Page 113 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

As learners develop their reading skills in the target language, it is important that they have many opportunities to read a wide variety of texts from diverse cultures and for a variety of purposes.
By reading widely, students will develop a richer vocabulary, become more attuned to the language structures and conventions of the target language in various genres, and increase their understanding of diverse world views.
Reading is a complex process that provides a bridge between speaking and writing. Students learning to read in the target language are also acquiring knowledge of new vocabulary and language structures, as well as a new phonological awareness of the sound system of the target language Reading also involves the application of many comprehension strategies before, during, and after reading. Teachers need to model the use of such strategies, engage students in shared and guided exploration of texts, and foster the independent application of reading strategies. Students need to identify which strategies are personally most helpful and how they can use these and other strategies to improve as readers. For example, students might prepare before reading by identifying the purpose of the reading activity and by activating their prior knowledge about the topic of the text and the vocabulary contained in that text.
During reading, students may use clues from context or from their understanding of language elements and structures to help them determine the meaning of unfamiliar words. They will also use a variety of comprehension strategies such as predicting, questioning, identifying main ideas, and monitoring comprehension to help them understand a text. After reading, students may analyse, synthesize, make connections, evaluate, and use other critical and creative thinking skills to achieve a deeper under- standing of the material they have read. For example, students might evaluate an author’s perspective or bias in a piece of writing and discuss how that might affect the reader’s interpretation.
To become fluent readers of the target language, students need to read frequently and develop the range of skills required to read for a variety of different purposes – to follow directions, to get advice, to obtain information, to build vocabulary, to obtain access to subject knowledge, and for personal interest and enjoyment.
It is important that students read a range of authentic materials illustrating the many uses of writing, since these texts will serve as models for texts that they will create. The reading program should therefore include a wide variety of literary, informational, fictional, and graphic texts – for example, short story, myth, legend, folk tale, poem, song, novel, play, report, newspaper or magazine article, television or radio script, manual, advertisements, autobiography, chart, diagram, graphic novel, comic book, recipes, and instructions.
Writing
From their experience with oral communication and reading, students acquire the skills they need to become good writers who are able to communicate ideas and opinions with ease and clarity. Current research confirms the similarity in the writing processes of both first- and second- language writers. The elements that go into writing in any language are essentially similar: selecting a topic; organizing and developing ideas to be included; choosing the form of writing and level of language appropriate to the audience and the purpose for writing; applying the conventions of written language such as grammar, spelling, punctuation, and word choice; and applying editing, revising, and proofreading strategies to produce a polished piece of writing.
However, for students who are learning a second language, the planning stage of the writing process is critical. Students must become skilled at choosing the correct vocabulary in the target language,
OVERVIEW
111
International Languages