress and intonation patterns in English speech;
• understand and use some key subject-specific vocabulary in classroom discussions when visual aids are used;
• communicate orally, using accepted word order, common tenses, and other features of English grammar with some accuracy and consistency;
• use appropriately some features of language that indicate different levels of formality in English;
• demonstrate comprehension of key information from media works.

Specific Expectations

Developing Fluency in Oral Communication

By the end of this course, students will:

• maintain face-to-face conversations on familiar topics;
• determine meaning by requesting clarification and restating information when necessary;
• listen to others and stay on topic in group discussions;
• offer and respond to greetings, introductions, invitations, farewells, compliments, and apologies;
• use the telephone to obtain some specific information (e.g., determine movie schedules, transportation arrival and departure times, store opening and closing times);
• use short sentences and phrases to tell stories, recount events, provide directions or instructions, and give opinions;
• use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, and stating opinions;
• use the customary stress and intonation patterns of English speech to emphasize meaning or to express feelings (e.g., add emphasis to certain words; use intonation to express surprise).

Developing Accuracy in Oral Communication

By the end of this course, students will:

• use, in simple contexts, some key vocabulary learned in other subject areas (e.g., explain how to solve a mathematics problem);
• restate important information from presentations that include visual aids (e.g., pictures, charts, models);
• ask others the meaning of words for clarification;
• use common tenses, adjectives, adverbs, conjunctions, prepositions, common idioms, some two-word verbs, and some interrogative and negative constructions appropriately and with some consistency.

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• use and respond appropriately to common non-verbal signals (e.g., gestures, handshakes, eye contact);
• exchange information about cultural variations in non-verbal communication (e.g., discuss the gestures, facial expressions, or conventions of eye contact of various cultures);
• demonstrate knowledge of appropriate verbal behaviour in a variety of contexts (e.g., conventions for making requests, interrupting, leave-taking).

Developing Media Knowledge and Skills

By the end of this course, students will:

• view, read, and listen to media works to obtain information and complete assigned tasks (e.g., school announcements, television and radio news, newspaper advertisements, short geography documentaries on Canada, CD-ROMs, online databases with information on and images of Canada).

Reading

Overall Expectations

By the end of this course, students will:

• respond to a range of short fiction and non-fiction texts, using a variety of strategies;
• choose reading materials for study and personal enjoyment, with teacher guidance;
• demonstrate knowledge of English vocabulary related to classroom studies;
• read texts with familiar content or vocabulary, using a variety of reading strategies;
• choose appropriate resources from preselected materials for use in teacher-directed assignments.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• demonstrate understanding of fiction and non-fiction texts designed or adapted for second-language learners (e.g., by completing graphic organizers, participating in teacher-led discussions, retelling content, relating information to background knowledge, and making a personal response);
• read and respond to a variety of materials selected for study and pleasure (e.g., explain a preference for a book; participate in a literature study group or informal class discussion);
• use classroom, school, and local libraries to find reading materials for study and personal enjoyment.

Developing Vocabulary

By the end of this course, students will:

• use context and familiar vocabulary in texts to infer the meaning of new words;
• use vocabulary-acquisition strategies (e.g., check learner dictionaries; recognize common prefixes, suffixes, and word families; use knowledge of common sound-symbol relationships and dictionary pronunciation guides to aid in pronouncing new words);
• maintain a vocabulary notebook or list for various subject areas (e.g., “Words for Science”, “Words for Mathematics”).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• extract information from specific features of text (e.g., headings, margin notes, glossaries, charts, diagrams, photos);
• demonstrate comprehension of teacher-prepared texts and summaries (e.g., through completion of cloze passages related to the content of text);
• state the main idea of individual passages that contain familiar vocabulary;
• skim text with familiar vocabulary or content for overall comprehension (e.g., find the main idea; determine the author’s purpose);
• scan text with familiar vocabulary or content for specific information (e.g., locate key information in a mathematics problem expressed in narrative form);
• demonstrate comprehension of syntactic cues (e.g., possessives, verb phrases, comparatives, progressive tenses, and conjunctions), with teacher guidance.

Developing Research Skills

By the end of this course, students will:

• locate information in subject-specific non-fiction sources (e.g., math posters, natural science series, abridged biographies);
• use a graphic organizer provided by the teacher to extract information from pre-selected texts (e.g., to find examples or supporting details).

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms;
• use some elements of the writing process, with teacher guidance, with an emphasis on prewriting activities;
• use a variety of simple sentence patterns and basic conventions of standard Canadian English with some accuracy in written work.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write short journal entries, notes, dialogues, narratives, autobiographies, reports, personal responses, and letters, with teacher guidance;
• respond appropriately to written questions based on familiar academic content (e.g., by writing short sentences or phrases; by completing graphic organizers).

Applying the Writing Process

By the end of this course, students will:

• generate and organize ideas for writing, using graphic organizers provided by the teacher (e.g., charts, webs, and timelines);
• compose a first draft of a simple composition;
• use simple word-processing software to compose and edit pieces of writing;
• use simple graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication

By the end of this course, students will:

• compose a short paragraph containing simple and compound sentences;
• use common tenses and verb phrases, adjectives, adverbs, and some conjunctions in their writing;
• use a variety of simple sentence patterns in their writing;
• use vocabulary-acquisition strategies to spell words correctly (e.g., knowledge of prefixes, suffixes, and word families);
• check spelling, using a variety of resources (e.g., learner dictionaries, word lists, spell checkers);
• use capitals for proper nouns, commas to separate items in lists, and quotation marks for direct speech, with some consistency.

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;
• demonstrate knowledge of a variety of facts about Canadian culture, geography, and history;
• participate in some school and community activities;
• demonstrate adaptation to school norms, key teacher expectations, and classroom routines.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• describe the three levels of government in Canada and the electoral process for each, and identify the main political parties;
• compare the regions of Canada with respect to their major economic activities;
• compare and contrast the traditions and behavioural norms of a number of cultures (e.g., compare gender roles, schooling, family structures);
• demonstrate awareness of the variety of languages in the community and school environment (e.g., share information about first-language media gathered from class or school surveys);
• communicate information about current events (e.g., write brief notes or send e-mail messages about current events as presented on television; discuss elections as presented in newspapers or magazines).

Adapting to the Ontario Classroom

By the end of this course, students will:

• use time-management skills to organize homework, complete assignments on time, and make up missed work;
• ask questions of teachers and peers for clarification and to obtain information;
• use their first language when appropriate to understand and communicate (e.g., request clarification; link new learning to background knowledge; use a bilingual dictionary);
• use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);
• participate in some school activities, special events, sports, or clubs.

