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French Language Arts 4

Saskatchewan Curriculum - Grade 4 Core French

Communication Skills (CS)

  • 4.CS.1 Demonstrate understanding of oral French messages in a variety of single sentence statements, questions, courtesy requests, and instructions.
  • 4.CS.2 Provide a variety of information through oral expression supported by occasional prompting.
    • conversations that provide information
    • descriptions
    • politeness terms
    • encouragement of others
    • directions
    • instructions on completing a procedure
    • preferences, non-preferences and desires
  • 4.CS.3 Demonstrate understanding of the main idea and some detail of a simple French expository or procedural text on a familiar subject.
  • 4.CS.4 Produce a short and simple French text on a familiar topic base on a model.
    • expository text
    • procedural text

Language Knowledge (LK)

  • 4.LK.1 Demonstrate acquisition of French language concepts related to themes.
    • numbers 1-69
    • statements and imperative sentences
    • a range of -er verbs and selected -re and -ir verbs
    • adjectives
    • prepositions of location
    • differences between various question types
    • knowledge of key vocabulary words and phrases linked to themes.

Cultural Knowledge (C)

  • 4.C.1 Compare elements of francophone, First Nations and Métis cultures in Saskatchewan.

General Language Strategies (GL)

  • 4.GL.1 Use listening or viewing strategies in semi-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
    • reflection on the listening or viewing experience
  • 4.GL.2 USe speaking strategies in semi-structured situations.
    • planning of an oral pesentation
    • use of reference materials
    • presentation for a classroom audience
    • use of feedback
    • reflection on the presentation or conversation
  • 4.GL.3 Use reading strategies for short texts in semi-structured situations.
    • activation of prior knowledge before reading
    • reliance on context clues
    • use of reference materials to access meaning;
    • verification of comprehension;
    • visualization of the content in the written message
    • interpretation of the written message
    • reflection on the reading experience
  • 4.GL.4 Implement steps of a shortened writing process in structured situations.
    • *generation of ideas for writing
    • use of reference materials
    • use of a textual writing model
    • verification of text for correctness
    • *reflection on the writing experience
*Note: Learning Outcomes preceded by an asterisk are also applicable in interactive situations.

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