Page 297 - 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 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.
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 challenging texts (e.g.,
in a think-aloud, predict content based on the text features, specialized vocabulary, illustrations, introductory information, and/or prior knowledge; determine the meaning of unfamiliar passages by examining illustrations and tables, rereading, using contextual clues, skipping ahead and returning, and pausing to ask questions; use diagrams or graphic organizers to illustrate connections between the topic and the main ideas and supporting details in the text; after reading, relate what they have learned to what they already knew about the topic, revising prior knowledge/understanding as necessary; ask themselves questions that require them to synthesize information from different segments of the text)
Teacher prompts: “Comment vous préparez-vous à lire un nouveau roman?” “Quelle stratégie de dépannage appropriée utiliserez-vous pour surmonter la perte de compréhension d’un roman?” “Comment établissez-vous des liens entre le sujet et vos expériences personnelles?” “Comment relevez-vous les principales caractéristiques (p. ex., retracer les événements importants, décrire les personnages principaux) d’un texte narratif, descriptif et explicatif?”
Instructional tips:
(1) Teachers can provide students with a way of guiding their reading of a particular text, such as a series of prompts.
(2) Teachers can encourage students to use the question-answer relationship (QAR) strategy
to help them answer questions more fully and to indicate whether the information they used to answer a question about a text was textually explicit or implicit (e.g., “J’explicite les informa- tions du texte à partir des objets, valeurs, événements, personnes, pratiques scolaires”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informa- tional, and graphic French texts, including challenging texts and texts used in real-life situations (e.g., summarize the main events in a French European literary novel; research information about an important event or development in Franco- Ontarian history for the school newspaper; extract information from websites to support an opinion on an environmental issue; make text-to-text connections between informational and graphic texts on the same topic; plan and budget for an overseas trip using travel brochures)
Teacher prompts: “Comment dégage-t-on le contenu d’un roman?” “Quels sont les avantages de lire plusieurs livres par le même auteur ou sur un même sujet?” “Comment dégage-t-on l’essentiel d’un texte?” “Comment tire-t-on
des renseignements pertinents de sources imprimées?”
Instructional tip: Teachers can remind students to consider word order when determining the meaning of adjectives (e.g., “un brave garçon” [il est bon] vs “un garçon brave” [il a du courage];
READING
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French Immersion
FIF2D