 

English for School and Work, ESL Level 3

This course is designed to improve students’ accuracy in using English in classroom situations, for personal and career planning, and to understand the changing world around them. Students will study and interpret a range of texts and produce a variety of forms of writing. Activities will also help students to develop their oral presentation skills and acquire study skills (including note-taking and summarizing skills) that will enhance their ability to learn in all subjects.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• initiate and take part in conversations, participate in classroom discussions, and make short oral presentations, with teacher guidance, using a variety of subject-specific words and expressions;
• communicate orally, using a variety of the conventions of English grammar with some accuracy;
• use appropriately a variety of features of formal and informal communication in English;
• create and analyse a variety of media works.

Specific Expectations

Developing Fluency in Oral Communication

By the end of this course, students will:

• initiate and take part in conversations on a range of topics in a variety of social situations;
• use tone of voice and gestures to clarify meaning in conversations (e.g., stress key content words to specify meaning);
• initiate and participate in informal conversations with English-speaking peers;
• participate in group work, cooperative games, and teamwork;
• use a variety of strategies to participate in small-group discussions (e.g., ask questions to clarify a point; elaborate and/or modify statements to find a basis for agreement);
• use appropriate openings and closings in oral presentations (e.g., introduce a topic by asking a question; summarize key points);
• use an outline provided by the teacher to take point-form notes on main ideas from classroom oral presentations.

Developing Accuracy in Oral Communication

By the end of this course, students will:

• use common grammatical patterns with some accuracy (e.g., make subject and verb agree; make verb tenses consistent; make possessive pronouns agree with antecedents);
• use some transition words and phrases to link ideas (e.g., to show sequence, to compare and contrast).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• determine appropriate language use in a variety of social contexts (e.g., at a school assembly, on the sports field, in a movie theatre);
• rehearse language in a variety of social contexts (e.g., role- play different styles of greetings and apologies to peers or teachers; role-play a telephone conversation making an appointment with a friend, a school counsellor, and a prospective employer);
• recognize and begin to use the style of language appropriate to business transactions, job interviews, and formal meetings.

Developing Media Knowledge and Skills

By the end of this course, students will:

• respond through discussion to a variety of media works;
• identify some features of language used in advertisements to market various products to specific audiences (e.g., repetitions and synonyms, non-standard spellings such as lite);
• compare information about current events and issues from more than one media source (e.g., television and newspaper accounts of the same event);
• create a video commercial or print advertisement using features of language appropriate for the intended audience (e.g., create an advertising campaign for the student council).

Reading

Overall Expectations

By the end of this course, students will:

• choose and read books at the appropriate reading level for a variety of purposes;
• demonstrate knowledge of subject-specific terms;
• read for specific purposes, with teacher guidance;
• locate and evaluate resource materials for guided research and career exploration, with teacher guidance.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• read and respond to a variety of fiction and non-fiction materials selected for study and pleasure (e.g., participate in literature study groups; give short book talks; write book reports);
• identify a writer’s or character’s point of view in short novels;
• describe the function of various story elements in short works of fiction (e.g., character, plot, setting);
• identify elements of style appropriate to various text forms (e.g., salutations and closings in letters, summaries in short reports, dialogue in narratives).

Developing Vocabulary

By the end of this course, students will:

• demonstrate knowledge of some key specialized terms in different subject areas (e.g., photosynthesis, osmosis, membrane in biology);
• use dictionaries and a thesaurus to build vocabulary.

Using Reading Strategies for Comprehension

By the end of this course, students will:

• extract information from specific features/sections of grade-level texts (e.g., footnotes, chapter summaries, tables, illustrated figures);
• recognize patterns of word structure and derivation and use them to determine meaning (e.g., origin/original/originate);
• demonstrate comprehension of passages containing complex verb forms, with teacher guidance (e.g., sections of grade-level texts containing the past-perfect tense, passive verbs, or conditional structures).

Developing Research Skills

By the end of this course, students will:

• select appropriate materials for research on classroom topics and for career planning (e.g., select the career pamphlets or databases that are most relevant for a particular research purpose);
• compare information from various sources for classroom research (e.g., print and non-print magazines and newspapers, CD-ROMs);
• take notes from a variety of sources, using graphic organizers such as charts and tables as a guide.

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms for various purposes and audiences;
• use the writing process, with teacher guidance, with an emphasis on peer and independent review of content and organization;
• arrange ideas in logical order and present them in linked sentences and simple paragraphs;
• use a variety of sentence patterns and conventions of standard Canadian English with some accuracy in written work.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• make notes in some detail as preparation for writing on familiar topics;
• compose stories, poems, and dialogues;
• write expository paragraphs related to classroom assignments or on topics of personal interest;
• write personal and business letters, using appropriate conventions for salutations and closings;
• organize personal information, using a simple résumé format.

Applying the Writing Process

By the end of this course, students will:

• revise first drafts to clarify ideas and improve organization;
• link simple paragraphs about a central idea, using common transition words (e.g., first, next, then, both) to indicate relationships such as sequence of events or points of comparison;
• edit their own writing, with attention to specific language features identified by the teacher (e.g., tense consistency, subject-verb agreement, use of articles);
• use word-processing software to compose and edit their writing;
• use graphics software to format and embellish their writing.

Developing Accuracy in Written Communication

By the end of this course, students will:

• use a variety of simple, compound, and complex sentences in their writing;
• use appropriately, and with some accuracy, common tenses and verb phrases, adjectives, adverbs, conjunctions, prepositions of direction and time, and interrogative and negative constructions;
• use passive voice, conditionals, and adverb and adjective phrases in some written work;
• use a colon before a list of items;
• use parentheses to insert an explanation or afterthought into a sentence;
• use correct spelling and punctuation for common abbreviations;
• use learner dictionaries, thesauri, and spell checkers to develop vocabulary and to check the accuracy of spelling;
• use some visual features of text for emphasis (e.g., italics, boldface, and underlining).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• use knowledge of Canadian culture and history in school and social situations;
• respond appropriately in most teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• explain the relationship between some important aspects of geography and history and current Canadian issues (e.g., the effect of rivers on transportation routes and settlement patterns);
• demonstrate awareness of the influence of Canadian history and geography on artistic expression (e.g., images of nature in Native art and Group of Seven paintings; Celtic influences in Maritime music; portrayals of immigrant experiences in Canadian novels and short stories);
• demonstrate understanding of and sensitivity to the wide variety of cultures and languages in Canada (e.g., explain the benefits and challenges of living among diverse cultures);
• initiate and participate in conversations about current events and issues.

Adapting to the Ontario Classroom

By the end of this course, students will:

• use English or a shared first language to explain school rules, school and classroom routines and expectations, and emergency procedures to new students, and to introduce them to key locations and personnel in the school;
• describe and compare different approaches to teaching and learning in different cultures (e.g., the role of teachers in Canada and in their country of origin);
• describe and compare individual learning styles and strengths (e.g., personal learning-style preferences, learning styles of peers in the classroom);
• negotiate roles and tasks in cooperative group learning activities;
• identify and describe appropriate strategies for specific learning tasks (e.g., brainstorming to generate ideas; categorizing to manage information);
• use first languages appropriately in classroom and social situations (e.g., to clarify a term or concept; to provide assistance to newly arrived students).

