Page 26 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

THE ONTARIO CURRICULUM | French as a Second Language
opportunities to read for a variety of purposes (e.g., to get directions or advice, for personal interest or enjoyment, for practice, to build vocabulary, to satisfy curiosity, or for research).
Reading is a complex process that involves the application of many strategies before, during, and after reading. Teachers need to model the use of such strategies, engage students in shared and guided exploration of texts, and foster the independent application of reading strategies. Teachers must use their professional judgement in deciding which comprehension strategies to model and teach, based on the identified learning needs of the students in their classrooms and on the nature of the particular texts students are reading.
It is important that students read a range of authentic materials illustrating the many uses of writing, because these texts serve as models for texts that they will create. By reading widely, students will develop a richer vocabulary and become more attuned to the conventions of written language. Reading various kinds of texts in all areas of the curriculum will also help students discover, pursue, and develop their interests and abilities.
The reading program should therefore include a wide variety of literary, informational, and graphic texts – for example, graphic and literary novels; poetry; myths, fables, and folktales; biographies, autobiographies, memoirs, and journals; plays and radio, film, or television scripts; encyclopedia entries; advertisements; websites; graphs, charts, and diagrams in textbooks or magazine articles; recipes, instructions, and manuals; comic books and cartoons; newspaper articles and editorials; and essays and reports.
Writing
Students need to become disciplined thinkers in order to communicate their ideas clearly and effectively in writing. The process of writing in turn enables them to clarify their thinking and express their thoughts and feelings. Writing activities should also give students opportunities to sort out and develop their thoughts, opinions, and ideas orally in French.
To become good writers who are able to communicate ideas with ease and clarity, students need frequent opportunities to write for various purposes and audiences and to master the skills involved in the various tasks associated with the writing process. To this end, teachers need to establish a well-balanced writing program that uses a variety of strategies to support students throughout the writing process.
While students are learning a second language, the planning stage of the writing process is critical. Students must become skilled at choosing the correct French vocabulary while selecting and organizing their ideas. They must also keep in mind the purpose for which they are writing and the audience they are addressing. To communicate clearly and effectively, they need to learn to use standard written forms and French language conven- tions. However, learning to write as clearly, correctly, and precisely as possible is only part of the goal of writing instruction. Students should be given opportunities to produce interactive writing, different types of creative writing, and writing that addresses topics
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