Page 268 - 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: Immersion
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 French texts, including short, challenging texts (e.g., brainstorm related ideas and themes before reading; use the title and visuals of a book cover to make predictions about the text; use think-aloud strategies while reading, such as asking questions, making quick comments or personal connections, or noting interesting phrases; while reading, make notes about the theme, main characters, setting, and events, and then, after reading, organize the notes to show how these elements are developed throughout the story)
Teacher prompts: “Pourquoi est-il important de faire un remue-méninges sur les idées liées au sujet avant la lecture?” “Comment les éléments paratextuels (illustration, titre et sous-titres) vous aident-ils à mieux comprendre le texte?” “Comment est-ce que le titre peut exposer ou contredire l’intrigue ou le contenu d’un roman?” “Comment pouvez-vous résumer verbalement ou par écrit votre lecture?”
Instructional tip: Teachers can direct students’ attention to how conjunctions and prepositions help to identify the relationship between or sequence of ideas (e.g., comparative, problem/ solution, pro/con, cause/effect, chronological, or general-to-specific).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informa- tional, and graphic French texts, including short, challenging texts and texts used in real-life situations (e.g., identify the author’s intent or point of view in literary novels and poetry; read informational texts to confirm or negate a hypothesis; use a bus or train schedule to plan a journey; extract information relevant to a particular issue from an online biography; consult a variety of texts when conducting research on Aboriginal perspectives on sustainable uses of ecosystems, and write a report for science class to communicate their findings; read and extract information from the Statistique Canada website for a provincial cultural profile)
Teacher prompts: “Comment le contenu du texte est-il organisé?” “Pourquoi l’organisation d’un texte littéraire est-elle différente de
celle d’un horaire d’un réseau de transport?” “Comment cherchez-vous un horaire de
bus pour votre destination?” “À votre avis, que pouvez-vous apprendre en lisant une biographie?”
Instructional tips:
(1) Teachers can encourage students to use their knowledge of the context and of sentence structures to help them extract information from the text.
(2) Teachers can direct students’ attention to the use of language for different purposes, such as narrative language in stories and novels, figurative language in poetry, and technical language in instructions and manuals.
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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