Page 125 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

previously encountered words; read in role using appropriate intonation to emphasize the emotions conveyed by the character)
Teacher prompts: “Comment est-ce que les expressions et les mots familiers du texte t’aident à lire ce texte?” “Pourquoi est-ce que c’est important de lire des groupes de mots?”
Instructional tip: Teachers can encourage students to develop their fluency by reading every day a short paragraph to themselves or to a peer in their class.
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., make associations based on illustrations and prior knowledge to determine and clarify the meaning of new words; use knowledge of etymology and related words to help decode an unfamiliar word’s meaning; identify words borrowed from other languages; make a list of words and expressions that convey emotion; develop a personal lexicon including jargon and slang from personal online messaging, expressions used regularly in discussions, words from resource materials, and terminology in school-related documents; substitute a word that would make sense in the same context for an unfamiliar word)
Teacher prompts: “Que fais-tu quand tu ne comprends pas un mot?” “Quels mots utilise l’auteur pour évoquer de la sympathie pour un personnage?” “Selon toi, quelle stratégie t’aide le plus à comprendre le nouveau vocabulaire?” “Comment organises-tu le nouveau vocabu- laire et les nouvelles expressions afin de t’en rappeler?”
Instructional tips:
(1) Teachers can demonstrate word-attack skills (e.g., using prefixes, suffixes, and stems to determine the meaning of unfamiliar words) and encourage students to use them to extend their vocabulary.
(2) Teachers can suggest that when students look up words in a dictionary, they note any prefixes and/or suffixes (e.g., “organiser”/ ”désorganiser”).
(3) Teachers can encourage students to identify the verb endings associated with various tenses in order to enhance their ability to understand texts (“Je présenterai mon discours aujourd’hui” vs “Je présenterais mon discours, si on avait le temps aujourd’hui”).
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 communi- cate the meaning (e.g., an encyclopedia entry or newspaper article answers the questions“Qui?”, “Quand?”,“Quoi?”,“Comment?”,“Où?”, and “Pourquoi?”in relation to its subject; a list
of materials enables a person to check that all components are present before assembling furniture; short essays, images, and useful links express and support opinions in a blog; speech bubbles, captions, and illustrations are used to convey information in comic strips and graphic novels)
Teacher prompts: “Quelles informations peux-tu tirer du titre et des illustrations de ce texte?” “Que connais-tu déjà à propos de ce sujet?” “Comment est-ce que l’auteur présente ses opinions?” “Comment peux-tu vérifier si l’information présentée est correcte?” “Où peux-tu trouver l’explication des symboles
sur la carte d’une ville?”
Instructional tip: Teachers can demonstrate how to read a graph or table in conjunction with the text in which the graphic appears, including how to use the figure/table number, title, and/or key words to find the related information in the written text.
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., tables and diagrams convey information concisely in a report; the impératif and persuasive language in advertisements encourage consumers to buy a product; boldface titles, the infinitif, numbered steps, and illustrations help to guide cooks through a recipe)
Teacher prompts: “Pourquoi est-ce qu’on dresse une liste d’ingrédients avant d’expliquer la marche à suivre dans une recette?” “Comment peut-on analyser des textes publicitaires en tenant compte, entre autres, des types d’appuis pour convaincre ou persuader (p. ex., appel aux sentiments, slogans)?”
Instructional tips:
(1) Teachers can direct students to list words that elicit a personal reaction as they read.
(2) Teachers can direct students’ attention to the use of the infinitif in directions in a recipe or procedural text.
READING
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Core French
FSF2P