Predicts the content of the text with familiar French sentence stems (e.g., Je pense que ¿ Il me semble que¿Il a l'air de¿.).

Prepares an advance organizer, with support, before reading.

Establishes connections to own experiences, to a similar text previously shared in class, to other situations in the student's life, or to other world situations with several French sentences (e.g., J'ai eu la même expérience. Cette situation ressemble à¿.Ce texte est le même que¿).

Asks questions about the text and possible context clues based on previously memorized, automatic sentences (e.g., Quel est le titre? Quels sont les sous-titres? Quel est le thème? Quels sont les mots de même origine? Quels sont les mot-clés du thème? Est-ce qu'il y a des illustrations?).

Establishes, with support, a purpose for reading (e.g., Je vais trouver l'idée principale. Je vais trouver un détail. Je vais trouver ces détails.).

Discovers probable word meaning through the examination of cues in the written text (e.g., root words, conjugations, language structures).

Examines word markers as comprehension clues (e.g., prefixes, suffixes, articles, prepositions, or verb endings).

Engages in personal note-taking about the reading (e.g., highlighting, underlining, comments in the margin, or comments on stick-on notes).

Repairs own comprehension of text when the sense of the text is lost (e.g., use of skimming ahead of an unknown word or phrase, search for context clues, identification of difficult words or phrases, use of resources, or request for help).

Identifies important textual elements (e.g., setting, time, characters, beginning, middle, ending, paragraphing, dialogue markers, or punctuation) using a graphic organizer or other organizational tool.

Adjusts speed of reading based on the established purpose for reading (e.g., general details, specific details, supporting details, or main idea).

Groups parts of a paragraph into manageable sections with teacher support.

Responds personally to the text using a complete French sentence (e.g., expression of likes and dislikes, opinions, or connections to other texts).

Summarizes the main idea of the text with a variety of complete French sentences (e.g., L'idée principale est... L'auteur parle de¿ Le texte discute de¿).

Reinforces vocabulary gained from reading with groupings and re-groupings of words and phrases (e.g., concept maps, graphic organizers, or parts of speech).

Practices the new vocabulary acquisition in writing and in oral speech.

Answers a variety of questions based on the text.

Reflects on a list of useful listening strategies, why they were used, and which strategies could be used next time (e.g., Quelles stratégies m'ont aidées? Qu'est-ce que j'ai trouvé difficile? Quelles stratégies est-ce que je peux utiliser la prochaine fois?).

Selects strategies to use for future reading experiences with selected text types.

Writes about own strategy selection and use in a reading log.