S
| (a) |
Predicts the content of the text using a sentence stem (e.g., Je pense que c'est une histoire de¿Je pense que le texte va parler de¿). |
| (b) |
Anticipates specific aspects of content of the text (e.g., selection of oui/non or vrai/faux labels of possible content sentences). |
| (c) |
Makes connections to preferences and own experiences using a sentence stem (e.g., C'est comme moi. Je préfère le¿.aussi. Je fais un lien entre le¿ et moi.). |
| (d) |
Makes connections to a similar text previously shared in class using a French sentence such as Cette histoire ressemble à l'histoire de ¿ . |
| (e) |
Asks questions about the text and possible context clues (e.g., Quel est le titre? Quel est le thème? Quels sont les mots-amis (congénères)? Quels sont les mots importants?). |
| (f) |
Identifies context clues to aid comprehension (e.g., key words or cognates contained in other sentences of the paragraph, information sidebars, titles and subtitles, photographs, drawings, graphs, and tables). |
| (g) |
Groups parts of a sentence into manageable parts with teacher support. |
| (h) |
Monitors comprehension of a text with a questioning checklist on understanding of content groupings, such as Est-ce que je comprends cette partie, oui ou non? |
| (i) |
Repairs own comprehension when the sense of a text is lost (e.g., re-reading a sentence or a paragraph, re-examination of context clues, skipping unknown words). |
| (j) |
Pauses reading periodically for verification of initial predictions. |
| (k) |
Explains visualization with a French sentence, such as Il y a un monstre brun et il a un long cou. |
| (l) |
Copies or highlights unknown words or phrases for verification. |
| (m) |
Responds personally to the text with a complete French sentence. |
| (n) |
Summarizes the main idea of the text with a complete French sentence, such as L'ídée principale est une description de la performance de Julie. |
| (o) |
Represents understanding of the text with visuals (e.g., a storyboard, a story map, or a pictorial web). |
| (p) |
Organizes a list of new vocabulary words discovered in reading. |
| (q) |
Reinforces vocabulary gained from reading by grouping them in different ways (e.g., concept maps, word walls, or word sorts). |
| (r) |
Practices new vocabulary in limited speaking or writing situations. |
| (s) |
Verifies sentences from anticipation exercises. |
| (t) |
Answers several familiar questions using modeled phrases. |
