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Grade 9 English Tutor

Grade 9 English Tutoring

In the ninth and tenth grades, students must complete certain compulsory and elective courses. In grade nine, students are tasked with one compulsory course. This course can be taken either as an academic course or as an applied course. The optional or open course in the tenth grade is literary skills.

We work with the local curriculum which enables us to create a firm foundation which your child can build their language skills on. During the ninth grade, students must develop their skills in a wide variety of media using a wide range of resources both tangible and electronic.


Grade 9 English Sample Curriculum

Oral Communication


  • Identify the purpose of several different listening tasks and set goals for specific tasks
  • Identify and use active listening and comprehension strategies
  • Identify the important information and ideas in both simple and complex oral texts
  • Develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used to support their interpretations
  • Extend understanding oral texts by making connections between the ideas in them and personal knowledge, experience, and insights
  • Focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
  • Identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity
  • Explain how presentation strategies are used in oral texts to inform, persuade, or entertain
  • Communicate orally using language suitable for the intended audience
  • Demonstrate an understanding of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
  • Use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience
  • Identify non-verbal cues and use them, with sensitivity to audience needs, to convey meaning
  • Use audio-visual aids
  • Describe strategies used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication

Reading


  • Read student - and teacher - selected texts from diverse cultures and historical periods, identifying specific purposes for reading
  • Use reading comprehension strategies to understand both simple and complex texts
  • Identify the important ideas and supporting details and make and explain inferences, supporting their explanations with stated and implied ideas from the texts
  • Extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights
  • Analyse texts in terms of the information, ideas, issues, or themes they explore
  • Evaluate the effectiveness of texts, using evidence from the text to support their opinions
  • Identify the perspectives and/or biases and comment on beliefs, values, and identity
  • Identify characteristics of literary, informational, and graphic text forms and explain how they communicate meaning
  • Identify features and explain and elements of style and explain how they communicate meaning
  • Automatically understand most words in several different reading contexts and use appropriate decoding strategies to read and understand unfamiliar words

Writing


  • Identify the topic, purpose, and audience for several different types of writing tasks
  • Generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources
  • Locate and select information to support ideas for writing
  • Identify, sort, and order main ideas and supporting details for writing tasks
  • Determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task
  • Establish an identifiable voice, modifying language and tone to suit the form, audience, and purpose
  • Explain how their own beliefs, values, and experiences are revealed in their writing
  • Revise drafts to improve the content, organization, clarity, and style of their written work
  • Produce revised drafts of both simple and complex
  • Build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies
  • Use punctuation and grammar conventions correctly to communicate meaning
  • Proofread and correct their writing, using guidelines developed with the teacher and peers
  • Use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence
  • Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
  • Identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively

Media Literacy


  • Identify the topic, purpose, and audience for several different types of writing tasks
  • Generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources
  • Locate and select information to support ideas for writing
  • Identify, sort, and order main ideas and supporting details for writing tasks
  • Determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task
  • Establish an identifiable voice, modifying language and tone to suit the form, audience, and purpose
  • Explain how their own beliefs, values, and experiences are revealed in their writing
  • Revise drafts to improve the content, organization, clarity, and style of their written work
  • Produce revised drafts of both simple and complex
  • Build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies
  • Use punctuation and grammar conventions correctly to communicate meaning
  • Proofread and correct their writing, using guidelines developed with the teacher and peers
  • Use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence
  • Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
  • Identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively
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