Page 283 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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 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.
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 short French texts (e.g., use prior knowledge and experiences to make connections to the topic or theme of the text; scan the illustrations and diagrams in a text to support their understanding of it; visualize concepts while reading, and share and compare mental images with a partner afterwards; use punctuation to help them identify main clauses and subordinate clauses in longer sentences)
Teacher prompts: “Quelles informations importantes avez-vous ressorties du texte avant votre lecture?” “Comment les images et les diagrammes vous aident-ils à mieux comprendre l’idée principale d’un texte?” “Comment visualisez-vous une phrase ou un paragraphe d’un texte lu?”
Instructional tip: Teachers can introduce the concepts of seen text (e.g., words, diagrams, pictures, special typographical features on the page) and unseen text (e.g., ideas, opinions, essential background knowledge of the reader).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of short fictional, informational, and graphic French texts, including texts used in real-life situations (e.g., discuss the portrayal of adolescent issues in stories or novels from different cultures; describe an environmental issue featured in an advertisement
or on a website; describe how to assemble a small piece of furniture after reading its instruction manual; describe items of interest in a catalogue; explain the pictorial signs in a recycling guide; read a cell- phone bill and discuss how to avoid extra charges; read a subway or bus map to help plan and budget for a field trip for the class; research information from different sources about the celebration of National Aboriginal Day in Ontario and present their findings to the class)
Teacher prompts: “Qu’est-ce qui vous aide à comprendre les instructions dans un guide de l’utilisateur? Pourquoi?” “À quoi servent les pictogrammes?” “Comment peut-on lire une carte routière?”
Instructional tip: Teachers can help students read for implicit and explicit information by modelling sentence stems that promote deeper thinking and understanding (e.g., “Je me demande comment...pourquoi...”, “Cela veut dire...”, “On peut présumer que...”, “Je peux reformuler...”, “Je suppose que l’auteur...”).
C1.3 Reading with Fluency: read a variety of French texts with proper intonation and at
a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., use punctuation to guide their reading of a complex sentence in order to help them accurately convey its message to the listener; read aloud, adjusting rate and tone for expressive effect to hold the audience’s attention; read in a role with suitable emphasis and phrasing to dramatize a text for an audience; record a variety
READING
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French Immersion
FIF1P