Page 327 - 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 long, challenging texts (e.g., skim, scan, and sample to preview a text
and make informed predictions before reading; make inferences by reading between the lines
and connecting the clues in the text; deepen their understanding of important details in the text by relating them to prior knowledge and experiences; ask questions about a character’s motivation or actions in a literary text; visualize the action in
a scene)
Teacher prompts: “Comment faites-vous un survol d’un texte avant de le lire?” “Comment peut-on prédire et élaborer?” “Comment le lecteur peut-il savoir qu’il y a parfois un message sous-entendu dans le texte?” “Comment pouvez- vous améliorer votre compréhension d’un texte littéraire?”
Instructional tip: Teachers can model reading between the lines to infer meaning (e.g., “Pendant qu’il montait sur l’estrade pour recevoir son diplôme, son père applaudissait, les larmes
aux yeux. Quel sentiment éprouvait son père?”, “Le géant rutilant, avec ses dix-huit roues, surplombait les véhicules plus petits sur l’autoroute. Quel est ce géant rutilant?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informa- tional, and graphic French texts, including long,
challenging texts and texts used in real-life situations (e.g., analyse the development of the main idea or theme in a literary work, such as a novel, play, or short story; draw parallels between examples of children’s literature from around the world; synthesize information from an article about an environmental issue in a French-speaking community outside of North America; after reading an article about past and present contributions of First Nations, Métis, and Inuit people to Canadian society, role-play an interview with the writer, asking questions about current Aboriginal concerns related to information in the article; list the skills needed for part-time jobs after reading employment advertisements)
Teacher prompts: “Comment pouvez-vous déterminer l’importance que donne l’auteur aux différentes informations présentées dans son article?” “Parcourez une description de poste d’emploi, puis discutez avec un camarade les compétences exigées.” “Jusqu’à quel point peut-on juger un livre d’après sa couverture?” “D’après le titre et le chapeau, diriez-vous que le livre est informatif ou argumentatif? Pourquoi?”
Instructional tip: Teachers can ask students to trace the evolving moral or spiritual values of a character in a play by Marcel Dubé, in
a story by Jean-Paul Sartre, or in a poem by Angèle Bassolé-Ouédraogo.
C1.3 Reading with Fluency: read a variety of French texts, including some long, challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that
READING
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French Immersion
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