Page 68 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
C2. Purpose,Form,andStyle:identifythepurpose(s),characteristics,andaspectsofstyleofavarietyof authentic and adapted text forms in French, 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: Core
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., skim through the first few sentences, paragraphs, or pages to activate prior learning and determine the main idea; make predictions before reading and ask questions during and after reading to test the accuracy of those predictions; make connections to other texts or to personal experiences; examine illustrations, pictures, and diagrams in the text to enhance their under- standing of its main points; identify important facts and key details; make sketches to help them visualize the action in a scene; after a shared reading activity in a small group, use placemat activities to determine the major themes of the text; extract information from titles, subtitles, headings, and sidebars in a non-fiction text)
Teacher prompts: “Comment est-ce que les images et les diagrammes t’aident à mieux comprendre l’idée principale de ce texte?” “Comment le fait de dessiner l’itinéraire sur un plan/une carte t’aide-t-il à mieux comprendre l’information présentée dans la marche à suivre?” “Réponds aux questions que tu t’es posées avant de commencer à lire et vérifie tes prédictions dès que tu trouves les réponses dans le texte” “De quelles façons les titres, les sous-titres et les références dans les marges d’un texte informatif t’aident-ils à extraire l’information pertinente?”
Instructional tip: Teachers can encourage students to ask themselves questions before, during, and after reading to promote deeper thinking (e.g., “À quelle situation me fait penser le texte?”, “Qui sont les personnages? Quelles sont leurs motivations et leurs valeurs?”, “Quels groupes de personnes sont représentés? Lesquels sont mis de côté?”, “Quel est le point de vue de l’auteur? Comment est-ce que je le sais?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., record key information and supporting details from brochures or posters; dramatize key events in a text about current events or a social or environmental issue; create an illustration depicting the main conflict in a short story or novel; summarize the opinions and evidence that a newspaper column offers to support its points about recycling electronic devices; retell a scene or chapter from an alternative point of view; compare the experiences of a character in a story
to their own experiences or to the experiences of a character in a different story; plan and budget for a trip using a bus or train schedule)
Teacher prompts: “Comment démontres-tu que tu as compris les idées principales du texte?” “Comment peux-tu raconter cet événement d’un point de vue différent?” “Comment interprètes-tu un horaire de train?”
Instructional tip: Teachers can model the use of sequencing expressions (e.g., “en premier”, “ensuite”, “enfin”) when recounting the events in a text.
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
66