Page 124 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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., examine the features of a text before reading; note repeated words in a text to help them identify main ideas; make inferences based on images; focus on the overall message rather than the meaning of every word; choose texts about familiar topics; read beyond an unfamiliar word or phrase to infer its meaning from the overall sense of the passage)
Teacher prompts: “Avant de lire un texte, comment établis-tu ce qu’il est important de retenir? Pendant la lecture, pourquoi faut-il identifier l’idée principale de chaque partie du texte? Après la lecture, comment identifies-tu les idées principales du texte lu?” “Comment la participation aux discussions soutient-elle ta compréhension du texte?” “Faut-il comprendre chaque mot pour identifier l’idée principale? Pourquoi?”
Instructional tip: Teachers can encourage students to refer to headings in non-fiction texts to assist them in distinguishing between main ideas and supporting details.
C1.2 Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about everyday
matters and personally relevant topics (e.g., distinguish between fact and opinion in a newspaper article about providing nutritious food in schools; identify stated and implied ideas in an Internet, cable, or cell phone plan; role-play alternative solutions to a conflict presented in a text; make a timeline of the plot or key events in a story before creating a summary; read cookbooks from a variety of cultures, comparing ingredients and discussing the cultural significance of particular foods or dishes; read and respond to a reviewer’s point of view about a movie or CD; read a city map to determine directions to a particular location)
Teacher prompts: “Quels sont les faits et les opinions présentés dans ce texte? Comment sais-tu que cette information est fiable?” “Comment organiseras-tu l’information pour en faire un résumé?” “Quel est le point de vue de l’auteur? Quelles stratégies utilise-t-il pour communiquer son message?”
Instructional tip: Teachers can encourage students to think about reading a text as detective work, gathering clues to the content from the title, pictures, headings, fonts, punctuation, and so forth.
C1.3 Reading with Fluency: read a variety of French texts containing familiar vocabulary and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., divide text into chunks when reading aloud; read with appropriate expression to communicate the emotions suggested by the text; identify and pronounce smoothly
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
122