Study Skills in English, ESL Level 4, Open (ESLDO)

This course prepares students to use English with increasing accuracy in most classroom and social situations and to participate in society as informed citizens. Students will develop the reading, writing, and oral presentation skills required for success in all subjects. Students will study and interpret a variety of grade-level texts, develop oral communication skills through participation in informal debates and seminars, and extend their range of research skills.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• communicate orally in English in a wide variety of daily activities in the community, the classroom, and the workplace;
• use the elements of English grammar with increasing accuracy in speech;
• use appropriate language and non-verbal communication strategies in a variety of situations;
• create, analyse, and interpret a variety of media works.

Specific Expectations

Developing Fluency in Oral Communication

By the end of this course, students will:

• respond to and use some implicit commands and messages (e.g., indirect requests and orders such as: Would you like to rewrite that?, meaning You should rewrite that; Is that where the dictionaries go?, meaning Please put the dictionaries away);
• recognize and use a variety of conversational strategies (e.g., opening formulas such as How are you?, attention-getting phrases such as Excuse me, turn-taking signals such as I’d like to add, and closing formulas such as I’ve got to go now);
• use a variety of communication strategies to bridge gaps in their English-language knowledge (e.g., ask for clarification; paraphrase; use facial expressions and gestures to convey meaning);
• use the pronunciation, stress, rhythm, and intonation patterns of spoken English with accuracy most of the time;
• participate in classroom discussions and oral presentations;
• provide a summary of a group discussion or an activity;
• use a variety of transition words and phrases in classroom discussions and oral presentations to express relationships such as comparison, contrast, sequence, and cause and effect;
• follow complex sequences of instructions;
• take notes from classroom presentations, using a written outline or graphic organizer as a guide;
• express and support a point of view in classroom discussions;
• use formal speech for oral classroom presentations.

Developing Accuracy in Oral Communication

By the end of this course, students will:

• use important elements of English grammar with increasing accuracy (e.g., verb tenses, negatives, adjectives, adverbs, conjunctions, articles, and prepositions of time, direction, and location);
• correct some common grammatical errors in their own speech (e.g., inconsistent verb tenses, unclear pronoun reference).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• analyse social contexts to determine the appropriate type of language to use (e.g., the suitability of colloquialisms, emphasis, and eye contact in a videotaped speech or interview);
• recognize and respond appropriately to verbal and non-verbal cues (e.g., identify inappropriate aspects of language and behaviour in comedy);
• use formal and informal styles of language appropriately (e.g., compare and role-play the use of forms of address in different situations);
• use some idioms and slang where appropriate (e.g., Off the top of my head; Run that by me again);
• use polite forms to negotiate and reach consensus in small- group tasks (e.g., Would you like to...?, How about...?, Don’t you think...?);
• recognize and use the appropriate style of language for various workplace situations (e.g., evaluate customer and employee interactions as presented in a video; role-play an employee asking for advice from a supervisor).

Developing Media Knowledge and Skills

By the end of this course, students will:

• respond to a wide variety of media works through discussion and comparison of their own and others’ reactions to the works (e.g., advertisements, news programs, dramatic presentations);
• identify strategies used in different media to influence specific audiences (e.g., figurative language, provocative visual images, youth-oriented music);
• analyse media productions to identify different media perspectives on social and cultural issues (e.g., how newspapers and television companies select and present facts, images, and opinions on issues related to race, gender, and age);
• explain some of the causes and consequences of local, national, and international current events (e.g., explain how Canadian immigration patterns are related to world events; explain the causes and consequences of some forms of pollution);
• create a documentary or news report on a current issue.

Reading

Overall Expectations

By the end of this course, students will:

• read and respond to literature, with teacher guidance;
• use a range of strategies to build vocabulary;
• extract information from grade-level texts, with teacher guidance;
• locate, evaluate, and use information from a variety of sources for academic, social, and career purposes, including guided research projects.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• identify some common cross-cultural themes in literature (e.g., coming of age, creation of the universe, quests);
• identify and explain literary elements and devices in teacher- selected texts (e.g., theme, character development, plot, setting, simile, metaphor);
• make inferences about a writer’s point of view or a character’s actions;
• choose and respond to personal reading material comparable in scope and difficulty to some materials selected by their English- speaking peers;
• explain their reasons for choosing specific authors and genres (e.g., in book reviews, in literature study groups).

Developing Vocabulary

By the end of this course, students will:

• use a variety of strategies to build vocabulary (e.g., check learner dictionaries; keep a personal list of words and phrases; seek opportunities to use new words);
• infer the meaning of many Latin-based words from context and from prefixes, suffixes, and word roots.

Using Reading Strategies for Comprehension

By the end of this course, students will:

• recognize the elements and purposes of different forms of texts and participate in discussions about them (e.g., subject-area texts, short stories, magazine articles);
• skim texts for main ideas and overall organization (e.g., skim a section of a reference book to evaluate its relevance for a specific project; skim brochures for career information);
• scan texts for specific information (e.g., locate required information in a reference book; locate information about specific aptitudes or qualifications in a career brochure);
• determine meaning in texts that contain complex grammatical elements (e.g., conditionals, modals, passive verbs);
• recognize transition words and phrases used to indicate definition of terms, classification, sequence, summary, conclusion, comparison and contrast, cause and effect, and hypothesis (e.g., that is, in conclusion, by contrast, as a result, possibly);
• identify facts, opinions, and perspectives in text.

Developing Research Skills

By the end of this course, students will:

• use knowledge of a variety of conventions of formal texts to locate information (e.g., footnotes, end notes, and lists);
• compare ideas and information from a variety of sources for guided research projects (e.g., sources such as print and non- print magazines and newspapers, CD-ROMs, the Internet);
• summarize main points for guided research projects, using graphic organizers (e.g., charts, tables, Venn diagrams).

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms appropriate to different subject areas, personal needs, and career goals, with teacher guidance;
• use the writing process to prepare final drafts, with teacher guidance;
• arrange ideas in logical order and present them in linked paragraphs;
• use the sentence patterns and conventions of standard Canadian English with accuracy most of the time in written work.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write to carry out assignments in different subject areas (e.g., short reports, outlines, summaries, editorials, notes, essays, examination answers);
• write for career-related purposes (e.g., résumés, covering letters, memos, e-mail messages);
• select and use appropriate forms for personal and creative writing (e.g., diaries, journals, personal letters and e-mail messages, dialogues, poetry, narratives);
• use descriptive words and phrases to convey mood, atmosphere, and emotion;
• use the conventions appropriate to particular forms of writing (e.g., letter salutations and closings, cover pages and headings, bibliographies).

