Page 169 - 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 a variety of texts, including complex adapted and authentic texts in the target language, in various reading contexts (e.g., preview the text for new words
and predict their meaning; create mind maps in pairs before reading to activate prior knowledge and experience, and make predictions about the
content; use their knowledge of word order to help them determine the meaning of a sentence; make connections to other texts to help them evaluate how effectively a text communicates its message; use visual cues to make inferences; create a list
of questions to help them determine the author’s intention or a character’s motivation)
Teacher prompts: “As you make a mind map, think about the connections between your knowledge and your partner’s. How can you illustrate those connections on your map? How do they help you get ready to read about the topic?” “How can reading ahead in a passage help your comprehension?”
C1.2 Reading for Meaning: demonstrate an understanding of information and ideas in a variety of texts in the target language, including complex adapted and authentic texts (e.g., retell a story read in class from an alternative perspective; role-play various solutions to a conflict presented in a text; summarize the lesson of a target-language legend or fable, and compare the legend or fable
with a similar one from a First Nations, Métis,
or Inuit community; locate and record significant points in a newspaper article about a social or an environmental issue, and compose a rap or poem to express a personal reaction to the issue; interpret the instructions in a how-to manual; in a response to a blog, support or refute arguments presented
in the blog about an environmental or social justice issue; after consulting government websites, outline the process of applying for a study or work visa for a country where the target language is spoken)
Teacher prompts: “How can you sum up the moral of this fable? What elements of the plot support this lesson?” “Which of the author’s arguments about this issue did you find per- suasive? Why? Which parts did you disagree with? As you respond, remember to support your opinion by referring to relevant parts of the text.”
C1.3 Reading with Fluency: read texts in the target language at a sufficient rate and with sufficient ease to demonstrate that they under- stand the overall sense of the text (e.g., smoothly articulate key words, such as academic or technical terms in a textbook, a report, or an essay; accurately pronounce new words while reading aloud; when reading a script aloud, use tone of voice, volume, emphasis, pauses, and pace to communicate the emotions suggested by a character’s words and/or actions)
Teacher prompt: “As you prepare to read aloud, think about the emotions that the character must be feeling during the scene. How can
you convey them with your voice?”
READING
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International Languages
LBADU – LDYDU