Print ED356914.TIF (108 pages) - ERIC · Jean Guy Goulet Director Mitsuko Oishi Consultant Native...
108
DOCUMENT RESUME ED 356 914 RC 019 070 TITLE Blackfoot Language and Culture Program. A Curricular Program and Guide (Early Childhood ServicesGrade 9) INSTITUTION Alberta Dept. of Education, Edmonton. Language Services Branch. REPORT NO ISBN-0-7732-0439-3 PUB DATE 91 NOTE 215p.; On cover: Ni'tsiitapi'po'ahsina Kii Ni'tsiitapia'pii. For related documents, see RC 019 071-072. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS American Indian Education; American Indian Languages; *American Indian Studies; *Bilingual Instructional Materials; *Cultural Education; Curriculum Guides; Elementary Secondary Education; Foreign Countries; *Language Acquisition; Language Proficiency; *Native Language Instruction; Second Language Programs IDENTIFIERS Alberta; *Blackfoot (Language); Blackfoot (Tribe); Cultural Preseivation ABSTRACT This curriculum guide outlines a program designed for Blackfoot students to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide outlines general learner expectations, including: (1) acquiring basic communication skills in the Blackfoot language; (2) developing cultural sensitivity and enhancing personal development; (3) developing originality and creativity in the Blackfoot language; (4) acquiring additional concepts and generalizations about language and language learning; and (5) developing a desire to extend or improve proficiency in the Blackfoot language through further language study. Following this, specific learner expectations expand on the general learner objectives and are divided into three levels of proficiency. The linguistic program component provides examples of Blackfoot language functions (language uses and language concepts) and the English translations. The cultural component presents Blackfoot culture in four contexts: (1) the traditional culture before the arrival of the Europeans; (2) legends; (3) the student's daily routines including life at home, in the community and at school; and (4) contemporary Native cultural events and lifestyles. The guide includes information on language and language development; guidelines and suggestions for implementing a Native language program; and sample units and lesson plans. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
-
Upload
truongtram -
Category
Documents
-
view
215 -
download
0
Transcript of Print ED356914.TIF (108 pages) - ERIC · Jean Guy Goulet Director Mitsuko Oishi Consultant Native...
DOCUMENT RESUME
ED 356 914 RC 019 070
TITLE Blackfoot Language and Culture Program. A CurricularProgram and Guide (Early Childhood ServicesGrade9)
INSTITUTION Alberta Dept. of Education, Edmonton. LanguageServices Branch.
REPORT NO ISBN-0-7732-0439-3PUB DATE 91
NOTE 215p.; On cover: Ni'tsiitapi'po'ahsina KiiNi'tsiitapia'pii. For related documents, see RC 019071-072.
PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)
EDRS PRICE MF01/PC09 Plus Postage.DESCRIPTORS American Indian Education; American Indian Languages;
*American Indian Studies; *Bilingual InstructionalMaterials; *Cultural Education; Curriculum Guides;Elementary Secondary Education; Foreign Countries;*Language Acquisition; Language Proficiency; *NativeLanguage Instruction; Second Language Programs
IDENTIFIERS Alberta; *Blackfoot (Language); Blackfoot (Tribe);Cultural Preseivation
ABSTRACTThis curriculum guide outlines a program designed for
Blackfoot students to study their Native language and culture. Thecurriculum is also appropriate for non-Native students. The guideoutlines general learner expectations, including: (1) acquiring basiccommunication skills in the Blackfoot language; (2) developingcultural sensitivity and enhancing personal development; (3)
developing originality and creativity in the Blackfoot language; (4)
acquiring additional concepts and generalizations about language andlanguage learning; and (5) developing a desire to extend or improveproficiency in the Blackfoot language through further language study.Following this, specific learner expectations expand on the generallearner objectives and are divided into three levels of proficiency.The linguistic program component provides examples of Blackfootlanguage functions (language uses and language concepts) and theEnglish translations. The cultural component presents Blackfootculture in four contexts: (1) the traditional culture before thearrival of the Europeans; (2) legends; (3) the student's dailyroutines including life at home, in the community and at school; and(4) contemporary Native cultural events and lifestyles. The guideincludes information on language and language development; guidelinesand suggestions for implementing a Native language program; andsample units and lesson plans. (LP)
***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************
1111
1111
1111
1111
1.11
1101
1111
11M
EN
IIMM
INI
NIIS
IITA
PP
PO
'AH
SIN
A K
U N
I'TS
IITA
PIA
'PII
BLA
CK
FO
OT
LA
NG
UA
GE
AN
D C
ULT
UR
EP
RO
GR
AM
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
s do
cum
ent h
as b
een
repr
Odo
Ced
asre
ceiv
ed tr
inrr
the
pers
on o
r or
ganZ
attO
nor
igin
atin
g it
Min
or C
hang
es n
ave
been
mad
e to
impr
ove
repr
oduc
tion
outs
lity
Poi
nts
of v
iew
Or
opin
ions
sta
redr
n th
isdo
cu-
men
t do
not n
eces
saril
y re
pres
ent o
ffici
alO
E R
I Pam
or?
or
polic
y
"PE
RM
ISS
ION
TO
RE
PR
OD
UC
ET
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
y
/3; 5
s ri
kte-
i-fe
._-
TO
TH
E E
DU
CA
TIO
NA
LR
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R(E
RIC
)."
