Page 111 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
C2. Purpose,Form,andStyle:identifythepurpose(s),characteristics,andaspectsofstyleofavarietyof authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions 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 variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., while reading, make notes to record important or interesting ideas; ask questions about a character’s motivation or actions; use an anticipation guide to make predictions and infer- ences; read beyond an unfamiliar word or phrase
to infer its meaning from the overall sense of the passage; reread to determine or confirm meaning; after reading, make connections to their own experiences and knowledge)
Teacher prompts: “Pourquoi faut-il se poser des questions avant, pendant et après la lecture?” “Comment est-ce que le fait de lire un texte plusieurs fois t’aide à mieux comprendre l’information?” “Pourquoi est-ce qu’on fait
la synthèse d’un texte? Qu’est-ce que cela te permet de faire?”
Instructional tip: Teachers can encourage students to reflect on the ideas and information in the text and to relate what they have read to their own experience and prior knowledge of the topic.
C1.2 Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., describe
the author’s purpose and point of view; distinguish between fact and opinion; identify stated and implied ideas; role-play alternative solutions to a conflict presented in a text; locate and record information about the lives of Aboriginal people in Canada before or during the early settlement period; distinguish between informational and promotional texts; restate the message or recount the events from a graphic novel; follow written instructions)
Teacher prompts: “Quel est le point de vue
de l’auteur? Comment le sais-tu?” “Comment peux-tu comparer les idées principales du texte aux siennes et les relier à ta vision du monde?”
Instructional tips:
(1) Teachers can encourage students to frame their opinions or inferences with sentence starters such as “Je pense que”, “Il me semble que”, “Il paraît que”.
(2) Teachers can encourage students to use a graphic organizer to help them consolidate their understanding of a text, and can then provide opportunities for students to confirm or revise their understanding though class discussion.
C1.3 Reading with Fluency: read a variety of French texts containing familiar vocabulary and expressions at a sufficient rate and with suffi- cient ease to demonstrate that they understand the overall sense of the text (e.g., read groups of words in clusters or phrases; read with appropriate expression to communicate the emotions suggested by the text; make reading aloud sound like speaking, with appropriate emphasis and pauses as indicated by the punctuation; identify and pronounce smoothly
READING
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Core French
FSF2D