Page 98 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
in a story and write a caption describing personal reactions to the scene; read about the benefits of learning French and make an informed presentation to the class)
Teacher prompts: “Selon toi, quel est le message le plus important du texte?” “Peux-tu identifier la personne/chose décrite dans l’énoncé? Comment peux-tu vérifier ta réponse?” “Comment est-ce que ta discussion en petit groupe t’a aidé à partager tes idées à propos du texte?”
Instructional tips:
(1) Teachers can model how to use a T-chart or a Venn diagram as a tool for comparing aspects of two texts (e.g., characters, facts/ information, plot elements).
(2) Teachers can create opportunities for students to practise using a variety of familiar verbs (“être”, “avoir”, “faire”, and regular verbs ending in “-er”, “-ir”, and “-re”) to enhance their ability to respond to texts with clarity.
(3) Teachers can encourage students to express and justify their opinions about a text by asking themselves and answering relevant questions (e.g., “Quel est le message de ce texte?”, “Qu’est-ce qui m’a surpris?”, “Avec quels détails est-ce que je suis/je ne suis pas d’accord?”).
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., recognize and automatically read high-frequency words and words related to personal interests; read texts aloud with appropriate expression, voice, tone, and pauses as indicated by the punctuation; make reading aloud sound like speaking)
Teacher prompts: “Comment est-ce que tu peux t’assurer que l’auditoire a compris ce que tu as lu?” “Comment le fait de pratiquer le nouveau vocabulaire des textes lus en classe t’aide-t-il à lire avec confiance?”
Instructional tip: Teachers can help students learn to know when to pronounce the ending of a word (e.g., “-ent” is silent in a verb suffix, as in “regardent”, but is pronounced when it is part of an adverb ending, as in “rapidement”).
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., find familiar words used in new contexts and explain their meaning; use contextual clues to help them determine the meaning of new words; use knowledge of parts of speech to infer the meaning of a new word; create
a word web with vocabulary relating to a specific topic; identify slang expressions and jargon in a magazine article)
Teacher prompts: “Comment le fait d’identifier les mots apparentés et les mots familiers lors de la lecture d’un texte te permet-il d’enrichir ton vocabulaire?” “Parmi les nouveaux mots que tu as appris, lesquels voudrais-tu réutiliser?”
Instructional tips:
(1) Teachers can have students scan a text on a specific subject (e.g., sports, hobbies, occupations, transportation, the environment) to find new words and then use the context and familiar vocabulary to help them determine the meaning of those words.
(2) Teachers can highlight synonyms (e.g., “énorme”, “géant”, “gigantesque”) and antonyms (e.g., “grand/petit”, “triste/heureux”, “derrière/ devant”) during guided reading.
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., descriptions and images in a catalogue or flyer promote products; alphabetical order in dictionaries and encyclopedias helps the reader to find words and information; identification of the occasion on the outside and poetic text on the inside of a greeting card acknowledges the significance of an event)
Teacher prompts: “Quels textes peux-tu lire pour trouver de l’information à propos de ton sujet?” “Quel genre de texte préfères-tu lire? Pourquoi?”
Instructional tips:
(1) Teachers can encourage students to identify phrases and expressions that signal that the author is sharing an opinion (e.g., “Je pense...”, “Je ne crois pas...”, “J’estime...”, “Il me semble...”, “Il me paraît...”, “Je (ne) suis (pas) du même avis que...”).
(2) Teachers can direct students’ attention in persuasive texts such as advertisements to complex sentences that use conjunctions (e.g., “parce que”, “car”, “donc”, “en effet”, “ainsi”, “de plus”, “ensuite”, “puis”).
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
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