Applying the Writing Process

By the end of this course, students will:

• write a passage of three or more paragraphs to develop a central idea;
• use transition words and a variety of sentence patterns to express relationships such as comparison and contrast (e.g., similarly, on the other hand) and cause and effect (e.g., as a result of);
• edit to improve writing style (e.g., to convey a personal voice, to stress objectivity);
• use visual elements to enhance the effectiveness of published text (e.g., margins for ease of reading, headings and typeface for emphasis);
• produce final drafts, using appropriate writing tools (e.g., dictionaries, editing checklists);
• use word-processing software to compose and edit pieces of writing;
• use graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication

By the end of this course, students will:

• spell words accurately in final drafts, including subject- specific terms;
• use periods, commas, apostrophes, quotation marks, colons, and parentheses correctly in final drafts;
• use the semicolon to separate main clauses in a list of ideas;
• use ellipses to show that words have been omitted from a quotation;
• use common tenses and verb phrases, adjectives, adverbs, conjunctions, prepositions of direction and time, and interrogative and negative constructions appropriately and with accuracy most of the time.

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate understanding of the rights and responsibilities of living in Canada;
• demonstrate flexibility as learners in different teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• participate in discussions about important social and political documents (e.g., the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, district school board race relations policies);
• identify and explain the role of some components of the Canadian political system (e.g., parties, levels of government, the electoral process);
• identify and use the skills needed to seek assistance in the school and community (e.g., use, and help others to use, the services of school guidance departments and community and school support services; explain their district school board’s harassment policy and procedures);
• demonstrate knowledge of strategies for conflict resolution by participating in simulations, role plays, and group discussions;
• research and participate in discussions comparing the needs and values of people of different ages and cultures and both genders;
• participate in discussions and debates about local, national, and global issues and events.

Adapting to the Ontario Classroom

By the end of this course, students will:

• participate effectively in a variety of learning and teaching situations (e.g., independent research; oral presentations; varied assessment situations such as tests, examinations, and student-teacher conferences);
• use study skills effectively (e.g., select appropriate study strategies; use self- monitoring and self-correcting strategies);
• participate fully in group activities, (e.g., contribute productively to all group tasks, assist others in the group, and help keep the group on task).

Bridge to English, ESL Level 5, Open (ESLEO)

This course prepares students for secondary school English and other courses at the college and university preparation levels. Students will be encouraged to develop independence in reading literary works and academic texts, in writing essays and narratives, and in applying learning strategies and research skills effectively. Students will also learn to respond critically to print and media works.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• initiate, sustain, and conclude conversations and discussions on a wide variety of topics of personal, social, and academic interest;
• communicate orally, using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;
• analyse a variety of social contexts to determine the appropriate style of language and non-verbal behaviour to use in them;
• create and analyse a variety of media works in forms appropriate for different purposes and audiences.

Specific Expectations

Developing Fluency in Oral Communication

By the end of this course, students will:

• make effective presentations on classroom topics, with some teacher guidance;
• express, support, and elaborate a point of view in sustained discussions about classroom topics (e.g., present and defend a position);
• communicate orally for a variety of education- and career-related purposes (e.g., understand and participate in discussions and presentations on postsecondary educational choices; role-play job interviews, and analyse and evaluate their performance);
• negotiate solutions to problems, interpersonal misunderstandings, and disputes.

Developing Accuracy in Oral Communication

By the end of this course, students will:

• monitor their speech for accuracy and correct common grammatical errors (e.g., review their use of articles and prepositions; check for subject-verb agreement);
• use conventions of oral language appropriately (e.g., transition words and phrases for coherence; repetition for emphasis; pause, stress, and intonation for effect).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• analyse social contexts and adapt their style of speaking to suit the setting and the audience (e.g., use a formal style in a speech for school commencement; use colloquial language at a student council meeting);
• discuss and analyse instances of miscommunication (e.g., in classroom interaction; in film and video clips).

Developing Media Knowledge and Skills

By the end of this course, students will:

• explain the relationship between media forms and their intended audiences (e.g., analyse the messages used in advertising directed to different age groups; examine how broadcasting schedules are tailored to specific audiences);
• analyse media productions to explain how language can be used to de-emphasize or exaggerate the importance of information (e.g., in television commercials, press releases, election campaign literature);
• create media works for different purposes and explain how the purpose influenced their design decisions in each case (e.g., create an information booklet or a video for newcomers to the school or to Canada and explain the purpose of its main features).

Reading

Overall Expectations

By the end of this course, students will:

• read and respond to literature;
• choose and respond to personal reading material comparable in scope and difficulty to materials chosen by their English- speaking peers;
• extract information from a variety of texts used in subject classrooms;
• demonstrate understanding of the elements of a range of fiction and non-fiction forms of writing;
• use independently a variety of strategies to build vocabulary;
• use a range of research strategies independently to gather information for a variety of purposes.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• use knowledge of the personal, historical, and cultural backgrounds of authors and audiences to explain themes, situations, and characters represented in texts (e.g., themes of colonization or personal exile in a South Asian or Caribbean short story; Elizabethan history, language, and themes in a Shakespeare play);
• demonstrate understanding of some cultural references in Western and Canadian literature (e.g., biblical allusions; references to Greek mythology, Native mythology, or English-French relations);
• compare the treatment of common literary themes in a range of fiction materials (e.g., themes of a golden age, intergenerational conflict, reconciliation);
• analyse literature and classify it by type and theme (e.g., romance, tragedy, comedy, satire);
• use a variety of methods to demonstrate understanding of their personal reading (e.g., give a book talk; write a diary entry for a character in a novel; explain the point of view of the author of a magazine essay);
• write a critical review of a book or article.

Developing Vocabulary

By the end of this course, students will:

• use a variety of strategies to determine the meaning of unfamiliar words (e.g., consult a dictionary; infer meaning from context; relate unfamiliar words to cognates or word families);
• use a thesaurus to expand vocabulary and explain its use to others;
• use all elements of an entry in an advanced learner dictionary and explain their use to others (e.g., elements such as word- class labels, definitions, examples, usage labels, pronunciation keys);
• explain why they prefer one dictionary to another;
• take advantage of opportunities to use new words (e.g., in written responses to literature; in classroom discussions).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• use a variety of cues to extract meaning from a textbook (e.g., cues such as headings, subheadings, graphics, questions, sidebars, summaries);
• identify characteristic elements of a range of literary genres, including essays, short stories, novels, poetry, and drama (e.g., elements such as imagery, personification, figures of speech);
• use reading strategies effectively before, during, and after reading and explain their use to others (e.g., strategies such as previewing text, predicting main ideas or outcomes, listing unanswered questions while reading);
• analyse how informational texts present facts and ideas (e.g., compare how newspapers and periodicals from around the world present information and use format, layout, titles, and styles of address to appeal to specific audiences);
• record needed information from texts used in classroom subjects (e.g., take point-form notes; fill in graphic organizers).

Developing Research Skills

By the end of this course, students will:

• gather information from a variety of sources, including electronic databases, websites, and online libraries;
• synthesize and evaluate the information gathered from a variety of sources for an independent research project;
• prepare a bibliography of print and electronic sources consulted during research;
• acknowledge borrowed information, ideas, and quotations.