A C
UR
RIC
ULA
R P
RO
GR
AM
AN
D G
UID
ELA
NG
UA
GE
SE
RV
ICE
S
(Ear
ly C
hild
hood
Ser
vice
s -
Gra
de 9
)
cnuc
rlo
m
nrr,
71`
brin
7 A
urp
Piq
uE0:
tik"H
`
NI'T
SIIT
AP
I'PO
'AH
SIN
A K
II N
I'TS
IITA
PIA
'PII
BLA
CK
FO
OT
LA
NG
UA
GE
AN
D C
ULT
UR
E P
RO
GR
AM
A C
UR
RIC
ULA
R P
RO
GR
AM
AN
D G
UID
E
(EA
RLY
CH
ILD
HO
OD
SE
RV
ICE
S G
RA
DE
9)
Alb
erta
Edu
catio
n99
1
,A0
ALB
ER
TA
ED
UC
AT
ION
CA
TA
LOG
UIN
G IN
PU
BLI
CA
TIO
N D
AT
A
Alb
erta
. Lan
guag
e S
ervi
ces
Bla
ckfo
ot la
ngua
ge a
nd c
ultu
re p
rogr
am. A
cur
ricul
ar p
rogr
am a
nd g
uide
(E
arly
Chi
ldho
od S
ervi
ces
grad
e 9)
.
On
cove
r: N
I'TS
IITA
PI'P
O'A
HS
INA
KII
NI'T
SIIT
AP
IA'P
llIS
BN
0-7
732-
0439
-3
1.In
dian
s of
Nor
th A
mer
ica
-- L
angu
ages
--
Stu
dy a
nd te
achi
ng -
- A
lber
ta.
2. L
angu
age
arts
--
Alb
erta
--
Stu
dy a
nd te
achi
ng.
I.T
itle.
PM
2344
295.
A33
3 19
9189
7.97
9
Cop
yrig
ht o
199
1, th
e C
row
n in
Rig
ht o
f A
lber
ta, a
s re
pres
ente
d by
the
Min
iste
r of
Edu
catio
n. A
lber
ta E
duca
tion,
Lan
guag
e Se
rvic
esB
ranc
h, 1
1160
Jas
per
Ave
nue,
Edm
onto
n, A
lber
ta, T
5K O
L2.
All
righ
tsre
serv
ed. A
dditi
onal
cop
ies
may
be
obta
ined
fro
m th
e L
earn
ing
Res
ourc
es D
istr
ibut
ing
Cen
tre.
AC
KN
OW
LED
GE
ME
NT
S
Alb
erta
Edu
catio
n ac
know
ledg
es w
ith a
ppre
ciat
ion
the
cont
ribut
ions
of t
he fo
llow
ing
indi
vidu
als
and
grou
ps to
the
deve
lopm
ent o
f thi
s do
cum
ent:
Bla
ckfo
ot L
angu
age
Dev
elop
men
t Tea
m
Nic
k S
mith
Eld
er, P
eiga
n R
eser
veJu
ne S
potte
d E
agle
Bla
ckfo
ot R
eser
veB
illy
Str
ikes
With
A G
unE
lder
, Pei
gan
Res
erve
Mol
ly S
trik
es W
ith A
Gun
Eld
er, P
eiga
n R
eser
veLe
oba
Yel
low
Sun
Eld
er, B
lack
foot
Res
erve
Leo
Fox
Prin
cipa
l, La
vern
Sch
ool
Blo
od R
eser
veN
ativ
e La
ngua
ge E
duca
tion
Ad
Hoc
Com
mitt
ee
Car
dsto
n, A
lber
taE
lain
e V
erch
omin
Pro
gram
Man
ager
Har
asym
iwS
econ
d La
ngua
ges
Em
ma
Lee
War
rior
Con
sulta
nt(C
hairp
erso
n)A
lber
ta E
duca
tion
Har
vine
Del
orm
eT
each
er A
ide
Lorr
aine
Car
dina
lT
each
er A
ide
Cou
nty
of W
heat
land
Pas
icka
Hig
h P
rairi
eR
.C.S
.S.D
. #56
Val
erie
Den
nehy
Cur
ricul
ar A
ssis
tant
(C
ree)
Alb
erta
Edu
catio
nLo
uise
Cro
p E
ared
Wol
fE
lder
, Blo
