Page 83 - 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 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.
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., preview the text by scanning to get a general sense of the subject; highlight key words to help them determine the main idea; make connections to personal experiences; examine illustrations, pictures, and diagrams to support their understanding of the text and/or make predictions about its message; make inferences based on knowledge of similar text forms; use visualization to clarify their impressions of
the setting and/or characters; ask themselves questions to help activate prior knowledge; create sketches that reflect key ideas and/or new words or expressions; reread to confirm understanding)
Teacher prompts: “Comment tes expériences personnelles t’aident-elles à analyser les personnages d’une histoire?” “Comment les éléments visuels t’aident-ils à comprendre un texte informatif?” “Pourquoi est-il important de se poser des questions avant, pendant et après une lecture?” “Quels passages as-tu relus pour bien comprendre les messages clés?”
Instructional tip: Teachers can encourage students to ask themselves questions before, during, and after reading to promote deeper thinking (e.g., “Est-ce que je connais une situation semblable à celle du texte?”, “Qui est le public
ciblé par le texte?”, “Qu’est-ce que l’auteur veut qu’on comprenne après avoir lu le texte?”, “Quels groupes de personnes sont représentés dans le texte? Lesquels sont mis de côté?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about everyday matters and personally relevant topics (e.g., restate in proper sequence information found in newspaper articles, blogs, emails, text messages,
or letters; record key information and supporting details from posters; dramatize key events in a text using props; mime the steps required to follow a recipe; illustrate the main conflict in a story using a story map; participate in teacher-led discussions about texts; retell the events of a scene or chapter in small groups; create a headline that summarizes the main idea of a newspaper article about a topic such as adolescent health and fitness or adolescent spending habits)
Teacher prompts: “Quelles sont les idées principales du texte?” “Comment préfères-tu partager tes idées et tes opinions à propos des textes que tu lis?”
Instructional tip: Teachers can encourage students to state their opinion about information presented in texts using sentence starters such as “Selon le texte...”, “D’après l’article...”, and “L’auteur a constaté que...”.
C1.3 Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with
READING
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Core French
FSF1DP