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms, adopting a voice suitable to the intended audience;
• use the writing process independently to produce a final written or electronic version of an essay or a piece of creative writing;
• organize and link ideas logically and effectively in written texts such as narratives and essays;
• use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university preparation level.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write coherently on a range of academic topics, using appropriate forms (e.g., précis, reports, essays);
• write creatively in a variety of forms (e.g., plays, narratives, poetry);
• write to analyse, interpret, and evaluate information and ideas (e.g., a short essay introducing, developing, and concluding an argument).

Applying the Writing Process

By the end of this course, students will:

• use a variety of connecting words and phrases to express logical relationships between and among ideas (e.g., prior to and subsequently to indicate sequence, however and whereas to indicate contrast);
• use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions (e.g., edit with a checklist; confer with peers and teacher; use electronic dictionaries);
• publish written work, selecting a format suited to the intended audience and using technology such as graphics and desktop publishing software, as appropriate.

Developing Accuracy in Written Communication

By the end of this course, students will:

• use a variety of spelling strategies, rules, and patterns to spell words correctly;
• use pronoun references correctly;
• use appropriately, and with a high degree of accuracy, complex syntactical structures such as the infinitive and/or the gerund as object (e.g., hope + infinitive: I hope to go; enjoy + gerund: I enjoy going); phrasal verbs (e.g., put on, put off, put up with); and participial phrases (e.g., characters appearing in the first chapter, characters introduced in the first chapter).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate understanding of a range of local, national, and global issues;
• learn effectively in a wide variety of teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• analyse the media coverage of a current local, national, or global issue and present their own views (e.g., write a report or letter or make a speech summarizing the information, comparing perspectives, expressing an opinion, and urging action);
• evaluate the effectiveness of their own and peers’ reports, letters, or speeches on current issues.

Adapting to the Ontario Classroom

By the end of this course, students will:

• participate effectively in the full range of learning and teaching situations in the school (e.g., discussions in subject classrooms, school-wide presentations, extracurricular activities).

Beginning Literacy, ELD Level 1, Open (ELDAO)

This course builds on students’ previous education and language knowledge to introduce basic literacy skills and to help students adjust to their new cultural environment. Students will learn to read and write for everyday purposes, personal development, and enjoyment. Students will also learn school routines and personal management skills.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in discussions about personal information and experiences;
• respond appropriately to oral instructions and information in a classroom setting;
• obtain key information from media sources and create simple media works.

Specific Expectations

Developing Proficiency in Oral Communication

By the end of this course, students will:

• retell past experiences and compare them with current circumstances (e.g., complete statements beginning That reminds me of.... or That makes me think of....);
• ask and answer questions for clarification or confirmation (e.g., ask about public-address announcements; ask a teacher to repeat an instruction);
• listen to and ask questions following oral classroom presentations by teachers, peers, and others;
• follow oral instructions that outline a series of steps (e.g., complete a timetable from oral instructions);
• restate school announcements, teacher directions, or peers’ responses.

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• use common expressions to facilitate communication (e.g., to take turns; to get attention; to end a conversation);
• use appropriate language to express opinions and offer advice (e.g., complete statements beginning with If I were you...., Maybe you could...., and Why don’t you...?).

Developing Media Knowledge and Skills

By the end of this course, students will:

• retell stories heard on tape or seen on video;
• participate in discussions about personal or class visits to school displays, community events, or museums;
• make school announcements;
• create class collages;
• design advertisements, posters, or notices.

Reading

Overall Expectations

By the end of this course, students will:

• understand some basic facts and concepts about printed texts;
• read a variety of simple written materials;
• use some basic reading strategies, with teacher guidance.

Specific Expectations

Developing Beginning Literacy Skills

By the end of this course, students will:

• restate key information or retell events from material read aloud (e.g., identify characters in a story; retell the next event in a sequence; restate a reason or an example provided);
• participate in discussions that focus on personal responses to stories or newspaper articles read aloud (e.g., tell about a similar event; ask peers about their experiences);
• identify the front and back of a book and the top and bottom of a page;
• follow from left to right and from line to line while the teacher reads aloud;
• identify the letters of the Roman alphabet in printed texts.

Reading and Responding

By the end of this course, students will:

• recognize important notices and signs in the school and community;
• participate in choral reading of group stories, chants, poems, and excerpts from familiar stories the teacher has read aloud;
• read their own or class-generated stories;
• understand a bank of sight words and use them in various activities (e.g., make lists; classify words; recognize sight words in simple stories);
• read simple written materials (e.g., pattern books, picture books, recipes, charts, simple stories);
• select books for personal enjoyment, with teacher guidance;
• report on personal reading experiences in various ways (e.g., retell a story; complete a simple reading log; discuss a book with the teacher and/or class).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• use alphabetical order to sort lists by initial letter;
• use some basic reading strategies to decipher simple texts (e.g., sight recognition of some high-frequency words, knowledge of sound-letter correspondence, interpretation of contextual clues);
• identify and talk about a variety of text forms (e.g., lists, recipes, stories, letters);
• use pictorial dictionaries.

Writing

Overall Expectations

By the end of this course, students will:

• use some basic patterns of standard Canadian English in some simple forms of writing;
• write simple texts following some conventions of standard Canadian English.

Specific Expectations

Developing Beginning Literacy Skills

By the end of this course, students will:

• print and write the Roman alphabet in upper- and lower-case letters;
• copy phrases and sentences with left-to-right progression.

Developing Accuracy in Written Communication

By the end of this course, students will:

• produce short, structured pieces of writing (e.g., journal entries, narratives, lists);
• use capitalization and punctuation in simple sentences;
• use common phonics rules and knowledge of simple spelling patterns to spell words (e.g., add a silent e when a vowel “says” its own name, as in hope; drop a silent e before adding an ending, as in hope/hoping; double the consonant when adding endings to a “vowel sandwich,” as in hop/hopped/hopping).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate a beginning awareness and appreciation of Canada’s regional and cultural diversity;
• demonstrate adaptation to some key teacher expectations and school routines.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• demonstrate respect for cultural differences in Canada by showing courtesy and sensitivity to others;
• communicate information about various cultures (e.g., describe naming practices, forms of address, celebrations);
• participate in discussions about family roles and relationships, including the role of the adolescent in various cultures;
• demonstrate suitable behaviour in co-educational and/or mixed-age groups (e.g., treat male and female peers with equal respect);
• identify different regions and cultural groups within Canada;
• demonstrate knowledge of some basic facts of Canadian geography (e.g., label provinces and major cities on maps; complete charts showing population statistics of individual provinces and cities);
• demonstrate knowledge of some basic facts about the founding peoples of Canada (e.g., identify various groups of Native peoples and describe key features of their lifestyle before the arrival of Europeans; label a timeline to show key events in the process of European settlement);
• name the regions, provinces, territories, and capital cities of Canada;
• report on school and community events (e.g., school assemblies, sports events, local festivals);
• contribute to teacher-led class discussions about important news events.

