Page 156 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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.
Level 2, Open
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 teacher-selected complex adapted and authentic texts in the target language, in modelled, shared, guided, and independent reading contexts (e.g., preview the text to find familiar words and cognates that will support their understanding of the message; refer to text features such as the table of contents, titles, and captions, and to their knowledge of similar text forms, to make predictions about the topic; draw on personal experience to help them under- stand the author’s intention; use visual cues such as illustrations, photographs, and diagrams to support their understanding of the overall message;
ask questions to monitor their comprehension; note repeated words in a text to help them identify key ideas)
Teacher prompts: “How do the visual elements of the text help you understand it? How do they help you make predictions?” “What strategies can you use while reading to remember important points?”
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 teacher-selected complex adapted and authentic texts, with teacher support as appropriate (e.g., restate in correct sequence events described in an e-mail or a letter;
dramatize a text about traditional foods and/or customs in a First Nations, Métis, or Inuit com- munity; summarize information in a newspaper article or blog; identify and record the evidence that a reviewer offers to support a movie or book critique; read a city map to determine the route
to a particular location; interpret and explain the information in a graph of languages spoken in Canada; recommend a movie to peers on the basis of an online or a newspaper review; identify the key message on the home page of an environmental organization’s website)
Teacher prompt: “What key factors does the graph reflect about languages spoken in Canada? How have these factors changed over time?”
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 and using appropriate tone; while reading aloud, accurately pronounce familiar words and some words previously encountered in texts, class discussions, and/or anchor charts; use appropriate emphasis and phrasing when participating in shared reading activities)
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?”
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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