Page 133 - 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., refer to illustrations, photographs, diagrams, and/or the cover of a text to help them predict its message; make connections between personal experience and the overall message of a text to extend their understanding; ask questions to get additional information about the topic; highlight key words to help them determine the main idea)
Teacher prompts: “What familiar words do you recognize in the text? How do they help you understand the message?” “What does the cover tell you about the topic?”
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., outline the plot of
a story read in class by drawing and labelling pictures; using props, dramatize ordering a meal based on information in a menu; share details from
a pen pal’s letter with a peer; mime a procedure such as making a sandwich after reading instructions from a classmate; identify and record key informa- tion in an e-mailed reservation confirmation; plan a trip using information from a bus or train schedule)
C1.3 Reading with Fluency: read texts in the target 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., make reading aloud sound like speaking, pausing as indicated by the punctuation; smoothly articulate high-frequency words and familiar words while reading aloud; use appropriate phrasing when reading a poem aloud)
Teacher prompt: “As you read this text aloud, imagine that the words are being spoken rather than read. Where would a speaker naturally pause, change his or her tone of voice, or get louder or softer?”
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., consult a word wall to confirm or revise their interpretation of unfamiliar words, and keep a personal lexicon updated; construct a word web of vocabulary relating to a specific topic; create a bank of words encountered in non-fiction texts)
Teacher prompt: “Describe some techniques for remembering new words or expressions you encounter when reading. Which one do you find most helpful?”
READING
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International Languages
LBABO – LDYBO