od R
eser
ve
Don
ald
Fra
ntz
Ass
ocia
te P
rofe
ssor
Isla
Etti
nger
Tea
cher
Nat
ive
Am
eric
an S
tudi
esC
ount
y of
Pon
oka
#3U
nive
rsity
of L
ethb
ridge
Jean
Guy
Gou
let
Dire
ctor
Mits
uko
Ois
hiC
onsu
ltant
Nat
ive
Cen
tre
Alb
erta
Edu
catio
nT
he U
nive
rsity
of C
alga
ry
Bla
ckfo
ot L
angu
age
and
Cul
ture
Val
idat
ors
and
Em
ily H
unte
rA
ssis
tant
Pro
fess
orC
ontr
ibut
ors
Sch
ool o
f Nat
ive
Stu
dies
Uni
vers
ity o
f Alb
erta
Loui
se C
rop
Ear
ed W
olf
Eld
er, B
lood
Res
erve
Rut
h G
ood
Rid
erP
eiga
n R
eser
veM
atth
ew M
any
Gun
sE
lder
, Bla
ckfo
ot R
eser
veS
am G
ood
Rid
erP
eiga
n R
eser
veC
laris
sa L
ittle
Chi
efB
lack
foot
Res
erve
Judy
Pel
lyC
onsu
ltant
Mar
y A
nn M
cDou
gall
Eld
er, P
eiga
n R
eser
veN
ativ
e E
duca
tion
Pro
ject
Mat
thew
Mel
ting
Tal
low
Eld
er, B
lack
foot
Res
erve
Alb
erta
Edu
catio
nB
eatr
ice
Poo
r E
agle
Eld
er, B
lack
foot
Res
erve
iii
Rob
ert S
unw
alk
Co-
ordi
nato
r, B
lack
foot
Bea
tric
e M
edic
ine
Dire
ctor
Lang
uage
Com
mitt
eeN
ativ
e C
entr
eB
lack
foot
Res
erve
The
Uni
vers
ity o
f Cal
gary
Jean
ette
Too
toos
isT
each
erLe
na R
usse
llT
each
erN
orth
land
S.D
. #61
Car
dsto
n S
.D. #
2
The
resa
Wild
cat
Eld
erD
enis
Tar
dif (
Ex
Offi
cio)
Ass
ocia
te D
irect
orLa
ngua
ge S
ervi
ces
Els
ie W
inge
noT
each
erB
ranc
hC
alga
ry R
.C.S
.S.D
. #1
Alb
erta
Edu
catio
n
For
mer
Nat
ive
Lang
uage
Edu
catio
n A
d H
oc M
embe
rsC
ora
Web
er P
illw
ax
Viv
ian
Ayo
ungm
anB
lack
foot
Res
erve
Dep
uty
Sup
erin
tend
ent
Nor
thla
nd S
choo
lD
ivis
ion
#61
Har
rison
Bla
ck P
lum
eE
lder
Rus
sell
Wrig
htE
lder
Blo
od R
eser
veB
lack
foot
Res
erve
Gra
ce B
uffa
loP
rinci
pal
Sec
ond
Lang
uage
and
Bili
ngua
l Pro
gram
Erm
ines
kin
Ele
men
tary
Sch
ool
Coo
rdin
atin
g C
omm
ittee
Pea
rl C
alah
asen
Nat
ive
Edu
catio
n P
roje
ctB
ill B
ucha
nan
Tea
cher
, Alb
erta
Alb
erta
Edu
catio
nC
orre
spon
denc
e S
choo
lA
lber
ta E
duca
tion
Fre
d C
arne
wD
irect
orM
uskw
ache
es C
olle
geC
hery
l Os
land
Tea
cher
Cou
nty
of S
trat
hcon
aM
arie
Cro
wch
ildT
each
erS
arce
e R
eser
veE
dmon
d Le
vass
eur
Sup
ervi
sor
Sec
ond
Lang
uage
sA
dela
ide
Hea
vy S
hiel
dsE
lder
Edm
onto
n R
.C.S
.S.D
. #7
Blo
od R
eser
veE
mile
Man
din
Fre
nch
Con
sulta
ntB
arba
ra L
