Page 84 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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; make reading aloud sound like speaking; divide text into logical sections/phrases when reading aloud)
Teacher prompts: “Quelles techniques peux-tu utiliser pour lire une histoire à la classe?” “Comment as-tu lu le texte (p. ex., rapidement, lentement)?”
Instructional tip: Teachers can help students learn when to pronounce the ending of a word (e.g., “-ent” is silent in a verb suffix, as in “parlent”, but is pronounced when it is part
of an adverb ending, as in “lentement”).
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 words borrowed from other languages; identify the relationships among words with the same root or origin, using a graphic organizer to sort the words; use visual elements from the text to assist them
in determining the meaning of new vocabulary; infer the meaning of unfamiliar words by looking for words within larger words, similarities with familiar words, and known spelling patterns; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words)
Teacher prompts: “Comment est-ce que ta langue maternelle te permet de comprendre
de nouveaux mots?” “Comment les éléments visuels te permettent-ils d’acquérir un nouveau vocabulaire?” “Fais une liste des mots que tu connais déjà. Parmi les nouveaux mots que tu as appris, lesquels voudrais-tu réutiliser?”
Instructional tips:
(1) Teachers can encourage students to classify new vocabulary by part of speech to help them determine appropriate usage.
(2) Teachers can suggest that students list common verbs (e.g., “venir”, “aller”, “mettre”, “savoir”, “voir”, “prendre”) and frequently used reflexive verbs (e.g., “se lever”, “se brosser”, “s’habiller”) and identify ways in which they are used in different texts.
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 division of information into short sections in a how-to book helps readers learn a new skill; the separation of ingredients from cook- ing instructions in recipes helps readers assemble the components they need before they start to cook; images, short paragraphs, and bullet points on a website allow users to scan it for information)
Teacher prompts: “Quel sera l’impact si l’auteur choisit un genre de texte différent?” “Si tu es l’auteur de ce texte, quel genre de texte choisiras-tu pour communiquer ce message?”
Instructional tip: Teachers can suggest that students look for and identify declarative and imperative sentences during shared, paired, or independent reading of recipes, as well as exclamatory and interrogative sentences on websites.
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., photographs and diagrams in a non-fiction text support the main idea or enhance explanations; dialogue in speech bubbles and descriptions in captions in graphic novels and comic books reveal characters’ thoughts and provide information about the setting)
Teacher prompts: “Quels sont les éléments de style que l’auteur a employés dans ce texte? Comment est-ce que cela t’aide à comprendre ses messages?” “Comment est-ce que le fait de connaître et de comprendre les éléments d’une bande dessinée t’aide à lire le texte?”
Instructional tip: Teachers can draw students’ attention to descriptions in biographies and newspaper and magazine articles to serve as models for speaking and writing about past events.
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
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