Page 204 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;
C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, 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: Extended
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand a variety of short French texts (e.g., before reading, activate prior knowledge and experiences, and determine what they hope to learn from the text; use an anticipation guide to help them make predictions before reading and check their accuracy after reading; read beyond an unfamiliar word
or phrase to infer meaning from the overall sense of the passage; when encountering an unfamiliar word, substitute a word that would make sense in the same context; during and after reading, ask questions for clarification and reread to confirm meaning; synthesize the information in the text after reading to support comprehension)
Teacher prompts: “Quelle démarche utilisez-vous pour comprendre ce texte?” “Quel genre de questions posez-vous pour clarifier davantage les messages lus?” “Quelle stratégie utilisez- vous pour comprendre un texte qui contient du nouveau vocabulaire?” “Pourquoi faut-il se questionner avant, pendant et après la lecture d’un texte?”
Instructional tips:
(1) Teachers can encourage students to complete K-W-L charts to help focus their reading about a topic and to help them identify related topics for further exploration.
(2) Teachers can support students’ reading of a literary text by promoting strategies they can use to understand and think more deeply about
the text (e.g., “Faire une pause pour penser à...”, “Examiner de plus près...”, “Diviser le texte en petites sections”, “Résumer en lisant”, “Discuter ce que vous avez lu”).
(3) Teachers can encourage students to discuss their predictions and hypotheses about the texts they are reading, to help ensure active reading and keep interest levels high (e.g., “À partir du titre et de l’introduction, je prévois que ce chapitre parlera de...”, “Après avoir survolé le compte-rendu, je pense que l’idée principale sera...”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of short literary, informational, and graphic French texts, includ- ing texts used in real-life situations (e.g., after reading a literary story, retell it from a different perspective; after reading a memoir, biography, or personal journal, role-play the subject of the text, responding in character to questions from peers; illustrate or dramatize a scene from a literary text;
develop a profile of a person based on a collection of printed artifacts such as calendar entries, ticket stubs, grocery receipts, and library slips; read a series of instant messages to extract the specific details surrounding a group outing; develop a character sketch based on a brief biography of a historical figure to prepare for a short role-play presentation)
Teacher prompts: “Comment améliorez-vous votre compréhension d’un texte?” “Quelles questions pouvez-vous poser pour approfondir davantage votre compréhension du texte?” “Dans quelle mesure illustrer ou jouer des scènes facilite-t-il votre compréhension de
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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