Dakota 10, 20, 30 | Saskatchewan Curriculum

(a)	Apply, with guidance, a variety of before, during and after language learning strategies to construct meaning when listening, viewing and reading.
(b)	Prepare to interpret oral and written texts using language learning strategies such as developing predictions and identifying purpose and context.
(c)	Consult resources (e.g., peers, family, elders, knowledge keepers, dictionaries and technological applications) and visual aids (e.g., photos, paintings, models, drawings and online resources) to help construct meaning of oral and written texts.
(d)	Apply, with guidance, language learning strategies such as: using supplementary information (e.g., summary, illustrations and background information); interpreting physical (e.g., gestures and facial expressions) and auditory (e.g., laughter, volume and tone) cues; identifying syllables from physical gestures; examining context clues and key words; and, understanding of basic individual root words.
(e)	Read phonetically written Dakota words using knowledge of the English alphabet.
(f)	Compare sentence structures in Dakota and English languages.
(g)	Pose questions to clarify understanding.
(h)	Discuss the challenges and rewards of learning to interpret an additional language (e.g., tolerance of ambiguity).
(i)	Reflect, with guidance, on personal viewing, listening and reading strategies.