Page 97 - 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., activate prior knowledge by brainstorming about the cover, title page, and/or topic of a text; examine illustrations to help them understand the content of a brochure or poster; identify action verbs to help them visualize the action in a scene; make predictions based on knowledge of similar text forms; use pictorial clues, including the cover of a text, to predict vocabulary; make connections to personal experiences; scan text for specific information; reread when understanding has broken down; preview vocabulary to identify familiar words and cognates; as a class, ask and respond to questions to formulate predictions before reading; list key words in a text and refer to them when summarizing its message)
Teacher prompts: “Quels sont les mots familiers et les mots apparentés?” “Qui a écrit ce texte?” “Quelles sont les idées importantes?” “Quels sont les liens que tu as faits avec tes expériences personnelles? Comment est-ce que cela t’aide à mieux comprendre le texte?” “Comment est-ce que les images t’aident à faire des inférences?” “Pourquoi est-ce que c’est important d’analyser le titre et les illustrations avant de commencer à lire un texte?” “Comment le fait de résumer et
redire le texte dans tes propres mots t’aide-t-il à vérifier ta compréhension?” “Pourquoi est-il important de prédire le nouveau vocabulaire avant la lecture d’un texte?”
Instructional tips:
(1) Teachers can direct students’ attention to the use of linking words (e.g., “et”, “ou”, “alors”, “mais”, “puis”) to enhance their understanding of the relationships between ideas.
(2) Teachers can instruct students to use personal pronouns, including those from the text, when reflecting on the message of a text.
(3) Teachers can encourage students to use graphic organizers (e.g., anticipation guides, K-W-L charts) to help them organize their ideas and thoughts during a reading task.
C1.2 Reading for Meaning: demonstrate an understanding of a variety of short student- and teacher-selected French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appro- priate (e.g., order a meal based on information in
a menu; summarize the steps in a how-to manual; identify people and objects based on written descriptions; read the instructions that accompany
a video game and explain the game to a partner; create a series of illustrations to convey the plot of a short story; omit extraneous information when summarizing key ideas; discuss reactions to a text in a small group; dramatize events in a story to convey the importance of foods, feasts, and/or traditions in an Aboriginal community; draw a sketch of a scene
READING
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Core French
FSF1O