ader
oute
Sup
ervi
sor
Edm
onto
n R
egio
nal O
ffice
Nat
ive
Lang
uage
Alb
erta
Edu
catio
nE
duca
tion
Nor
thla
nd S
choo
lG
eorg
e S
ebes
tP
rinci
pal
Div
isio
n #6
1C
ount
y of
Min
burn
#27
i 0iv
Mel
ody
Kos
tiuk
Pat
ricia
Klin
ck
Pau
line
Will
is
Rob
ert S
ched
iwy
San
dra
Um
pleb
y
She
ilaM
cLeo
d-R
isse
cuw
Sue
Lyn
ch
Suz
ie S
egui
n
Wal
ly L
azar
uk(E
x O
ffici
o)
Tec
hnic
al A
ssis
tant
Ber
nade
tte P
ard
Pro
duct
ion
Uni
t
John
Sok
olow
ski
Hel
en C
zar
Tea
cher
She
rwoo
d P
ark
C.S
.S.D
. #10
5
Ass
ocia
te S
uper
inte
nden
tC
alga
ry S
.D. #
19
Ass
ocia
te P
rofe
ssor
Uni
vers
ity o
f Cal
gary
Tea
cher
Cal
gary
S.D
. #19
Vic
e-P
rinci
pal
Med
icin
e H
at S
.D. #
76
Con
sulta
ntC
alga
ry S
.D. #
19
Ass
ocia
te D
irect
orE
lem
enta
ry E
duca
tion
Cur
ricul
um D
esig
n B
ranc
hA
lber
ta E
duca
tion
Tea
cher
Edm
onto
n R
.C.S
.S.D
. #7
Ass
ocia
te D
irect
orS
econ
d La
ngua
ges
Lang
uage
Ser
vice
s B
ranc
hA
lber
ta E
duca
tion
Cur
ricul
ar A
ssis
tant
(Bla
ckfo
ot)
Alb
erta
Edu
catio
n
Pro
duct
ion
Man
ager
Gen
eral
Edi
tor
Ani
ta J
enki
nsH
arvi
ne D
elor
me
Loui
se C
hady
Vic
toria
Zuk
iwsk
yC
ecile
Com
eau
Tin
a R
eilh
an
Gra
phic
Adv
isor
Eva
Pen
dzik
Gra
phic
s
Cov
er D
raw
ing
Sec
tion
One
Dra
win
g
Sec
tion
Tw
o D
raw
ing
Sec
tion
Thr
ee D
raw
ing
Sec
tion
Fou
r D
raw
ing
Sec
tion
Fiv
e D
raw
ing
Edi
tor
(Eng
lish)
Edi
tor
(Bla
ckfo
ot)
Pro
duct
ion
Coo
rdin
ator
Des
ktop
Pub
lishi
ngD
eskt
op P
ublis
hing
Des
ktop
Pub
lishi
ng
Info
rmat
ion
Offi
cer
Alb
erta
Edu
catio
n
Ken
ton
Big
Sna
ke, G
rade
1C
hief
Old
Sun
Sch
ool
Bla
ckfo
ot R
eser
ve
Leno
ra R
unni
ng R
abbi
t,G
rade
9A
rrow
woo
d S
choo
lB
lack
foot
Res
erve
Tam
my
Red
Gun
, Gra
de 9
Arr
oww
ood
Sch
ool
Bla
ckfo
ot R
eser
ve
Mel
anie
Hol
y R
oot,
Gra
de 6
Arr
oww
ood
Sch
ool
Bla
ckfo
ot R
eser
ve
Dex
ter
Hea
vy R
unne
r,G
rade
8C
ards
ton
Juni
or H
igh
Sch
ool
Blo
od R
eser
ve
Rus
sell
Str
ikes
With
A G
:in,
Gra
de 6
Pei
gan
Sch
ool
Pei
gan
Res
erve
-IJ
TA
BLE
OF
CO
NT
EN
TS
Pre
face
ixS
EC
TIO
N T
HR
EE
LA
NG
UA
GE
AN
D L
AN
GU
AG
ED
EV
ELO
PM
EN
T77
SE
CT
ION
ON
E P
RO
GR
AM
ST
AT
EM
EN
T1
Wha
t is
Lang
uage
?W
hat i
s La
ngua
ge P
rofic
ienc
y?77 77
Intr
oduc
tion
3H
ow is
Lan
guag
e A
cqui
red?
