Page 157 - 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 prefixes and suffixes to help them decode an unfamiliar form of a familiar word; take note of new words while reading, and add them to a personal word list; construct a word web on a specific topic or subtopic in a text they are reading to consolidate their vocabulary acquisition; identify jargon and slang in a magazine article, and keep a list to expand their vocabulary)
Teacher prompt: “When part of a word is familiar but the whole word is new, how can you work out its meaning?”
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., graphic design and descriptive text on a book jacket or DVD cover capture attention and stimulate interest; abbreviations and idiomatic expressions in a text message address a particular age group; the interplay of images and words in a comic book conveys the story; setting, plot, and characterization work together in a short story to depict the significance of imagined experiences; the arrangement of information by columns and rows in a television listing or bus schedule communicates timetables concisely; pictures and descriptions in a flyer or leaflet promote products)
Teacher prompts: “What is the purpose of a DVD cover?” “Why do you think abbreviations are frequently used in text messages?” “How does the layout of this schedule help you quickly find the time a bus arrives?”
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., an image and a list of featured articles on
the cover of a magazine indicate its contents; a synopsis, illustrations, and review extracts on a book jacket or DVD cover describe and endorse
the product; captions, speech balloons, and graphic representations of sound effects explain the charac- ters’ thoughts and actions in a comic book; bold type and colours emphasize key words in an
advertisement; drop-down menus and headings with embedded links help the user navigate a website)
Teacher prompts: “What elements in this DVD cover do you find persuasive? Why?” “What effect does colour have in this advertisement?” “How did the different fonts in the speech balloons of this comic book influence your interpretation of the characters?” “What features of this environmental organization’s website help you to navigate the information presented?”
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 track reading trends and set
new goals; review their reading log to determine preferred text forms and set goals to expand the variety of texts they read; create a mind map of reading strategies, using colours, symbols, and fonts to distinguish their purposes and illustrate their usefulness; plan to seek opportunities to read the target language outside the classroom)
Teacher prompts: “What type of text do you read most often? How do these texts build your reading skills? What new text form do you think would help you improve your skills further?” “What strategy works best to help you decode an unfamiliar word or concept as you read?” “What questions do you ask yourself to monitor your reading comprehension?”
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 and travel, and identify the ones they find most significant; follow written instructions to make a rain stick, piñata, or carnival mask; read an article about food traditions and customs in a country or region where the target language is spoken, and compare them to their own food traditions or those in a First Nations, Métis, or Inuit community; research sports or artistic activities in a target-language community, and
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International Languages
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