Page 373 - 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 French texts, including long, challenging texts (e.g., before reading, ask questions about the story or author and make predictions; research the topic of a reading selection, such as a technical paper, to become familiar with its concepts and specialized vocabulary; identify and map important concepts using contextual cues in the text; make notes to help focus thinking while reading; make connections between the experiences of the main character in a text and their own lives; use personal experiences to help them infer implicit information)
Teacher prompts: “Pourquoi est-il important de connaître un sujet avant de l’aborder?” “Quels éléments d’un texte pouvez-vous utiliser pour vous aider à faire des prédictions?” “Comment prenez-vous de bonnes notes pendant votre lecture?”
Instructional tip: Teachers can help students understand an argument by instructing them to look for adverbs of opinion (e.g., “hélas”, “sans doute”, “évidemment”), intensifiers (e.g., “trop”, “pas assez”), injunctions (e.g., “Arrête d’obéir!”), and rhetorical questions (e.g., “Combien de temps pourra-t-on ignorer cette leçon en politique?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of fictional, informa- tional, and graphic French texts, including some long, challenging texts and texts used
in real-life situations (e.g., explain the overt and implied messages conveyed in a children’s comic book; using a variety of sources, make informed
recommendations on reducing energy consumption or solid waste or on making environmentally responsible choices for purchases for the school;
in a small group, analyse several consumer reports or reviews of a product, grouping information under the headings“Coût”and“Avantage”; make inferences about the nature of the job and/or the type of employee preferred from the information
in a“help wanted”advertisement)
Teacher prompts: “Comment l’évaluation des sources d’informations écrites vous permet-elle de démontrer votre compréhension du sujet étudié?” “Comment la lecture vous permet-elle de formuler vos recommandations?” “Comment la synthèse de deux articles aide-t-elle à formuler la compréhension d’un produit?”
Instructional tip: Teachers can remind students to use different past tenses appropriately (e.g., passé composé, imparfait, plus-que-parfait) when presenting information on events or ideas from the past.
C1.3 Reading with Fluency: read a variety of French texts, including some challenging 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., read a section from a fictional work aloud,
READING
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French Immersion
FIF4O