Page 144 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, University Preparation
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
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 and some complex adapted and authentic texts in the target language, in various reading contexts (e.g., preview vocabulary to become familiar with new words; use prior knowledge and experience to predict the topic before reading, and ask questions during and after reading to test the accuracy of their predictions; draw on personal experience to help them understand the opinions expressed in a text; refer to a variety of visual cues in a text to help them interpret its message; use their knowledge of similar text forms to make inferences; read beyond an unfamiliar word or phrase to infer its meaning
from the overall sense of the text; create a list of questions to clarify their understanding of key ideas; make notes while reading to record important or interesting ideas)
Teacher prompts: “How did previewing new vocabulary improve your understanding as you read the text?” “How does your knowledge of this text form affect the way you read it?”
C1.2 Reading for Meaning: demonstrate an understanding of information and ideas in a variety of texts in the target language, including simple texts and some complex adapted and authentic texts, with teacher support as appro- priate (e.g., restate the message of a graphic novel
and/or recount events described in the text; describe the personality of a fictional character, judging from his or her words and actions and from what other characters reveal; summarize key ideas in an article on climate change; make an object or follow a route to an undisclosed location after reading instructions from a peer; read about the benefits
of learning the target language and present the information to the class; create an itinerary and a budget for an overseas vacation, using information from target-language websites)
Teacher prompt: “What evidence did you find to support various key ideas presented in the article?”
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., adjust pace, tone, and emphasis while reading aloud, according to text features such as punctuation,
italics, or bold type; smoothly articulate words related to personal and academic interests; communicate the emotions suggested by a text by reading with expression; use emphasis and phrasing for dramatic effect while reading to an audience)
Teacher prompt: “What emotions does this text imply? How can you communicate them as you read? How does that help your audience?”
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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