Page 138 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
with expression during reader’s theatre; read poems or song lyrics smoothly during choral reading or in shared or paired reading contexts)
Teacher prompts: “Comment est-ce que le fait de participer à un théâtre de lecteurs t’aide à améliorer ta fluidité en lecture?” “Comment lis-tu un mot assez long sans hésitation (p. ex., soigneusement, approximativement)?”
Instructional tip: Teachers can collaborate with students to compile a list of key rules
of pronunciation, such as those pertaining to liaisons, silent letters, and correct accents, and can encourage students to refer to these rules to enhance flow as they read aloud and to enable their listeners to understand the text more easily.
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., develop lists of cognates to expand vocabulary and to enhance understanding; identify familiar prefixes and suffixes and use them to infer the meaning of new words; create a list of new words, adding definitions determined from their context in texts; find a synonym for an unfamiliar word; identify synonyms and antonyms for familiar words; take note of new words while reading and add them to a personal word list)
Teacher prompts: “Comment est-ce que tu organises les nouveaux mots que tu découvres pour mieux comprendre ta lecture?” “Comment peux-tu utiliser ton répertoire de mots ainsi
que les préfixes et les suffixes afin d’améliorer ta compréhension?”
Instructional tip: Teachers can encourage students to create and use classroom word walls and personal and shared dictionaries for the purpose of increasing vocabulary and improving understanding.
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., ingredients and nutritional information on food packaging aid consumers in choosing healthy foods; maps, photos, and sample
itineraries on a travel website help readers plan and budget for a vacation; pictures, diagrams, and troubleshooting tips in an owner’s manual enable consumers to set up electronic devices)
Teacher prompts: “Pourquoi as-tu choisi ce produit?” “Quelles informations fournies dans la brochure t’aident à choisir ta destination de vacances?” “Comment est-ce que le promoteur essaie de te convaincre d’acheter ce produit?”
Instructional tip: Teachers can point out the use of linking words (e.g., “donc”, “en effet”, “ainsi que”, “car”, “ensuite”) in a variety of text forms.
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., captions, titles, pictures, colour, punctuation, and various fonts emphasize important information on a poster or flyer; gridlines, various fonts, and icons in calendars identify dates and holidays)
Teacher prompts: “Pourquoi l’auteur a-t-il utilisé cette couleur pour le texte/les mots sur cette affiche?” “Quels éléments de style l’auteur a-t-il bien utilisés pour appuyer son message?”
Instructional tip: Teachers can demonstrate the use of the passé composé and imparfait to help students understand the sequence of events described in various texts.
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 their ranking; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy)
Teacher prompts: “Est-il important de participer aux discussions avant et après la lecture? Pourquoi?” “Quelles sortes de textes préfères-tu lire? Comment t’assures-tu de lire une variété de textes?”
Instructional tip: Teachers can demonstrate how to keep a reading log and reading response journal, and can encourage students to use these tools to support their reading, knowledge of text forms, and vocabulary acquisition.
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