Secondary to College Continuum

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Welcome!

• Secondary to College Continuum
• Focus on English
• Marian Lawson MacDonald Julie Kalil

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Secondary to College Continuum FOCUS ON
ENGLISH!!
WHAT?

• Information for College partners in the High
  School to College to Work
  program

WHY?

• Expand opportunities for all students
• Clear transition between high school and college
• Clearer pathways for students choices

HOW?

• With relevant and practical information to aid
  college
• partners in understanding high school
  expectations

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Prerequisite Chart for EnglishGrades 9 12
Compulsory Courses
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Strands

• In order to provide explicit teaching of
  knowledge and skills,
• the English program is divided into four specific
  strands
• Literature Studies and Reading
• Writing
• Language
• Media Studies
• Each strand is organized and evaluated based on
  the four
• broad categories of knowledge and skills. These
  include
• Knowledge/Understanding
• Thinking/Inquiry
• Communication
• Application/Making Connections

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Literature Studies Reading

• The study of literature is central in the English
  curriculum it offers students opportunities
• to expand their intellectual horizons and to
  extend and strengthen their literacy skills.
• Within the strand, students
• Learn to read efficiently and to absorb
  information quickly.
• Learn to use language structures that are more
  complex and vocabulary that is
• more specialized.
• Learn to switch from one genre to another and to
  use reading skills to suit their
• purpose and the materials they are reading.
• Increase their knowledge of accomplished writers
  and literary works.
• Read a balance of exemplary literary and
  informational works that nourish the imagination,
  promote intellectual growth and serve as models
  for their own writing.

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Writing

• Students use writing to record information and
  ideas, to express themselves, to
• communicate with others for various purposes, and
  to reflect and learn. A central goal is
• to promote students growth as confident writers
  and researchers who can communicate
• competently.
• Within the strand, students
• Use a range of forms and styles to suit specific
  purposes and audiences.
• Correctly apply the conventions of language
  grammar, usage, spelling punctuation.
• Write creatively to develop thinking abilities
  and composing skills.
• Explore different genres and forms such as
  essays, reports, reviews, articles, short
  stories, poetry, letters, biographies, reviews,
  resumes, advertisements, and journals.

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Language

• The Language strand sets out expectations for
  vocabulary development, knowledge of
• the history of the English language, knowledge of
  the conventions of standard Canadian
• English, and oral communication skills.
• Within the strand, students
• Improve their reading, writing and speaking
  skills through vocabulary development.
• Study the rules of standard grammar and the
  conventions of spelling and punctuation.
• Listen and speak in order to understand concepts,
  solve problems, provide information, and express
  thoughts.
• Become aware of forms, styles, imagery, language
  structures, and conventions used by other
  speakers and writers.
• Improve their ability to explore and communicate
  ideas in both classroom and formal speaking
  situations.

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Media Studies

• Because of the pervasive influence of print and
  electronic media, it is important for
• students to learn how to understand and interpret
  media works.
• Within the strand, students
• Analyse various aspects of media communications.
• Design and/or create their own media works using
  a range of technologies.
• Develop critical thinking skills and understand
  at first hand how media works are designed to
  influence audiences and reflect the perspectives
  of their creators.
• Develop production skills that may open up career
  opportunities in the entertainment and
  communication industries.
• Learn to appreciate the media as sources of
  personal information and pleasure.

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English OverviewGrade 9

• Academic
• This course emphasizes analytic reading,
  writing oral communication, and thinking skills.
  Students will study and interpret texts from
  contemporary and historical periods, including
  plays, short stories, short essays, and will
  investigate and create media works. An important
  focus is placed on the correct and effective use
  of spoken and written language.

• Applied
• This course emphasizes key reading, writing,
  oral communication, and thinking skills.
  Students will study plays, short stories,
  newspaper and magazine articles, and will
  describe and create media works. An important
  focus is placed on the correct use of spoken and
  written language.

