Page 181 - 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 a root or word within a compound word to infer the meaning of the whole compound; consult dictionaries, thesauri, and online reference resources to extend and enhance their vocabulary; identify synonyms and antonyms for familiar words encountered while reading,
and keep a notebook to build vocabulary; create a personal lexicon of recently learned words, including jargon and slang in online messaging and terms found in resource materials and school documents; consolidate their vocabulary acquisition by using memory aids, visualization techniques, and/or thematic lists of key concepts)
Teacher prompts: “How can you use familiar vocabulary to build new vocabulary?” “What familiar smaller word can you see inside the larger word? How does your knowledge of its meaning help you find the meaning of the new word?”
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., personal opinion and anecdotes in a travelogue convey a sense of adventure; familiar characters in a fiction series allow the reader to make connections with recurring themes and storylines; diagrams and troubleshooting tips in
an owner’s manual teach the consumer how to use a product; pictures and descriptions in a flyer or leaflet promote products or events; the use of a grid, icons, and colour in a calendar organizes information in a visual form)
Teacher prompts: “How is this travelogue typical of the text form? How do its characteristics capture your imagination?” “What kinds of information does this owner’s manual highlight? Why?”
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., alliteration and repetition emphasize particular themes in a poem; headlines, descriptive language, and photographs in a newspaper allow the reader
to find important events or stories of personal interest quickly; tables and diagrams convey information concisely in a report; bold type and icons identify important dates in a calendar; photographs and statistics on a sports team’s website help the fan identify players)
Teacher prompts: “What features make it easy to find stories of interest in this newspaper?” “Why do you think the poet chooses to repeat this word?”
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 their use of strategies and identify the most effective ones; confer with the teacher to develop new strategies to help them better understand challenging texts; reflect on how to select strategies for different purposes; plan to increase gradually the time they spend reading target-language texts in order to build stamina; plan to read fiction to expand their vocabulary)
Teacher prompts: “As you look through your reading log, which strategies do you find you used most often? Why do you think that is? Were there any that you used only infrequently but that worked well?” “When you read a newspaper, what strategy could you use to find the stories that interest you? Would you use a different strategy when reading a magazine? Why or why not?”
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., research an interesting cultural aspect of a country or region where the target language is spoken, and report their findings; compare the ingredients in and cultural significance of recipes from various target-language communities; identify the currency used in a target-language community and compare the cost of some everyday products in that com- munity to their cost in Ontario; analyse the actions and choices of a character in a target-language short story in terms of the social and cultural norms of his or her community; research a career
READING
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International Languages
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