To Navigation

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