Page 150 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
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 various reading contexts (e.g., develop mind maps in pairs before, during, and after reading to activate prior knowledge on a topic; use visualization and comparisons to clarify their impressions of characters or settings; ask questions to monitor and clarify understanding; use context to help determine the meaning of unfamiliar words in a novel; make personal connections to dig deeper into a book’s meaning; skim the text to identify key words or phrases related to the main idea; skip chunks of text that are not directly related to the purpose
of the reading task; to ensure comprehension, read to the end of a sentence or paragraph)
Teacher prompts: “Quand tu arrives à une partie du texte que tu ne comprends pas, qu’est-ce que tu fais?” ”Quelles questions t’es-tu posées pendant la lecture pour faire des inférences à propos des attitudes et des actions du prota- goniste?” “Quelles stratégies utilises-tu avant de lire un texte de façon autonome?” “Qu’est- ce qui t’aide à visualiser pendant que tu lis? Pourquoi est-ce que cette stratégie est importante durant la lecture?” “Quelles stratégies peuvent t’aider à ne pas sauter de mots ou de pages en lisant?”
Instructional tips:
(1) Before shared reading, teachers can provide background information (e.g., theme, ideas, setting) to help students contextualize the text.
(2) Teachers can encourage students to use temporal adverbs (e.g., “actuellement”,
“alors”, “après”, “autrefois”, “d’abord”, “déjà”, “dernièrement”, “dorénavant”, “enfin”, “puis”) when discussing their use of reading compre- hension strategies.
C1.2 Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., identify the intent or point of view of the writer of an article in a newspaper or magazine or on a website, and share their reaction to the article with their peers; compare and contrast the points of view presented in different articles or reports on the same issue; create a glossary of key terms used in texts on a specific issue; summarize texts to compare information about mental health and mental illness; develop a list of questions for a mock interview with a character from or the author of a text; analyse texts in terms of information, ideas, or themes relevant to the issue under study)
Teacher prompts: “Comment peux-tu comparer l’information présentée dans les deux textes?” “Quelles sont tes réactions personnelles aux idées discutées dans l’article?” “Quels sont les mots et les expressions du texte qui expriment le message principal de l’auteur?”
Instructional tips:
(1) Teachers can instruct students to use expressions such as “d’après moi”, “à mon avis”, “pour ma part”, “quant à moi”, “je suis persuadé(e) que”, “j’estime que”, and “il me semble que” when expressing their opinions and predictions.
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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