Adapting to the School Setting

By the end of this course, students will:

• find and map important locations in the school and community;
• identify key school and community personnel;
• follow individual school timetables, including special school schedules (e.g., “short period” days);
• follow important school routines (e.g., emergency procedures);
• follow essential classroom routines (e.g., distribute and share classroom resources; listen attentively to instructions and classroom discussions; focus attention on individual tasks);
• work cooperatively with a partner on shared classroom tasks;
• follow some basic study routines (e.g., bring necessary materials to class; organize notebooks; complete homework);
• interact appropriately with peers and teachers in most classroom situations (e.g., offer or ask for help; express disagreement politely).

Basic Literacy Skills, ELD Level 2, Open (ELDBO)

This course helps students to develop basic literacy skills and to understand the changing world around them. Students will read for information and enjoyment, expand their vocabulary, produce some simple forms of writing, and develop and use fundamental study skills. Students will also learn to participate effectively in group tasks and to use school and community resources.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in discussions about personal experiences and opinions;
• recognize different levels of formality in spoken English and use language appropriately in specific situations;
• create and analyse simple media works.

Specific Expectations

Developing Proficiency in Oral Communication

By the end of this course, students will:

• use appropriate language to facilitate classroom and group discussions (e.g., to keep a discussion on task; to agree or disagree);
• use common expressions and language patterns for a variety of language functions (e.g., use prepositions, adjectives, and sequence words to explain a process; use modals such as should and might to offer advice);
• present book talks or projects using visual aids (e.g., prepare and refer to a poster illustrating a topic; develop a graphic organizer to provide an overview and use an overhead projector to show it to the class).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• use informal language appropriately (e.g., with peers);
• use more formal language when necessary (e.g., to make introductions; to confirm an appointment; to apologize).

Developing Media Knowledge and Skills

By the end of this course, students will:

• participate in discussions about the effects on consumer buying habits of television commercials and other forms of advertising;
• identify common elements of newspaper and magazine formats (e.g., columns, headlines, news stories);
• create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.

Reading

Overall Expectations

By the end of this course, students will:

• read and listen to others read a variety of materials;
• use some strategies to build vocabulary;
• use some key reading strategies, with teacher guidance;
• locate key information in simple print and non-print reference materials, with teacher guidance.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• read along while listening to stories and other materials being read aloud;
• identify and describe various forms of writing (e.g., poems, newspaper stories, letters);
• choose books for a variety of purposes, including personal enjoyment, with teacher guidance;
• read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English (e.g., with controlled vocabulary and sentence structure);
• read personally selected material on a daily basis (e.g., participate in silent reading sessions in class; read a minimum number of pages at home each day);
• respond to personal reading in a variety of ways (e.g., write in reading logs; create posters; write “blurbs” for book jackets; participate in discussions with teacher and peers).

Developing Vocabulary

By the end of this course, students will:

• use thematic word lists and knowledge of word families to build vocabulary;
• use learner dictionaries;
• identify synonyms, antonyms, homophones, and homonyms for familiar words.

Using Reading Strategies for Comprehension

By the end of this course, students will:

• recognize familiar structures in new words (e.g., word endings, compound words, prefixes);
• use a variety of strategies to determine the meaning of unfamiliar words (e.g., break words into meaningful units; consult learner dictionaries);
• decipher simple texts, using rules about phonics and syllabification and knowledge of common prefixes, suffixes, and roots;
• use background knowledge and context clues to make inferences and predict outcomes (e.g., respond to instructions and questions such as Find a word that means the same as this one; Why do you think the main character in the story did that?; What do you think the main character will do next?).

Developing Research Skills

By the end of this course, students will:

• find information in subject-specific sources (e.g., illustrated dictionaries, encyclopaedias, CD-ROMs);
• record key words and information (e.g., on a graphic organizer provided by the teacher);
• use discussion to clarify understanding of information located (e.g., work collaboratively to share information and organize it in a chart under headings such as main ideas and examples).

Writing

Overall Expectations

By the end of this course, students will:

• write for a variety of purposes in a variety of simple forms, with teacher guidance;
• use some elements of the writing process to plan writing;
• write simple texts following the conventions of standard Canadian English.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write short answers to oral and written questions about familiar topics;
• participate in shared writing activities in small groups (e.g., contribute a sentence; suggest an alternative phrase);
• complete simple forms (e.g., an application for a library card);
• write daily to record personal learning, experiences, and feelings;
• write in a variety of forms (e.g., simple dialogues, retold stories, autobiographical accounts);
• organize notebooks for different subject areas, using titles, dates, and required forms (e.g., outline a format for solving mathematics problems).

Applying the Writing Process

By the end of this course, students will:

• participate in structured prewriting activities (e.g., brainstorm writing topics; use graphic organizers to sort and classify information);
• compose a first draft of a specific form of writing, with teacher guidance (e.g., narrative, personal account, explanation);
• edit a first draft of a specific form of writing, with teacher guidance;
• use simple word-processing software to compose and edit pieces of writing, with teacher guidance (e.g., use “cut and paste” functions; use a spell checker);
• use simple graphics software to format and embellish pieces of writing, with teacher guidance (e.g., experiment with different fonts; centre text inside a border; import clip-art images).

Developing Accuracy in Written Communication

By the end of this course, students will:

• use some common spelling patterns and rules (e.g., plural markers, silent letters, double letters, and the “i before e” rule);
• capitalize the beginning of sentences and frequently occurring proper nouns (e.g., names, countries, months);
• use some common verb forms (e.g., simple present, simple past, present progressive, simple future, forms of go plus infinitive);
• use correct punctuation in simple sentences, with some consistency (e.g., periods and question marks at the end of sentences, apostrophes in commonly used contractions).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• communicate information about current local, national, and global issues;
• demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;
• use school and community resources;
• respond with increasing confidence to a variety of teaching and learning situations;
• identify some personal goals and use a variety of strategies to pursue them.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• describe and compare cultural variations in non-verbal communication (e.g., gestures, facial expressions, eye contact);
• identify and discuss some cultures and languages in Canada (e.g., identify various Native peoples by name and participate in a group discussion about key features of their cultures; interview peers to obtain and compare information about specific cultural practices, such as the naming of children);
• participate in discussions about personal and social issues related to school and community events (e.g., preparing for exams; finding books in their own languages);
• contribute to teacher-led class discussions of important news events.

Adapting to the School Setting

By the end of this course, students will:

• use school and community resources to support classroom learning (e.g., libraries, computers, tutoring programs, study rooms);
• identify and use a range of community resources (e.g., recreation centres, banks);
• record homework and other assignments in a specific place, such as a planner;
• use time-management skills to organize homework, complete assignments on time, and make up missed work;
• participate in directed group work;
• ask questions to obtain information and clarification from teachers and peers;
• express opinions appropriately in teacher-led classroom discussions (e.g., pay attention to peers’ and teacher’s comments; respond by building on peers’ and teacher’s comments; express disagreement politely).

