Page 121 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Reading Comprehension: determine meaning in a variety of texts in the target language, using a range of reading comprehension strategies;
C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in texts in the target language about aspects of culture in diverse communities where the target language is spoken
and other communities around the world, and of sociolinguistic conventions in the target language used in a variety of situations and communities.
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them before, during, and after reading to understand simple texts in the target language, in modelled, shared, guided, and independent reading contexts (e.g., preview vocabulary to identify familiar words and cognates; use an anticipation guide to predict the content of
a text, and verify their predictions while reading; make connections between personal experience and specific ideas in a text to extend their understanding; refer to text features such as images, captions, headings, and tables to get a sense of the topic
and structure of the text; create a list of questions to clarify their understanding of the topic; create a list of key words in a text, and refer to them when summarizing its message)
Teacher prompts: “What text features can help you to get a sense of the topic before you read? What does the picture tell you about the text, for example?” “Think of other texts similar to the one you have just read. Do they help you understand this text? How?”
C1.2 Reading for Meaning: demonstrate an understanding of information and ideas in simple texts in the target language, with teacher support as appropriate (e.g., retell a story read in class, using a storyboard; dramatize key elements of a report about a current event or a social or an environmental issue; summarize information in a
brochure about adolescent health; identify and record key information and supporting details from brochures or posters; follow written directions to locate an object; read song lyrics and interpret the theme using dance; compare the prices of items in a menu, catalogue, or flyer expressed in Canadian dollars and in the currency of the target-language community)
C1.3 Reading with Fluency: read texts in the tar- get language that contain familiar vocabulary and expressions at a sufficient rate and with sufficient ease to demonstrate that they under- stand the overall sense of the text (e.g., read aloud with suitable expression, pausing as indicated by the punctuation and using appropriate emphasis; smoothly articulate high-frequency words and words related to personal interests while reading aloud; use intonation to distinguish the character when participating in a readers’ theatre; identify and accurately pronounce the same word in different reading contexts, such as on a word wall or in shared-, guided-, and independent-reading activities)
Teacher prompts: “How does paying attention to punctuation help you make your reading sound more like speaking?” “Think about the emotions that the text implies. How can you convey them as you read aloud?”
C1.4 Developing Vocabulary: use a range of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., use knowledge of roots, prefixes, and suffixes to infer the meaning of unfamiliar words;
READING
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International Languages
LBABD – LDYBD