Page 312 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
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.
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., determine the purpose for reading before beginning; use a graphic organizer such as a timeline, story map, or thought web to help them identify and make connections between main ideas and important details; clarify confusing instructions by using a flow chart to outline the steps; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage; identify words, phrases, sentences, and visuals that connect to their existing knowledge of oral and written language; create a concept map of the text using stick-on notes for the main ideas, ensuring that all the notes relate clearly to the topic and that they cover all the key ideas; use a graphic organizer
to link prior knowledge with new concepts in order to consolidate their understanding of the concepts)
Teacher prompts: “Pourquoi faut-il préciser l’intention de lecture?” “Comment trouvez-vous l’information désirée dans le texte pour répondre aux questions?” “Quels sont les mots clés qui vous permettent de repérer l’information?” “Quand est-il utile de visualiser un texte?”
Instructional tip: Teachers can ask students
to respond to a text by working in groups, with each group generating and recording ideas on a chart. The groups then travel in rotation from
chart to chart, writing responses to the ideas generated by other groups.
C1.2 Reading for Meaning: demonstrate an understanding of a variety of fictional, informa- tional, and graphic French texts, including short, challenging texts and texts used in real-life situations (e.g., discuss what the actions of a character in a story reveal about his or her attitude; describe how to maintain a bicycle after reading
an instruction manual, or how to wash clothes after reading the care labels; explain, on the basis of research, the features that distinguish counterfeit and real banknotes; scan the headlines in an online newspaper to learn about First Nations, Métis, and Inuit events in their community; create a dinner menu with prices based on items in a supermarket or restaurant flyer; interpret survey results from several sources to draw conclusions about the impact of food scrap recycling programs)
Teacher prompts: “Comment le fait de décrire le portrait moral d’un personnage approfondit-il votre compréhension de ce dernier?” “Pourquoi lit-on les instructions sur les étiquettes des vêtements?” “Que peut-on apprendre des manchettes des journaux ou magazines?” “Comment peut-on repérer un faux billet?”
Instructional tip: Teachers can encourage students to think of reading a text as detective work, as the reader gathers clues to the content from the title and subtitle, illustrations, headings, fonts, punctuation, and particularly from the connecting words that link ideas (e.g., “de même”, “de la même façon”, “quant à”, “mais”).
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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