Developing Personal and Career Goals

By the end of this course, students will:

• identify some key personal and educational goals (e.g., complete a personal timeline projecting five or ten years into the future, identifying key events and tasks along the way).

Literacy in Daily Life, ELD Level 3, Open (ELDCO)

This course helps students to expand their reading and writing skills and their ability to use language to analyse the changing world around them. Students will learn effective study skills and personal management and career-planning strategies. Students will improve their language proficiency through a variety of practical reading and writing tasks, short guided research projects, classroom discussions, and oral presentations.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in discussions and guided presentations on a variety of personal and school-related topics;
• demonstrate awareness of different varieties of spoken English and use formal and informal styles of spoken English appropriately and competently most of the time;
• create and analyse a variety of simple media works.

Specific Expectations

Developing Proficiency in Oral Communication

By the end of this course, students will:

• contribute to discussions by sharing ideas and information and responding to the contributions of others;
• use non-verbal communication techniques appropriately in discussions and guided presentations (e.g., eye contact, variations in pace, gestures, pause for effect).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• identify and compare different varieties of spoken English (e.g., standard Canadian English, Newfoundland English, standard Trinidadian English, Trinidadian Creole);
• compare the styles of language used in various situations (e.g., the colloquial language used in a television sitcom segment versus the formal language of a news broadcast);
• use the appropriate style of language in a variety of role plays (e.g., use colloquial, polite, and formal styles, respectively, for a request or an apology to a peer, a teacher, or an employer);
• self-monitor language use some of the time (e.g., use gonna and going to appropriately in informal and formal situations).

Developing Media Knowledge and Skills

By the end of this course, students will:

• identify important similarities and differences among different types of media (e.g., compare news events as presented on television, on radio, and in newspapers; compare fictional stories as presented on television, in films, and in magazines);
• participate in discussions about the use and effect of stereotypes in the media (e.g., gender roles in television sitcoms, family relationships in advertising);
• create news reports and brief dramatic presentations, using technology (e.g., short videotapes and computer- generated visuals).

Reading

Overall Expectations

By the end of this course, students will:

• read and respond to a variety of fiction and non-fiction materials, with teacher guidance;
• use a variety of strategies to build vocabulary;
• choose appropriate reading strategies;
• locate and use information from print and non-print sources for guided research projects, with teacher guidance.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• choose and read books for a variety of purposes, including study and personal enjoyment;
• express opinions and participate in discussions about fictional characters, stories, and books (e.g., through literature study groups, short book talks, and drama presentations);
• report on their personal reading (e.g., provide short summaries and recommendations for other readers);
• describe the function of key elements in a story (e.g., character, plot, setting);
• identify a writer’s or character’s point of view in short stories.

Developing Vocabulary

By the end of this course, students will:

• use knowledge of common prefixes, suffixes, and root words to determine the pronunciation and meaning of unfamiliar words;
• use a variety of strategies to learn specialized terms in subject areas (e.g., create and consult personal word lists or dictionaries; create graphic organizers; chart word families).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• identify the main idea and supporting details in a piece of writing;
• read efficiently for information (e.g., compare product prices; check schedules; make appointments);
• scan texts for specific information (e.g., dates, names, places).

Developing Research Skills

By the end of this course, students will:

• find information in a variety of classroom and library sources (e.g., print and non-print magazines and newspapers, CD-ROMs);
• organize information for oral or written presentation (e.g., using point-form notes, cue cards, poster boards).

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms for various purposes and audiences, with teacher guidance;
• use the writing process to edit written work, with teacher guidance;
• use some sentence structures and conventions of standard Canadian English correctly in written work.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write creatively and to describe personal experiences (e.g., compose stories, poems, or dialogues on topics of personal interest);
• use journals to record events, observations, and opinions;
• write in a variety of forms (e.g., short descriptions, narratives, short reports);
• take notes from texts, videos, and group presentations, with teacher guidance.

Applying the Writing Process

By the end of this course, students will:

• participate in prewriting discussions and activities (e.g., brainstorm to generate ideas; use graphic organizers to organize main ideas);
• edit a first draft to correct specific items outlined in a checklist (e.g., items of grammar, spelling, and punctuation);
• use simple word-processing software to compose and edit pieces of writing;
• use simple graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication

By the end of this course, students will:

• use conventional spelling for commonly used and personally significant words;
• use appropriate verb tenses and make subjects and verbs and nouns and pronouns agree in written work, some of the time;
• vary sentence structure to create interest and emphasis, following models provided by the teacher;
• use correct punctuation in simple sentences (e.g., statements, questions, explanations).

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate an understanding of the main elements of the Canadian political system;
• participate in discussions about the connections among cultures in Canada;
• respond appropriately to most teaching and learning situations;
• identify potential educational and career goals and appropriate strategies to use in pursuing them;
• participate in discussions about local, national, and global issues.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• demonstrate knowledge of basic facts about the levels of government in Canada;
• explain basic facts about the Canadian electoral system (e.g., how voters are enumerated, who has the right to vote, how to mark a ballot);
• find and discuss information about the political parties in Canada;
• participate in discussions about important local, national, and international current events and issues;
• compare customs of different cultural groups in Canada (e.g., dating, marriage, and child-rearing practices);
• participate in discussions about the benefits and challenges of living among diverse cultures;
• demonstrate respect for the languages and language varieties spoken by others.

Adapting to the School Setting

By the end of this course, students will:

• negotiate roles and tasks in group learning activities;
• accept responsibility for their own learning (e.g., keep track of homework; complete assignments on time; be prepared for class);
• use a variety of study skills to complete assignments (e.g., establish a study schedule; organize notes and study for tests and examinations; meet with peers to plan group projects).

Developing Personal and Career Goals

By the end of this course, students will:

• find and share information on the education, experience, and skills required for a variety of careers (e.g., consult guidance department brochures and personnel; use computer programs such as career- information databases; participate in job shadow programs);
• identify and explore possible individual career goals (e.g., participate in career days and field trips to career centres and local businesses).

Literacy for School and Work, ELD Level 4, Open (ELDDO)

This course prepares students to participate in the educational program that will allow them to continue their education, seek employment, and participate in Canadian society as informed citizens. Students will acquire a wide variety of literacy skills and learning strategies through guided reading and writing tasks, the use of a range of media resources in guided research projects, and opportunities to communicate in a variety of formal and informal situations.

Oral and Visual Communication

Overall Expectations

By the end of this course, students will:

• participate in discussions and short oral presentations about a variety of school, workplace, and personal topics;
• demonstrate understanding and appreciation of different varieties of spoken English;
• use and respond appropriately to the formal and informal styles of spoken English suited to school, workplace, and social situations;
• create, analyse, and interpret a variety of media works.

Specific Expectations

Developing Proficiency in Oral Communication

By the end of this course, students will:

• participate effectively in classroom discussions and oral presentations (e.g., by explaining, persuading, summarizing);
• use a variety of communication strategies to sustain conversations (e.g., ask for clarification; paraphrase; use appropriate facial expressions and gestures);
• recognize and use the styles of spoken English required in a variety of workplace situations (e.g., evaluate customer and employee interactions as presented in a video; role-play an employee asking for advice from a supervisor).

