French Language Arts 3Saskatchewan 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
- 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
- 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
- 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