Page 180 - 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 3, 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 some complex adapted and authentic texts in the target language, in various reading contexts (e.g., identify familiar words and cognates to support their understanding of the text; use their knowledge of typical text features to predict the text form; draw on personal experience to help them understand a character’s motivation; use various visual cues to confirm their interpretation of a text; ask questions to guide their exploration of a text; refer to a concept map to identify important information and ideas in a text)
Teacher prompt: “What questions might help you determine the motivation of the character as you read? What does your own experience tell you about the character’s motivation?”
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., retell in correct sequence the events described in a novel extract; role-play a scene
from a graphic novel; summarize key ideas in a legend or fable, using drama or dance; in a T-chart, categorize facts and opinions extracted from a
newspaper or magazine advertisement or article; mime a procedure such as getting to a landmark
or assembling a piece of furniture, after reading instructions from a classmate; explain their reasons for agreeing or disagreeing with the point of view expressed in a magazine article or blog; outline key points of a journal article about demographic change and cultural evolution as a result of immigration)
Teacher prompts: “Which of the arguments in this article or blog did you find persuasive? Why? Which parts did you disagree with? As you respond, remember to support your opinion by referring to relevant parts of the text.” “What did this article note about changes in recent generations of diaspora communities in Ontario and elsewhere? What points did the article make about connections to first-language cultures?”
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., in response to feedback from a partner, adjust pronunciation, intonation, and pace while reading aloud; accurately pronounce previously encountered words while
reading aloud; vary their tone and expression to suit the character while reading in role)
Teacher prompt: “What elements of the text did you find difficult to read aloud? Did your listener find them difficult to understand as well? How can you adjust your reading pace and intonation to communicate the message more clearly?”
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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