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Grade 10 English Tutor

Grade 10 English Tutoring

In the tenth grade, students must complete certain compulsory and elective courses. In grades nine and ten students must take one compulsory course in each grade. These courses can be taken either as academic courses or as applied courses.

The optional or open course in the tenth grade is literary skills which consists of Reading Skills and Writing 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 tenth grade, students must develop their skills in a wide variety of media using a wide range of resources both tangible and electronic.

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Grade 10 English Sample Curriculum

Oral Communication


  • Identify the purpose of a variety of listening tasks and set goals for specific tasks
  • Select and use appropriate active listening and comprehension strategies to understand oral texts, including increasingly complex texts
  • Identify the important information and ideas in oral texts
  • Develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
  • Extend understanding of oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  • Analyse oral texts focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
  • Identify and analyze the perspectives and/or biases evident in oral texts and comment on any questions they may raise about beliefs, values, identity, and power
  • Evaluate the effectiveness of a variety of presentation strategies used in oral texts and suggest other strategies that could be used effectively
  • Communicate orally for a variety of purposes, using language appropriate for the intended audience
  • Demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
  • Communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience
  • Use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience
  • Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences
  • Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning
  • Use a variety of audio-visual aids appropriately
  • Describe a variety of strategies they 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 skills

Reading


  • Read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading
  • Select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts
  • Identify the most important ideas and supporting details in texts and make and explain inferences about texts, supporting their explanations with well-chosen stated and implied ideas from the texts
  • Extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
  • Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements
  • Evaluate the effectiveness of texts using evidence from the text to support their opinions
  • Identify and analyze the perspectives and/or biases evident in texts and comment on any questions they may raise about beliefs, values, identity, and power
  • Identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
  • Identify a variety of text features and explain how they help communicate meaning
  • Identify a variety of elements of style and explain how they help communicate meaning and enhance the effectiveness of the texts
  • Automatically understand most words in a variety of reading contexts
  • Use appropriate decoding strategies to read and understand unfamiliar words
  • Identify and use a variety of strategies to expand vocabulary
  • Describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers
  • Identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively

Writing


  • Identify the topic, purpose, and audience for a variety of writing tasks
  • Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
  • Locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
  • Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
  • Determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
  • Write for different purposes and audiences using a variety of literary, graphic, and informational forms
  • Establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
  • Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
  • Write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ide
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  • 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, using a variety of teacher-modelled strategies
  • Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
  • Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
  • Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
  • Use punctuation correctly and appropriately to communicate their intended meaning
  • Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
  • Proofread and correct their writing, using guidelines developed with the teacher and peers
  • Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience
  • Produce pieces of published work to meet criteria identified by the teacher
  • Describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers
  • Identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively
  • Select a variety of examples of different types of writing that they think reflect significant advances in their growth as writers and explain the reasons for their choice

Media Literacy


  • Identify the topic, purpose, and audience for a variety of writing tasks
  • Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
  • Locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
  • Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing
  • Determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task
  • Write for different purposes and audiences using a variety of literary, graphic, and informational forms
  • Establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing
  • Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience
  • Write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
  • 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, using a variety of teacher-modelled strategies
  • Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
  • Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors
  • Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
  • Use punctuation correctly and appropriately to communicate their intended meaning
  • Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently
  • Proofread and correct their writing, using guidelines developed with the teacher and peers
  • Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience
  • Produce pieces of published work to meet criteria identified by the teacher
  • Describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers
  • Identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively
  • Select a variety of examples of different types of writing that they think reflect significant advances in their growth as writers and explain the reasons for their choice
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