Page 145 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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 etymology and related words to infer the meaning of unfamiliar words; consult online dictionaries to broaden their vocabulary related to a specific subject or area of study; construct a mind map to help them remember terms and phrases related to the topic of a text they are reading; substitute a word that would make sense in the same context to help them decode an unfamiliar word; identify words borrowed from other languages to confirm their meaning; conduct research to identify the meaning of jargon and slang encountered in a blog)
Teacher prompts: “What does the prefix of this word tell you about its meaning? What does the suffix tell you?” “What familiar word could you substitute for this new one to make sense of the sentence?”
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., human, divine, or animal characters, often possessing special knowledge
or talents, imaginatively represent aspects of a traditional belief system in a folk tale; the interplay of images and words conveys the plot and charac- terization in a graphic novel; setting, plot, and characterization work together in a short story
or novel to depict the significance of imagined experiences; photographs, status updates, and
likes and dislikes on social networking sites help friends keep in touch; photographs and descriptions of sites and cultural traditions in a travel guide help tourists choose a vacation destination)
Teacher prompts: “In what ways do the images in a graphic novel complement the written text?” “What is the purpose of selecting likes and dislikes on a social networking site?”
C2.2 Text Features and Elements of Style: identify some features and stylistic elements
of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help convey the meaning (e.g., rhyme, personification, and metaphor emphasize particular ideas in a poem; a table of contents, lists, sidebars, and links to related topics allow the user to navigate an online encyclopedia; links in a
website lead the user to related information; dialogue and descriptive words help the reader visualize characters in a work of fiction; diagrams and illustrations give the reader visual cues in
a non-fiction book)
Teacher prompts: “What idea is the poet trying to emphasize in selecting this metaphor? How do you know?” “Can you identify some of the navigation features in this online encyclopedia?” “Why are illustrations an important element in a non-fiction text?”
C2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log to record reflections on how often and how well they use various strategies; review their reading log to set goals for improving their use of particular strategies, such as rereading to find information they may have overlooked or synthesizing ideas while reading a longer text; plan to read a variety of works of fiction to expand their vocabulary and fluency)
Teacher prompt: “What strategies do you use to synthesize ideas while reading a longer text? How could you improve your use of them?”
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read about the benefits of learning another language, such as opportunities for careers, summer jobs, travel, and making friends, and identify the ones they find most personally relevant; create a multimedia presentation to highlight cultural aspects of different countries or regions, using information from travel brochures; research a well-known target-language speaker, and discuss their findings in an audio-visual presentation; find out about language exchanges and share the information with the class; identify vocabulary that reflects the cultural identity of the author of a text)
Teacher prompts: “What details in the travel brochures influenced your opinion of this region?” “What do you think are the biggest benefits of going on a language exchange? Where would you like to go on exchange? Why?”
READING
143
International Languages
LBACU – LDYCU