77
Phi
loso
phy
and
Rat
iona
le4
Dia
lect
s79
Dia
lect
Diff
eren
ces
79G
ener
al L
earn
er E
xpec
tatio
ns5
Lite
racy
and
Lite
racy
Ski
ll D
evel
opm
ent
81
Spe
cific
Lea
rner
Exp
ecta
tions
6S
ugge
stio
ns fo
r T
each
ing
Lite
racy
82E
CS
and
Div
isio
n O
ne6
Div
isio
n T
wo
Div
isio
n T
hree
6 6S
EC
TIO
N F
OU
R G
UID
ELI
NE
S A
ND
SU
GG
ES
TIO
NS
FO
R IM
PLE
ME
NT
AT
ION
83S
tate
men
t of C
onte
ntLi
ngui
stic
Com
pone
ntC
ultu
ral C
ompo
nent
7 8 12
Pro
gram
Dev
elop
men
t and
Com
mun
ityIn
volv
emen
t85
Req
uire
d an
d E
lect
ive
Com
pone
nts
15P
lann
ing
for
Inst
ruct
ion
Invo
lvin
g th
e E
lder
in th
e C
lass
room
88 88A
ppro
ache
s to
Sec
ond
Lang
uage
SE
CT
ION
TW
O S
PE
CIF
ICA
TIO
N O
F C
ON
TE
NT
17T
each
ing
89
Ling
uist
ic C
ompo
nent
19Im
plic
atio
ns fo
r In
stru
ctio
n91
Fun
ctio
ns19
Pla
nnin
g fo
r P
rogr
am U
se93
A. G
ivin
g an
d G
ettin
g F
acts
19E
ntry
Poi
nts
to th
e La
ngua
ge a
ndB
. Sta
ting
and
Fin
ding
Out
Atti
tude
s20
Cul
ture
Pro
gram
93
C. G
ettin
g T
hing
s D
one
28Le
arni
ng R
esou
rces
94
D. S
ocia
lizin
g30
Edu
catio
nal T
echn
olog
y95
Not
ions
32A
.E
xist
entia
lB
. Spa
tial
C. T
empo
ral
32 34 39
SE
CT
ION
FIV
ES
AM
PLE
UN
ITS
AN
D L
ES
SO
NP
LAN
S97
D. Q
uant
itativ
e47
The
mat
ic U
nit
99E
. Qua
litat
ive
49S
ampl
e Le
sson
Pla
n: E
CS
and
Div
isio
n O
ne10
0F
. Men
tal
56S
ampl
e Le
sson
Pla
n: D
ivis
ion
Tw
o10
4G
. Rel
atio
nal
57S
ampl
e Le
sson
Pla
n: D
ivis
ion
Thr
ee10
6
Cul
tura
l Com
pone
nt62
EC
S a
nd D
ivis
ion
One
(G
rade
s 1
- 3)
62D
ivis
ion
Tw
o (G
rade
s 4
- 6)
66D
ivis
ion
Thr
ee (
Gra
des
7 -
9)69
I ,;
vii
PR
EF
AC
E
The
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
pro
vide
s a
broa
d fr
amew
ork
of le
arne
rex
pect
atio
ns a
nd c
onte
nt w
ithin
whi
ch a
det
aile
d co
urse
of s
tudy
may
be
deve
lope
d ac
cord
ing
to c
omm
unity
and
stu
dent
nee
ds.
It is
rec
omm
ende
d th
at th
e P
rogr
am c
omm
ence
with
EC
S.
How
ever
, it i
s po
ssib
le to
ent
er th
e P
rogr
am a
t any
poi
nt p
rovi
ded
appr
opria
te a
dapt
atio
n is
mad
e.T
he in
tent
of t
he P
rogr
am is
bas
ed o
n an
inst
ruct
iona
l seq
uenc
e be
ginn
ing
with
EC
Sco
ntin
uing
uni
nter
rupt
ed to
gra
de 9
.S
tude
nts
adva
nce
thro
ugh
a se
ries
of le
arni
ngex
perie
nces
cul
min
atin
g in
a s
tead
y gr
owth
of k
now
ledg
e an
d sk
ills.
The
Pro
gram
is in
tend
ed p
rimar
ily fo
r B
lack
foot
stu
dent
s; h
owev
er, i
t may
be
take
n by
any
Alb
erta
stu
dent
wis
hing
to s
tudy
Bla
ckfo
ot a
s a
seco
nd la
ngua
ge. T
he P
rogr
am is
des
igne
d to
deve
lop
and
enha
nce
stud
ents
' aw
aren
ess
and
appr
ecia
tion
of B
lack
foot
cul
ture
, pas
t and
pres
ent,
and
to d
evel
op c
omm
unic
atio
n sk
ills
in th
e B
lack
foot
lang
uage
.T
he P
rogr
amde
velo
ps fu
nctio
nal f
luen
cy to
ena
ble
stud
ents
to c
omm
unic
ate
in a
mea
ning
ful w
ay w
ith th
eir
fam
ily, t
he c
omm
unity
and
oth
er B
lack
foot
lang
uage
spe
aker
s.
The
Pro
gram
invo
lves
the
stud
ent a
nd th
e te
ache
r in
the
lear
ning
pro
cess
, but
the
cultu
ral
cont
ent i
nvol
ves
Nat
ive
com
mun
ity r
esou
rce
peop
le in
the
teac
hing
pro
cess
as
wel
l.T
hekn
owle
dge
and
wis
dom
of N
ativ
e pe
ople
is r
ecog
nize
d by
this
Pro
gram
as
they
con
trib
ute
toits
impl
emen
tatio
n an
d ul
timat
e su
cces
s.C
onse
quen
tly, t
he fo
rmal
edu
catio
nal p
roce
ss w
illbe
com
e m
ore
mea
ning
ful f
or th
ose
Nat
ive
com
mun
ity m
embe
rs w
ho h
ave
felt
alie
nate
d by
it.