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Student WorkGrade 9
Academic
Applied

• Analyze information, ideas and elements in texts.
• Use structure in writing (topic and support
  sentences, transition words, conclusion) and use
  stylistic devices.
• Presentation of reports, speeches. Debates,
  dramatizations
• Analyze specific media works describe intended
  effect.

• Select and summarize material understand the 5
  Ws.
• Use structure in writing (expository/descriptive
  paragraph, narrative, instructions, directions,
  reports) and use introduction, body and
  conclusion in written reports.
• Presentations to small groups.
• Identify and describe media forms.

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English OverviewGrade 10

• Academic
• This course extends the range of analytic,
  reading, writing, oral communication, and
  thinking skills. Students will study and
  interpret challenging texts from contemporary and
  historical periods, including novels, poems and
  opinion pieces, and will analyse and create
  effective media works. An important focus is on
  the thoughtful use of spoken and written
  language.

• Applied
• This course extends the range of key reading,
  writing, oral communication, and thinking skills.
  Students will study novels, poems, magazines,
  and reports, and will describe, design, and
  produce effective media works. An important
  focus is on the clear and coherent use of spoken
  and written language.

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Student WorkGrade 10
Academic
Applied

• Compare, contrast and/or analyse information,
  ideas, and elements in texts and synthesize and
  communicate findings.
• Use of thesis, devices to engage reader interest
  in short essays. Use of compare and
  contrast/cause and effect.
• Development of oral/listening skills through
  dramatizing, presenting, panel discussions and
  debating
• Analyse the elements of a variety of media works.
  

• Describing and analysing information, ideas,
  opinions themes.
• Persuasive reports or short essays which include
  introduction, body and conclusion.
• Development of oral/listening skills through
  storytelling, role playing and reporting and
  presenting.
• Demonstrate critical thinking skills by
  identifying explicit or implicit messages.

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Literature Studies and Reading
4C
3C

• Read a variety of informational texts and
  literary works from various time periods,
  countries and cultures
• Select and use specific and significant evidence
  from texts to support judgements and arguments
  (ex. assess information from a report to write an
  executive summary, support an interpretation of a
  play)
• Analyse how elements of literary works and
  research articles reinforce the works
  conclusion/theme etc.
• Analyse how elements of non-fiction forms
  influence meaning (ex. Compare a summary with
  the original report)

• Read a variety of informational texts and
  literary works from Canada and other countries
• Interpret and assess explicit and implicit
  information in various texts
• Summarize and assess magazine articles, opinion
  pieces, and the novel
• Understand and use elements of literary forms
  (ex. describe and assess how the organization of
  a report or short essay contributes to its
  effectiveness)
• Select and use a range of effective reading
  strategies

KNOWLEDGE
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Literature Studies and Reading
4C
3C

• Analyse and assess the effectiveness of language
  used in expository language (ex.
  plain-language style in business and technical
  writing as opposed to a formal style in essay
  writing)
• Analyse how authors use a variety of rhetorical
  and literary devices
• Explain how authors and editors use design
  elements to organize content and communicate
  ideas (ex. graphic design in flowchart format
  of a play script)

• Describe the language of a variety of
  informational and literary texts (ex. compare
  several business and technical reports to
  identify characteristics of a plain-language
  style analyse editorials and explain the use of
  their persuasive words
• Explain how rhetorical and literary devices
  enhance meaning
• Explain how design elements are used to organize
  content and communicate ideas (ex. Use of
  marginal notes, diagrams, captions, introductory
  and concluding summaries)

S K I L L S
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Writing
3C
4C

• Use a range of primary and secondary sources in
  order to develop ideas for writing. (ex.
  interviews, CD-ROMS, libraries)
• Select and use appropriate writing forms for
  various purposes and audiences (ex. summarize
  a magazine article on a topic of personal
  interest)
• Select and use a suitable voice and level of
  language for a business and technical audience

