Page 384 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language
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language structures/les structures langagières. Verbal forms and structures that are used in speaking and writing. Examples include: verb tenses (e.g., present, past, future) and tense sequences; noun-adjective and subject-verb combinations that agree in number, gender, case, and person; affirmative and negative constructions; conventional sentence structures (e.g., simple, compound); structures used for questions (inversion of subject and verb, use of “est-ce que”); contractions. Particular patterns in language structures also help the listener and reader determine meaning by providing
a certain level of predictability.
listening strategies/les stratégies d’écoute ou de compréhension de l’oral. A variety of techniques that students can use before, during, and after listening. Examples include: focusing attention on listening and avoiding distractions; making connections to what is already known about the topic; considering the speaker’s point of view; using non-verbal cues from the speaker; avoiding interrupting the speaker; using body language to show interest (e.g., leaning towards the speaker). See also speaking strategies.
literary devices. See stylistic elements (literary devices).
media text. See forms of media texts.
mentor text/le guide. High-quality, well-written texts that can be used by teachers to introduce students to a strategy, literacy device, and/or text feature. Students can refer to mentor texts when they need to remember how to apply or to recall a literacy device or text feature. Any text form can be a mentor text, as long as it is well crafted and meets the intended learning goals.
metaphor/la métaphore. An implied comparison in which a word or phrase normally applied
to an object or a person is used to describe something or someone else.
personification/la personnification. A stylistic device in which human qualities are attributed to things or ideas.
point of view/le point de vue. The position of the narrator in relation to the story; thus the vantage point from which events are seen (e.g., the omniscient, the third-person, or the first-person point of view).
print and electronic (re)sources/les ressources imprimées et électroniques. Materials in print or electronic media, including reference materials. Examples include: books (fiction, non-fiction), newspapers, magazines, encyclopedias, reports, television programs, videos, CD-ROMs, print or digital dictionaries, interactive software, computer graphics programs, word processing programs, models for writing (e.g., stories or essays by published writers), style guides, databases, thesauri, spell-check programs.
proofreading/la correction. The careful reading of a final draft to eliminate typographical errors and correct errors in grammar, spelling, and punctuation.
purposes of reading/l’intention de lecture. Some purposes of reading are to gather and process information; make connections between experience and what is read; develop opinions; broaden understanding; develop and clarify a point of view.
purposes of writing/l’intention d’écriture. Some purposes of writing are to explore ideas and experiences; examine ideas critically; inform, describe, and explain; provide instructions; record thoughts and experiences; clarify and develop ideas; inquire into a problem; entertain; persuade; express thoughts, feelings, and opinions.
reader’s theatre/le théâtre des lecteurs. An instructional activity in which students adopt the roles of different characters and of a narrator to read a text; or develop scripts based on familiar texts, practise their parts, and then present their rehearsed reading to others.
reading inventory/l’inventaire des lectures personnelles. A diagnostic assessment adminis- tered to students individually to determine
a student’s interests and challenges and to evaluate various aspects of the student’s reading ability.