Guidelines are provided to assist teachers of grade 3 French immersion pupils in developing a concentrated English language arts program which will enable pupils to attain competency in the essential basic skills. The introduction of English language arts into the early French immersion program represents the pupils' first encounter with formal English instruction. Teachers can capitalize on the French language skills obtained in early French immersion for the implementation of an effective English language arts program. The guidelines address the importance of the transitional year, early diagnostic procedures, suitable beginning activities, positive transfer of learning, potential areas of confusion, designing the transitional language arts program, pupil evaluation, important basic skills, remediation and enrichment, and scheduling. Bibliographies of teacher reference materials and instructional workbooks, sample lessons, a sample schedule, and a letter to parents are appended. (RW)