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.



General Resources