1 L
]
SE
CT
ION
ON
E
PR
OG
RA
MS
TA
TE
ME
NT
SE
CT
ION
ON
E: P
RO
GR
AM
ST
AT
EM
EN
T
INT
RO
DU
CT
ION
In A
lber
ta to
day,
app
roxi
mat
ely
65%
of T
reat
y In
dian
san
d 95
% o
f Met
is a
nd N
on-S
tatu
s In
dian
s ar
e re
gist
ered
inpr
ovin
cial
sch
ools
.N
ativ
e ch
ildre
n ha
ve b
een
rece
ivin
g N
ativ
e la
ngua
ge e
duca
tion
for
som
e tim
e, d
ueto
the
effo
rts
of lo
cal e
duca
tors
and
com
mun
itym
embe
rs. F
or th
e fir
st ti
me,
how
ever
, Alb
erta
Edu
catio
nha
s un
dert
aken
to p
rovi
de a
pro
vinc
ial p
rogr
am fo
rB
lack
foot
lang
uage
edu
catio
n fr
om E
arly
Chi
ldho
odS
ervi
ces
to G
rade
9.
The
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
isav
aila
ble
to b
oth
Nat
ive
and
non-
Nat
ive
stud
ents
.T
his
Pro
gram
was
pro
duce
d fo
r tw
o re
ason
s:to
giv
ere
cogn
ition
and
sta
ture
to th
e B
lack
foot
lang
uage
and
topr
ovid
e gr
eate
r op
port
uniti
es fo
r al
l Alb
erta
stu
dent
s to
obta
in B
lack
foot
lang
uage
and
cul
tura
l ins
truc
tion.
The
ulti
mat
e ai
m o
f edu
catio
n is
to d
evel
op c
hild
ren'
sab
ilitie
s so
that
they
may
fulfi
ll th
eir
own
aspi
ratio
ns a
ndth
ereb
y m
ake
a po
sitiv
e co
ntrib
utio
n to
soc
iety
.N
ativ
epe
ople
hav
e be
en s
eeki
ng a
n ed
ucat
ion
prog
ram
whi
chw
ill s
uppo
rt th
eir
child
ren'
s id
entit
y an
d cu
lture
.It
is,
ther
efor
e, a
ppro
pria
te th
at N
ativ
e pe
ople
hav
e in
put i
nto
the
deve
lopm
ent o
f pro
gram
s. T
hey
are
best
abl
e to
tell
us w
heth
er th
e pr
ogra
ms
are
suita
ble
and
appr
opria
te fo
rde
velo
ping
the
full
pote
ntia
lof
Nat
ive
stud
ents
.D
evel
oper
s of
the
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
hav
e dr
awn
upon
the
reso
urce
s av
aila
ble
in th
eco
mm
unity
.T
he k
now
ledg
e an
d w
isdo
m o
f Eld
ers,
pare
nts
and
loca
l com
mun
ity p
eopl
e ar
e re
cogn
ized
inth
is P
rogr
am a
s th
ey c
ontr
ibut
e to
its d
evel
opm
ent,
impl
emen
tatio
n an
d ul
timat
e su
cces
s.
3
The
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
isin
tend
ed p
rimar
ily fo
r N
ativ
e st
uden
ts; h
owev
er, i
t may
be
take
n by
any
stu
dent
in A
lber
ta w
ho w
ishe
s to
stu
dyB
lack
foot
as
a se
cond
lang
uage
.T
he P
rogr
am is
desi
gned
to d
evel
op a
nd e
nhan
ce a
stu
dent
's a
war
enes
sof
Bla
ckfo
ot c
ultu
re, p
ast a
nd p
rese
nt, a
nd to
dev
elop
com
mun
icat
ion
skill
s in
the
Bla
ckfo
ot la
ngua
ge. W
ith th
eac
quis
ition
of f
unct
iona
l com
mun
icat
ion
skiii
s, B
lack
foot
stud
ents
will
be
able
to c
omm
unic
ate
with
mem
bers
of
thei
r fa
mily
, the
com
mun
ity a
nd o
ther
Bla
ckfo
ot la
ngua
gesp
eake
rs.
Loca
l com
mun
ities
sho
uld
plan
, ada
pt a
nd d
evel
opsp
ecifi
c co
nten
t are
as p
resc
ribed
by
the
prog
ram
fram
ewor
k an
d im
plem
ent t
hese
acc
ordi
ng to
the
curr
icul
ar g
uide
lines
and
sug
gest
ions
.T
he B
lack
foot
Lang
uage
and
Cul
ture
Pro
gram
pro
vide
s a
broa
dfr
amew
ork
in w
hich
con
tent
and
lear
ner
expe
ctat
ions
are
set.
Fro
m th
is b
road
cur
ricul
ar fr
amew
ork
a de
taile
dco
urse
of s
tudy
may
be
deve
lope
dac
cord
ing
toco
mm
unity
and
stu
dent
nee
ds.
The
Pro
gram
invo
lves
the
stud
ent,
the
teac
her
and
the
Nat
ive
com
mun
ityin
the
lear
ning
and
teac
hing
pro
cess
es.