• Use a range of primary and secondary sources in
  order to develop topics for writing. (ex.
  Internet searches, inquiry questions, interviews,
  reference texts, refined research plans)
• Assess information and ideas from research to
  determine whether they are sufficient, reliable,
  credible, and suitable.
• Formulate and refine a thesis to develop content
  for expressive and business and technical writing

KNOWLEDGE
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Writing
3C
4C

• Use a variety or organizational structures and
  patterns.
• (ex. Question and answer structure,
  chronological order, headings, subheadings,
  illustrations)
• Focus will be on
• Reports (supported by graphics, illustrations,
  and charts)
• Persuasive essays (using an introduction, body,
  and conclusion structure)
• Correspondence Writing (using a level of language
  intended for business, technical, and personal
  communications)

• Write an independent study project
• Use graphic organizers, report/essay structure,
  and organizational patterns (ex. induction,
  deduction, and process-analysis to present
  information)
• Select and use appropriate forms to produce
  written work for specific audiences and purposes
  (ex. Plain language for a general audience)
• Focus will be on
• Research reports
• Summaries
• Short analytical essays
• Scripts

SKILLS
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WritingGeneral Comments

• Students in both the 3C and 4C English courses
  will be required to use correctly the grammar,
  usage, spelling, and punctuation conventions of
  standard Canadian English.
• In addition they are required to cite researched
  information, ideas, and quotations in a
  consistent and ethical manner according to
  acceptable research methodology.
• Students should produce, format, and publish
  written work, using appropriate technology to
  share writing with intended audiences. In other
  words, tables and charts should be smoothly
  integrated, fonts should be appropriate, graphics
  should enhance the piece of work.

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Language
3C
4C

• Use knowledge of language with a focus on
  choosing, developing, and sustaining an
  appropriate style.
• Analyse the origins and roots of words used in
  different areas of science, business and
  technology.
• Express themselves effectively in a variety of
  spoken and written communications.
• Use critical listening skills to analyse and
  assess the content of oral presentations
• Communicate orally for a variety of purposes
• Prepare for a job interview with a specific
  college program
• Present a portfolio
• Multi-media presentations

• Apply knowledge of language and vocabulary
  conventions to read, write and speak effectively
  while developing an effective voice.
• Use listening and oral skills to use business and
  technical language appropriately in oral reports
  and presentations.
• Identify specialized business and technical
  language for specific contexts.
• Compare their current oral communication
  knowledge and skills with those required in a
  variety of occupations and college programs.
• Make an action plan to address identified needs.

KNOWLEDGE
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Language
3C
4C

• Analyse the origins and roots of words.
• Identify and use specialized business and
  technical vocabulary and consolidate their use of
  a plain-language style in reports and essays.
• Identify strengths and weaknesses in their oral
  communication skills and create an action plan
  for improvement.
• Plan and deliver oral presentations and conduct
  interviews with a focus on researching
  information and ideas, organizing, rehearsing,
  and revising.
• Use techniques such as parallel structure,
  sustaining an appropriate tone, and incorporating
  props, handouts, charts and other visual aids,
  and technology.

• Apply a variety of strategies to extend
  vocabulary through reading.
• Communicate orally in large and small groups for
  a variety of purposes, applying such skills as
  the following
• describing and fulfilling roles as required
  
• contributing relevant information which is
  researched and organized
• completing assigned tasks for the group
• summarizing the main ideas
• working towards consensus
• accepting group decisions

SKILLS
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Media
3C
4C

• Explain how a variety of media forms communicate
  messages with specific social implications (ex.
  Explain how the characteristics of a national
  newspaper, a local newspaper, a television
  newscast, and the Internet are reflected in the
  coverage of a major news story)
• Analyse the relationship between media and their
  audience (ex. Analyse content and advertisement
  of a television show).

• Explain how the form, style and techniques in
  media works convey messages with social or
  ideological implications.
• Explain the relationship between media works and
  their audiences (ex. Analyse the reactions of
  the local community to a film, and explain why
  different audiences interpret messages
  differently).
• Demonstrate an understanding of the relationships
  among form, purpose, audience, and production
  options in their creations, assess the
  effectiveness and analyse the choices made during
  the production process.

