Page 137 - 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., ask questions to guide
the exploration of a text; use titles, captions, and illustrations to make predictions about a text; identify familiar words and cognates to support their
understanding of the text; create mental images of the setting or characters based on descriptive details; use contextual clues to infer meaning; reread a section of text to confirm or clarify understanding; divide text into phrases to monitor comprehension)
Teacher prompts: “Quelles prédictions peux-tu faire avant la lecture et comment vas-tu les vérifier?” “Comment est-ce que les éléments d’organisation du texte t’aident à faire des prédictions?” “Quelles questions te poses-tu pour vérifier que tu as bien compris?” “Quelles stratégies utilises-tu pour te rappeler des points importants? Quelles autres stratégies peux-tu utiliser?” “Comment est-ce que les conversations en groupe t’aident à mieux comprendre le texte?”
Instructional tip: Teachers can suggest various types of questions students can ask themselves to broaden their understanding of the text (e.g., “Quel est le titre de ce texte?”, “Quelle est l’idée principale de ce texte?”, “Qui sont
les personnages?”, “Où est-ce que l’histoire a eu lieu?”, “Quel est l’importance de l’endroit dans l’intrigue de l’histoire?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., summarize the key events in a letter, postcard, or email from a friend describing his or her weekend or vacation; read and mime the instructions in a classmate’s procedural text, such as directions to
a specific landmark, instructions for assembling
a piece of furniture, or prompts at an ATM; as a reading response to a story, select what a character might order from a menu, using evidence from the text to justify the choice of foods)
Teacher prompts: “Comment est-ce que le fait de mimer les instructions d’une marche à suivre t’aide à en vérifier les étapes?” “Quels liens peux-tu faire pour mieux comprendre le texte?” “Quelles sont les préférences des personnages dans le texte? Comment le sais-tu?”
Instructional tip: Teachers can encourage students to use conjunctions to expand on their ideas when responding to a text (e.g., “comme”, “avant”, “après”, “à cause de”, “devant”).
C1.3 Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they under- stand the overall sense of the text (e.g., read aloud at an appropriate rate and with expression; read
READING
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Core French
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