The
Pro
gram
is b
ased
on
an in
stru
ctio
nal s
eque
nce
begi
nnin
g in
Ear
ly C
hild
hood
Ser
vice
s (E
CS
) or
Gra
de 1
.H
owev
er, i
t is
poss
ible
to e
nter
the
Pro
gram
at a
ny p
oint
with
app
ropr
iate
ada
ptat
ions
.S
tude
nts
can
adva
nce
thro
ugh
a se
ries
of le
arni
ng e
xper
ienc
es fr
om E
arly
Chi
ldho
od S
ervi
ces
to G
rade
9, a
nd s
tead
ily a
cqui
re n
ewkn
owle
dge,
ski
lls a
nd a
ppro
pria
te a
ttitu
des.
PH
ILO
SO
PH
Y A
ND
RA
TIO
NA
LE
Can
ada
is th
e ho
me
of v
ario
us N
ativ
e la
ngua
ges
and
cultu
res.
Bla
ckfo
ot, w
hich
is in
dige
nous
to C
anad
a, is
one
of th
e tw
o m
ain
lang
uage
s sp
oken
by
the
maj
ority
of
Nat
ive
Alb
erta
ns.
Unt
il th
e 19
60s,
whe
n m
ost N
ativ
e ch
ildre
n w
ere
still
atte
ndin
g sc
hool
s on
the
rese
rve,
ther
e se
emed
to b
e no
need
for
conc
ern
abou
t Nat
ive
child
ren
reta
inin
g th
eir
lang
uage
.La
rge-
scal
e in
tegr
atio
n in
to p
rovi
ncia
lsc
hool
s, h
owev
er, h
as r
esul
ted
in a
dra
stic
dec
line
in th
eus
e of
Nat
ive
lang
uage
s.T
he s
ituat
ion
is p
artic
ular
lycr
itica
l with
the
Bla
ckfo
ot la
ngua
ge.
Ifth
ese
lang
uage
s an
d cu
lture
s ar
e al
low
ed to
disa
ppea
r, th
ey w
ill b
e lo
st fo
reve
r.In
a w
orld
of
tech
nolo
gica
l ext
rem
es th
ere
is a
nee
d fo
r th
e N
ativ
epe
rson
to m
aint
ain
his
Nat
ive
lang
uage
.It
is a
lang
uage
com
plet
ely
of th
is h
emis
pher
e.
Bla
ckfo
ot c
hild
ren
need
to s
ee th
e re
ality
of t
he B
lack
foot
peop
le a
nd c
ultu
re a
s pa
rt o
f the
ir fo
rmal
edu
catio
n.T
hey
need
to le
arn
to r
espe
ct th
e B
lack
foot
lang
uage
and
cultu
re.
The
stu
dent
s w
ill fe
el p
roud
to s
peak
the
lang
uage
bec
ause
it h
as b
een
elev
ated
toits
pro
per
posi
tion
and
beco
me
part
of t
heir
scho
ol le
arni
ngex
perie
nce.
By
lear
ning
thei
r ow
n la
ngua
ge, s
tude
nts
will
rece
ive
the
pow
er to
vie
w th
e w
orld
from
a d
iffer
ent
pers
pect
ive.
The
lang
uage
of t
he N
ativ
e pe
ople
is th
e ke
y qu
ality
whi
ch id
entif
ies
them
as
Nat
ives
.La
ngua
ge is
the
one
com
pone
nt o
f a c
ultu
re w
hich
ties
eve
ry fa
cet o
f tha
tcu
lture
toge
ther
.T
each
ing
the
Bla
ckfo
ot la
ngua
ge w
illen
sure
the
pres
erva
tion
of a
per
spec
tive
and
view
of t
hew
orld
that
is u
niqu
e to
Bla
ckfo
ot-s
peak
ing
peop
le.
If th
e
4
Bla
ckfo
ot la
ngua
ge is
not
rev
italiz
ed, t
he h
eart
of t
hecu
lture
will
be
erad
icat
ed in
tim
e.It
is n
ot to
the
bene
fitof
a s
ocie
ty th
at p
rides
itse
lf in
its
mul
ticul
tura
lism
that
this
be
allo
wed
to h
appe
n.
Intr
aditi
onal
Bla
ckfo
ot s
ocie
ty, t
he p
roce
ss o
ftr
ansm
ittin
g la
ngua
ge a
nd c
ultu
re to
ok p
lace
in th
e ho
me.
The
you
ng le
arne
d lif
e sk
ills
from
obs
erva
tion,
imita
tion
and
prac
tice.
Lea
rnin
g w
as a
life
-long
pro
cess
in w
hich
supe
rvis
ion
decr
ease
d as
exp
erie
nce
and
prof
icie
ncy
grew
.C
hild
ren
rece
ived
all
of th
eir
trib
al e
duca
tion
and
soci
aliz
atio
n fr
om o
lder
mem
bers
of t
he e
xten
ded
fam
ily.