KNOWLEDGE
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Media
3C
4C

• Demonstrate critical thinking skills by
  identifying bias and explaining the difference
  between explicit and implicit messages.
• Design or create media works based on ideas,
  themes, and issues examined in this course (ex.
  Design a radio documentary or a photo essay).
• Present media works to peers and explain
  solutions to production problems.

• Demonstrate critical thinking skills by
  identifying bias and analysing messages in media
  works
• Design or create media works based on ideas,
  themes, and issues examined in this course
  (ex. Create a short video for a particular
  business or technical topic and how the video
  would be changed for a different audience).
• Explain how factors such as industry codes affect
  media practices, including marketing and
  distribution methods

SKILLS
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Optional Courses

• Grade 11
• Canadian Literature (U/Col)
• Literacy Skills Reading Writing (Open)
• Media Studies (Open)
• Presentation and Speaking Skills (Open)

• Optional credits provide
• students with opportunities
• to explore individual
• interests and to deepen and
• extend some of the
• knowledge and skills
• acquired in their compulsory
• courses through more
• thematic and specialized
• study.

• Grade 12
• Studies in Literature (U)
• The Writers Craft (U)
• Studies in Literature (Col)
• The Writers Craft (Col)
• Communication in the World of Business and
  Technology (Open)

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Delivery of Curriculum
4C
3C

• Summarizing Note Taking
• Skills
• -Magazine articles
• -Newspaper articles
• Essay/Proposal
• -Persuasive
• Business Communication
• -Letter to the editor
• -Cover letter
• - Resume
• -Friendly letter
• Media
• -Photo Essay
• Oral Presentation
• -Organizing, Researching
• Rehearsing and Revising for
• class presentation

• Short Story
• -Scripts
• -Summaries
• Essays/Reports
• - Compare/Contrast
• - Analytical
• Business Communication
• -Persuasive letters
• -Complaint letters
• -Recommendation letters
• -Appreciation letters
• Media
• -Multi-media Presentation
• Oral Presentation
• -Preparing for Interviews
• -Presentation of Independent
• Study

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The Report
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Achievement Levels
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Characteristics of Level 1 Below Level 1

• Provincial Achievement
• Level R
• Characteristics of this level
• often include
• Student requires considerable assistance to work
  on grade level expectations.
• Student is not demonstrating achievement of grade
  level expectations at this time.
• Student may need supports to address life
  circumstances that interfere with the ability to
  meet grade level expectations.
• Student may need a remediation plan to address
  specific learning needs.

• Provincial Achievement
• Level 1
• Characteristics of this level
• often include
• Student requires assistance to work on grade
  level expectations.
• Few of the specified curriculum expectations are
  met.
• Shows understanding of few of the required
  concepts.
• Analysis and expectations are rarely given with
  little evidence.
• Limited use of required skills and strategies.
• Major errors occur
• Communication is unclear or imprecise.

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From Expectations to the Report Card

• 1) Expectations (Knowledge and Skills)
  
• 2) Link to categories of the achievement chart
• 3) Design assessment tasks
• 4) Design the teaching and learning strategies
• 5) Score sheet to students
• 6) Assign a level
• 7) Collect more samples/evidence
• 8) Determine one level
• 9) Code on the report card

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Summative Assessments A Sample Assessment
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Resources

• Curriculum Documents
• The Ontario Curriculum Documents for English
  offer a complete list of expectations for grades
  9 through 12 at the academic and applied levels.
  These documents can be found at most educational
  facilities or on line at www.edu.gov.on.ca

• Course Profiles
• Websites such as www.curriculum.org
• offer sample courses of study (course
  profiles) prepared for teachers to use in meeting
  local classroom needs. The course profiles may
  be used in their entirety, in part, or may be
  adapted.

• Websites
• www.educationcanada.cmec.ca
• www.gotocollege.ca
• www.odyssey.on.ca

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Questions?