French Language Arts 3

Saskatchewan Curriculum - Grade 3 Core French

Communication Skills (CS)

• 3.CS.1 Demonstrate understanding of oral French messages in limited questions, statements, courtesy requests instructions and accolades.
• 3.CS.2 Provide basic information on familiar topics supported by a range of prompting as required.
• *response to courtesies using other basic courtesy expressions
• *description of weather, objects, actions, people or animals
• response to a question with a sentence
• *a simple instruction
• *a simple statement about a topic
• *expression of wishes, feelings, preferences, non-preferences with a simple sentence

*Note: Learning Outcomes preceded by an asterisk are also applicable in interactive situations.

• 3CS.3 Demonstrate understanding of key words and content in a series of simple, repetitive sentences supported by illustrations or photos.
• 3.CS.4 Produce a simple and repetitive text on a familiar topic based on a model.

Language Knowledge (LK)

• 3.LK.1 Demonstrate acquisition of French language concepts related to themes.
• numbers 1-50
• various question types
• possessive pronouns for personal items
• possession
• adjectives indicating attributes of self and others
• a variety of instructions or commands
• knowledge of key vocabulary words and phrases linked to themes

Cultural Knowledge (C)

• 3.C.1 Compare basic elements of francophone, First Nations, and Métis family cultures in communities.

General Language Strategies (GL)

• 3.GL.1 Use listening or viewing strategies in structured situations.
• activation of prior knowledge for the listening or viewing experience
• participation in the listening or viewing experience
• use of context clues to decipher the oral message
• visualization of the content in the oral message
• interpretation of the oral message
• *reflection on the listening or viewing experience

*Note: Learning Outcomes preceded by an asterisk are also applicable in interactive situations.

• 3.GL.2 Use speaking strategies in structured situations.
• 3.GL.3 Use reading strategies for short, repetitive texts in highly structures situations.
• prediction of the content of a text
• activation of prior knowledge for a reading experience
• use of context clues to decipher the message during a reading experience
• use of key words and cognates
• use of reference materials to interpret words
• visualization of the content in the written message
• interpretation of the written message
• reflection on the reading experience
• 3.GL.4 Follow modeled steps of a shortened writing process in highly structured situations.
• *observation of a modeled writing experience
• use of reference materials to locate unknown or previously learned words
• *development of ideas for writing
• production of a short text with a model
• reflection on the writing experience

*Note: Learning Outcomes preceded by an asterisk are also applicable in interactive situations.




General Resources