Dakota 10, 20, 30 | Saskatchewan Curriculum

(a)	Apply, with some guidance, a variety of before, during and after 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 inquiring about purpose and context.
(c)	Employ tools (e.g., charts, vocabulary lists and technological applications) and consult resources (e.g., peers, family, elders, knowledge keepers, grammar reference books and online resources) to help construct meaning of oral and written texts.
(d)	Apply, with some guidance, language learning strategies such as: using supplementary information (e.g., pre-discussion, subtitles and graphics); interpreting physical (e.g., gestures and facial expressions) and auditory (e.g., tone, laughter and volume) cues; examining context clues and key words to infer meaning; and, applying knowledge of individual root words to interpret unfamiliar words.
(e)	Apply knowledge of phonics and the Dakota alphabet to decode individual and compound words.
(f)	Pose questions to clarify the interpretation of texts.
(g)	Employ knowledge of text structures (e.g., inversion structure of sentences) to interpret the message.
(h)	Maintain a journal to gain awareness of which language learning strategies are most effective.
(i)	Discuss possible strategies to address challenges of learning to interpret an additional language.
(j)	Reflect, with some guidance, on personal viewing, listening and reading strategies.

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