Using English in Socially and Culturally Appropriate Ways

By the end of this course, students will:

• listen to and analyse different varieties of English used in poems and stories (e.g., poems and stories from England, the Caribbean, or Newfoundland);
• analyse taped conversations to distinguish formal from informal English (e.g., cafeteria conversations, office interactions, parent/student/teacher conferences);
• use the appropriate style of language in a variety of role plays (e.g., introducing a new student to other classmates, participating in a job interview, making weekend plans with friends);
• use standard Canadian English appropriately in school and workplace situations.

Developing Media Knowledge and Skills

By the end of this course, students will:

• interpret, compare, and evaluate the points of view taken in a variety of media works (e.g., newspaper articles, films, advertisements);
• describe the functions of different elements in magazines and newspapers (e.g., headlines, feature articles, editorials);
• identify strategies used in different media to influence audiences (e.g., celebrity endorsements, appeals to emotion);
• create a variety of media works (e.g., classroom newspapers, video advertisements, radio documentaries).

Reading

Overall Expectations

By the end of this course, students will:

• read and respond to a variety of fiction and non-fiction materials, with minimal teacher support;
• use appropriate reading strategies to understand and interpret a variety of fiction and non-fiction materials;
• extract information from texts in a variety of subject areas, with teacher guidance;
• locate and evaluate information from a variety of print and non-print resources and use it for guided research projects, career exploration, and personal interest.

Specific Expectations

Reading and Responding

By the end of this course, students will:

• extract information from texts in a variety of subject areas, with teacher guidance;
• choose and respond to personal reading materials suitable to their age and interests;
• respond to personally selected books in a variety of ways (e.g., record ideas and feelings in a reading log; write book reviews; present book talks).

Developing Vocabulary

By the end of this course, students will:

• use a variety of strategies to expand their vocabulary (e.g., recognize changes of meaning caused by prefixes and suffixes; infer meaning from context; use dictionaries and thesauri to determine meaning and usage and to identify parts of speech);
• recognize and use key elements of standard textbook formats to find required information (e.g., tables of contents, indexes, boldface type, italics).

Using Reading Strategies for Comprehension

By the end of this course, students will:

• use a variety of reading strategies to determine meaning (e.g., cueing systems, self-correction, prediction, background knowledge);
• explain how a reading strategy suits a specific reading task (e.g., adjusting reading speed to suit the purpose and difficulty of a task);
• recognize some common cross-cultural themes and figures in folk tales and stories (e.g., the coming-of-age theme, the trickster figure).

Developing Research Skills

By the end of this course, students will:

• consult print and electronic sources to acquire information (e.g., print and non-print magazines and newspapers, CD-ROMs, the Internet);
• skim and scan text to choose relevant materials (e.g., to identify material at an appropriate level; to locate sections that deal with specific topics);
• compare and evaluate ideas and information from more than one source, for guided research projects;
• summarize main points for guided research projects, using graphic organizers (e.g., charts, tables, Venn diagrams).

Writing

Overall Expectations

By the end of this course, students will:

• write in a variety of forms for personal purposes, to carry out classroom assignments, and to pursue career goals, with teacher guidance;
• organize and develop ideas, using linked paragraphs;
• use the writing process to revise and edit written work, with teacher guidance;
• use the sentence patterns and conventions of standard Canadian English correctly most of the time in written work.

Specific Expectations

Relating Purpose to Form

By the end of this course, students will:

• write for personal and career-related purposes (e.g., letters, newspaper advertisements, résumés);
• take notes on information presented in class, using graphic organizers, blackboard outlines, and other aids;
• link ideas, using a variety of transitional words and phrases suited to the purpose (e.g., the same as, also to indicate comparison; first, then to clarify sequence; because, because of to indicate a cause-and-effect relationship);
• fill out a wide variety of forms of varying complexity (e.g., job applications, driver’s licence forms, SIN applications).

Applying the Writing Process

By the end of this course, students will:

• participate in prewriting discussions and activities (e.g., develop graphic organizers; produce written outlines);
• draft and revise the content of short compositions, working independently or with a peer;
• edit short compositions to correct specific items outlined on a checklist (e.g., to ensure subject-verb agreement, consistency of tenses, inclusion of transitional words and phrases);
• produce an edited copy of a short composition;
• use word-processing software to compose and edit pieces of writing;
• use graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication

By the end of this course, students will:

• use knowledge of spelling conventions to spell words correctly most of the time in personal and school-related compositions;
• use knowledge of the forms and rules of English grammar (e.g., verb tenses, conditional forms, rules for subject-verb agreement) to write correctly most of the time;
• use a variety of sentence structures for interest and/or emphasis;
• use punctuation correctly most of the time.

Social and Cultural Competence

Overall Expectations

By the end of this course, students will:

• demonstrate an understanding of the rights and responsibilities of living in Canada;
• participate in discussions and debates on local, national, and global issues and events;
• demonstrate flexibility as learners in different teaching and learning situations;
• identify personal and career goals and plan how to achieve them.

Specific Expectations

Developing Citizenship Awareness and Skills

By the end of this course, students will:

• participate in discussions about social and political documents that affect how our society works (e.g., the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, district school board race relations policies);
• identify and use the skills needed to seek assistance in the school and community (e.g., use, and help others to use, the services of school guidance departments and community and school support services; explain their district school board’s harassment policy and procedures);
• participate in discussions about media perspectives on social and cultural issues (e.g., newspaper and television selection and presentation of facts, images, and opinions related to race, gender, and age);
• use knowledge of strategies for conflict resolution in simulations, role plays, and group discussions;
• participate in discussions about similarities and differences in the needs and values of people of different generations and cultures and both genders;
• explain the significance of some local, national, and international current events;
• respond to issues in current events (e.g., through writing assignments, role plays).

Adapting to the School Setting

By the end of this course, students will:

• participate fully in group activities (e.g., contribute productively to all group tasks; assist others in the group; help keep the group on task);
• participate constructively in a variety of learning and teaching situations (e.g., independent research, oral presentations, varied assessment situations);
• use study skills effectively to achieve learning goals (e.g., select suitable study strategies; use self-monitoring and self- correcting strategies).

Developing Personal and Career Goals

By the end of this course, students will:

participate in a real or simulated job search (e.g., seek opportunities; tailor a résumé; write a covering letter and/or make a telephone call to accompany a job application; prepare for and participate in an interview).

This ESL curriculum is based on the following ESL curricula:

Ontario- Canada- Ministry of Education- Secondary Curriculum
http://www.edu.gov.on.ca/eng/document/curricul/seccurric.html

Orange County Public Schools- Florida- ESOL Curriculum- Advanced
http://www.ocps.k12.fl.us/framework/es/strands/adv.htm