Ontario Secondary School Literacy Course

Ontario Secondary School Literacy Course


This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.

Eligibility Requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course. Mature students may take the course without having previously attempted the literacy test.

Course Preview



Building Reading Skills: 
By the end of this course, students will:
BRV.01 • demonstrate the ability to read and respond to a variety of texts;
BRV.02 • demonstrate understanding of the organizational structure and features of a variety of informational, narrative, and graphic texts, including opinion pieces, information paragraphs, textbooks, newspaper reports and magazine stories, and short fiction;
BRV.03 • demonstrate understanding of the content and meaning of informational, narrative, and graphic texts that they have read using a variety of reading strategies;
BRV.04 • use a variety of strategies to understand unfamiliar and specialized words and expressions in informational, narrative, and graphic texts.

Building Writing Skills:
By the end of this course, students will:
BWV.01 • demonstrate the ability to use the writing process by generating and organizing ideas and producing first drafts, revised drafts, and final polished pieces to complete a variety of writing tasks;
BWV.02 • use knowledge of writing forms, and of the connections between form, audience, and purpose, to write summaries, information paragraphs, opinion pieces (i.e., series of paragraphs expressing an opinion), news reports, and personal reflections, incorporating graphic elements where necessary and appropriate.

Understanding and Assessing Growth in Literacy:
By the end of this course, students will:
UAV.01 • demonstrate understanding of the importance of communication skills in their everyday lives –at school, at work, and at home;
UAV.02 • demonstrate understanding of their own roles and responsibilities in the learning process;
UAV.03 • demonstrate understanding of the reading and writing processes and of the role of reading and writing in learning;
UAV.04 • demonstrate understanding of their own growth in literacy during the course.



Unit Name of Unit Time Allocated in Hours
Unit 1 Informational Texts 26
Unit 2 * News Reports 24
Midterm Point
Unit 3 Graphics and Media 22
Unit 4 Narrative Texts 25
Unit 5 Portfolio Improvements 13
  Total 110 hours



A variety of teaching and learning strategies are used in this course to meet the needs of a diverse range of learners.

Reading Writing Learning Strategies
· Journal Responses
· Graphic Organizers
· Reading Guides
· Independent Reading
· Media Analysis Guides
· Text Annotation
· Vocabulary Acquisition · Strategies
· Using Writing Guides
· Brainstorming / Concept Mapping
· Using Graphic Organizers in Writing
· Writing Outlines
· Opinion Writing
· News Paper Article Writing
· Peer Revision
· Self-Assessments
· Personal Reading Habits Improvements
· Reflective Activities


Assessment and Evaluation
Evaluation in this course will be continuous throughout the year and will include a variety of evaluation methods. The tools highlighted in yellow will be used for the three different types of assessments:

Assessment as Learning Assessment for Learning Assessment of Learning
Student Product
• Journals/Letters/Emails (checklist)
• Learning Logs (anecdotal)
• Entrance tickets
• Exit tickets
• Peer Assessment
Student Product
• Assignment
• Journals/Letters/Emails (checklist)
• Quizzes (scale/rubric)
• Rough drafts (rubric)
• Portfolios (rubric)
• Posters (rubric/scale)
• Graphic organizers (scale)
• Peer feedback (anecdotal/checklist)
• Essays (rubric)
• Entrance ticket
Student Product
• Assignment
• Journals/Letters/Emails (checklist)
• Tests (scale/rubric)
• Exam
• Rough drafts (rubric)
• Portfolio (rubric)
• Posters (rubric/scale)
• Graphic organizers (scale)
• Reports (rubric)
• Essays (rubric)
• Presentations
• Individual Project
• Whole class discussions (anecdotal)
• Self-proofreading (checklist)
• Class discussions (anecdotal)
• Presentations (rubric)
• Performance tasks (anecdotal/scale)
• Presentations (rubric)
• Performance tasks (anecdotal/scale)
• Student teacher conferences (checklist)
• Small Group Discussions (checklist)
• Pair work (checklist)
• Debate (rubric)
• Student teacher conferences
• Small group discussions (checklist)
• Pair work (anecdotal)
• Peer-feedback (anecdotal)
• Peer-editing (anecdotal)
• Oral Presentation with question and answer session (rubric)


The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for the Ontario Secondary School Literacy Course.

  1. Term work will be 70% of the overall grade for the course;
  2. The summative evaluations will be 30% of the overall grade, incorporating a final written examination.

Achievement Categories

Application 25% Knowledge and Understanding 25%
Communication 25% Thinking/Inquiry 25%

Achievement Chart

A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement

Percentage Grade Range Achievement Level Summary Description
80–100% Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard.
70–79% Level 3 A high level of achievement.  Achievement is at the provincial standard.
60–69% Level 2 Moderate level of achievement.  Achievement is below, but approaching the provincial standard.
50–59% Level 1 A passable level of achievement.  Achievement is below the provincial standard
Below 50% Level R Insufficient achievement of curriculum expectations.  A credit will not be granted


OLC4O Online Course of Study


Role of Technology in the Curriculum

Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences.  Students explore, evaluate and create concepts and works using a wide array of digital tools.  They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills.  Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.

Teachers at Rosedale Academy get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies.  They enable rapid feedback and communication at any time without borders in our global community.

Tool Use Benefit
Discussion forums Whole class discussion (written) Creates a record of each student’s contributions.
Group activities Small group collaboration and discussions (written) Encourages student participation; creates a record.
Live Skype sessions Toronto teacher leads the lesson with students as a class Observations of whole class and individual students
Databases Students upload words, phrases, files, surveys, etc. to the database for peer assessment, presentation, or research Student-centered data, peer assessment (as learning)
Glossary Vocabulary reference and recording Allows students to reference key course vocabulary and make contributions to help other students
Workshop Students submit work for peer assessment to Moodle. Peers assess each others work based on rubrics, etc. Promotes assessment as learning
Peer Teaching Students research a given topic and share their findings and opinions with other students. Fosters discussion between students and allows for content to be learned and expressed from a student perspective
Padlet Bulletin board activities showing content found around the internet Allows a space for collaborative research for students and an opportunity to share ideas and resources
Thinglink Annotation of images and text Allows students to comment and annotate text to improve critical reading skills and complete activities
Journals Small group discussions using problem solving Improves students’ critical inquiry, and reflective thinking skills about the concepts learned within the course

English as a Second Language

Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.

  • All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
  • Teachers at Rosedale Academy provide a variety of accommodations for English Language Learners. These accommodations include:  extended time for tests and exams; chunking of assignments and tests; a safe space for asking questions; formative feedback; mini-lessons in spelling, sentence structure and grammar; and access to ESL resources and expert discussion.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.

Career Education

This course provides literacy skills necessary for English workplaces and further academic achievement. Many of the projects within the course are examples of authentic assessment and connect with real jobs where literacy skills are necessary. By engaging in these projects, students can determine how English language skills play a role in their future career.


Academic Integrity

Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating.  Rosedale Academy takes the following steps to ensure academic integrity:

  • Students provide photo identification
  • Course assignments include audio and video components
  • Teachers Skype weekly with their classes
  • Students are encouraged and supported to develop original work
  • Exams are proctored by adults in trusted positions

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.

Late and Missed Assignment

Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.

SKU: OLC4O-2017-03 Categories: , Tag:

Additional information

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I am an ONTARIO student with an OEN ($590.00 CAD), I am an INTERNATIONAL student without an OEN ($680.00 CAD)