Page 69 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C1.3 Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they under- stand the overall sense of the text (e.g., read aloud with suitable emphasis and phrasing to dramatize a text for an audience; read a statement on a current event to peers, varying expression to reinforce meaning and using intonation in keeping with the punctuation)
Teacher prompts: “Quelles stratégies utilises-tu pour lire une histoire à la classe et pourquoi?” “Comment est-ce que la ponctuation t’aide
à lire?”
Instructional tip: Teachers can model rules
of pronunciation during repeated interactive read-alouds (e.g., elision: “Le ami becomes l’ami”, “La histoire becomes l’histoire”, “J’y vais”, “J’en veux deux”, “Des preuves d’amour”, “Il dort toujours jusqu’à midi”, “C’est l’été qu’Anne aime”; silent letters: “hier”, “mangent”, “nous”, “finalement”; liaison: “un petit enfant”,
“les amis”, “deux amis”, “un grand ami”, “nous arrivons”).
C1.4 Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., identify familiar words used in new contexts and explain their meaning; identify slang expressions and jargon, and research their meaning; identify words borrowed from other languages; use words in context to demonstrate their meaning; construct a word web listing the personality traits of a character; use understanding of context and parts of speech to deduce the meaning of unfamiliar words and expressions; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words; use French–English dictionaries to confirm the meaning of unfamiliar vocabulary)
Teacher prompts: “Comment la toile de mots t’a-t-elle aidé à découvrir la personnalité du personnage principal?” “Parmi les nouveaux mots que tu as appris lesquels voudrais-tu réutiliser?” “Comment décrit-on la terminaison des verbes conjugués?” “Comment peut-on formuler une règle de conjugaison des verbes?”
Instructional tips:
(1) Teachers can model the use of adjectives and adverbs to describe the characteristics and behaviour of fictional characters.
(2) Teachers can use explicit instruction and contextual learning during modelled and shared reading to help students infer word meanings and build vocabulary.
(3) Teachers can direct students’ attention to the endings of verbs in the futur simple and formulate a rule for the verb stem and endings.
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., the episodic plot of an adventure story creates suspense; links in a website lead the reader to related information)
Teacher prompts: “Qu’est-ce que tu ajouterais
à ce texte pour le rendre plus facile à suivre?” “Quels sont le message et l’intention de ce texte?” “Quelle est la différence entre un message publicitaire, une lettre amicale, une invitation et un message envoyés électroniquement?”
Instructional tip: Teachers can encourage students to study two different text forms dealing with the same subject to identify how form can affect the way authors present their messages.
C2.2 Text Features and Elements of Style: identify some features and stylistic elements
of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., dialogue and descriptive words help a reader visualize characters in a narrative text; descriptive language and metaphors in song lyrics, short stories, and novels add vividness and evoke an emotional response; boldface type and colours emphasize key words in an advertisement; titles and subtitles are used to organize information in an article or a report)
Teacher prompts: “Pourquoi est-ce que l’auteur a choisi d’inclure des titres et des sous-titres? Comment est-ce que cela t’aide à rechercher des renseignements spécifiques dans le texte?” “Pourquoi est-il important de lire les passages en petits caractères?” “Pourquoi le narrateur a-t-il utilisé était/étaient dans son texte?”
Instructional tip: Teachers can guide students to recognize the usage of the imparfait for describing an action or event in the past (e.g., the imparfait of “être” in “Hier soir, les filles étaient très belles au bal”).
C2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser
READING
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Core French
FSF1D