Page 112 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
words previously encountered in grade-level texts or that are part of their oral vocabulary and terminology used regularly in discussions and/or posted on anchor charts)
Teacher prompts: “Pourquoi faut-il lire avec expression?” “Quelle stratégie t’aide à améliorer ta fluidité en lecture? Trouves-tu cette stratégie efficace? Pourquoi?”
Instructional tip: Teachers can direct students to observe differences in word order between French and English or their first language when reading aloud.
C1.4 Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., identify parts of words, such as roots, prefixes, suffixes; list on mind maps ideas or terms related to the topic of the text they are reading; identify parts of speech as they read; use contextual clues to help them determine the meaning of new words; substitute a word that would make sense in the same context for an unfamiliar word; identify words borrowed from other languages; identify verb tenses to determine when actions take place)
Teacher prompts: “De quelles stratégies peux-tu te servir pour élargir ton vocabulaire?” “Comment pourrais-tu adopter ou utiliser les nouveaux mots que tu as appris dans un autre contexte?” “Pourquoi faut-il examiner le contexte pour bien saisir le sens des expressions ou des mots inconnus?” “Pourquoi est-il important de prendre connaissance des temps des verbes dans la lecture?”
Instructional tip: Teachers can encourage students to use a graphic organizer to classify verbs according to the prepositions that commonly follow them (e.g., “à”, “de”, “avec”, “sur”).
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., photos, status updates, and likes and dislikes on social networking sites help friends keep in touch; the artist’s name, the title of the art- work, and background information on art museum labels help the viewer appreciate the piece of art; comparisons, charts, graphs, and grading systems
in consumer reports are used to review and rate products and services for potential buyers; the interplay of images and words conveys a story in a graphic novel)
Teacher prompts: “Comment est-ce que l’information à propos des œuvres d’art t’aide à mieux interpréter les messages de l’artiste?” “Comment est-ce que l’auteur du guide du consommateur essaie d’influencer vos achats futurs et pourquoi?” “Comment les sites de réseautage social que tu lis ont-ils influencé
tes façons de communiquer avec tes amis?”
Instructional tip: Teacher can direct students to look for comparisons while reading so the class can formulate rules for their structure (e.g., “Il est aussi intéressant que...”, “Son style est plus clair que...”, “Elle a autant d’articles que...”, “C’est moins que quatre...”).
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 to convey the meaning (e.g., point form, abbreviations, photos, and icons allow quick communication on a social networking site; titles, pull quotes, sidebars, photos, headings, and subheadings direct a reader’s attention to certain information in magazines or newspapers; a list of accomplishments, the use of chronological order, and events recounted in the third person inform the reader about the life of the subject of a biography)
Teacher prompts: “Qu’est-ce l’auteur utilise dans son blogue pour appuyer son message?” “Quel rôle joue le langage abrégé dans les sites de réseautage social?” “Comment les caractéris- tiques et les éléments de style d’un magazine influencent-ils ta façon de lire et de juger le contenu?”
Instructional tips:
(1) Teachers can suggest that students use conjunctions such as “puisque”, “donc”, “pourtant”, “alors que”, “par conséquent”, and “cependant” when discussing the impact of various stylistic elements in a text.
(2) Teachers can direct students’ attention to the use of various past tenses to make the sequence of events clear in a biography.
C2.3 Metacognition:
(a) describe 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., rank their top three reading comprehension strategies in order of effectiveness and give reasons for the
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