The
refo
re, a
func
tiona
l app
roac
h to
lang
uage
lear
ning
allo
ws
for
the
invo
lvem
ent o
f Nat
ive
com
mun
ity r
esou
rce
peop
le. A
n et
ectiv
e B
lack
foot
Pro
gram
rec
ogni
zes
and
utili
zes
the
know
ledg
e an
d w
isdo
m o
f Nat
ive
peop
le, a
ndal
low
s th
em to
be
cont
ribut
ors
to th
e ed
ucat
iona
len
deav
or.
The
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
.A
Cur
ricul
ar P
rogr
am a
nd G
uide
(E
arly
Chi
ldho
od S
ervi
ces
- G
rade
9)
prov
ides
opp
ortu
nitie
s fo
r de
velo
ping
and
culti
vatin
g th
e un
ique
tale
nts,
inte
rest
s an
d ab
ilitie
s of
stud
ents
.N
ot o
nly
will
the
Pro
gram
rev
italiz
e th
eB
lack
foot
lang
uage
, but
it w
ill a
lso
legi
timiz
e th
e st
udy
ofit
to m
embe
rs o
f Bla
ckfo
ot c
omm
uniti
es.
The
Pro
gram
will
enc
oura
ge N
ativ
e pa
rent
s to
bec
ome
invo
lved
in th
e ed
ucat
ion
of th
eir
child
ren.
Gra
ndpa
rent
s,E
lder
s an
d ot
her
com
mun
ity m
embe
rs w
ill s
erve
as
reso
urce
s fo
r th
e im
plem
enta
tion
of la
ngua
ge a
ndcu
ltura
l con
tent
.
GE
NE
RA
L LE
AR
NE
R E
XP
EC
TA
TIO
NS
Gen
eral
lear
ner
expe
ctat
ions
des
igna
te th
e br
oad,
long
-ra
nge
and
sign
ifica
nt o
utco
mes
desi
red
from
a p
rogr
am.
It is
exp
ecte
d th
at th
e B
lack
foot
Lan
guag
e an
dC
ultu
reP
rogr
am w
ill h
elp
stud
ents
to b
ecom
e fu
nctio
nal
and
cont
ribut
ing
mem
bers
of t
heir
Nat
ive
com
mun
ity a
ndof
the
grea
ter
soci
ety.
By
the
end
of G
rade
9, s
tude
nts
will
:
1.A
cqui
re b
asic
com
mun
icat
ion
skill
s in
the
Bla
ckfo
otla
ngua
ge b
y
1.1
deve
lopi
ng li
sten
ing
and
spea
king
ski
lls w
hile
unde
rsta
ndin
g an
d us
ing
appr
opria
te in
tona
tion,
gest
ures
, and
vis
ual c
lues
whi
ch h
elp
to c
onve
yth
e m
essa
ge;
1.2
deve
lopi
ng r
eadi
ng a
nd w
ritin
g sk
ills
to a
n ex
tent
dete
rmin
ed b
y th
e lo
cal c
omm
unity
.
2.D
evel
op c
ultu
ral s
ensi
tivity
and
enh
ance
per
sona
lde
velo
pmen
t by
2.1
beco
min
g m
ore
awar
e of
thei
r cu
ltura
lhe
ritag
eth
roug
h le
arni
ng th
e B
lack
foot
lang
uage
;2.
2 be
com
ing
awar
e of
and
app
reci
atin
g,th
roug
hin
stru
ctio
n an
d di
rect
exp
erie
nces
, the
val
uabl
eco
ntrib
utio
ns o
f Bla
ckfo
ot p
eopl
e an
d E
lder
s to
soci
ety;
2.3
deve
lopi
ng a
pos
itive
atti
tude
tow
ards
peop
lew
ho s
peak
ano
ther
lang
uage
thro
ugh
expo
sure
to th
e B
lack
foot
lang
uage
and
cul
ture
;2.
4 br
oade
ning
per
spec
tives
to in
clud
e th
ena
tiona
lan
d in
tern
atio
nal s
cene
(be
com
ing
awar
eof
Nat
ive
peop
les
arou
nd th
e w
orld
);
2.5
deve
lopi
nga
grea
ter
awar
enes
s an
dap
prec
iatio
n of
var
ious
cul
tura
l val
ues
and
lifes
tyle
s.
3.D
evel
op o
rigin
ality
and
cre
ativ
ity in
the
Bla
ckfo
otla
ngua
ge b
y
3.1
appl
ying
thei
rsk
ills
to n
ew a
nd r
elev
ant
situ
atio
ns;
3.2
expr
essi
ng th
eir
own
idea
s an
d fe
elin
gs;
3.3
disc
over
ing
new
dim
ensi
ons
ofth
eir
pers
onal
ities
.
4. A
cqui
re a
dditi
onal
con
cept
s an
dge
nera
lizat
ions
abou
t lan
guag
e an
d la
ngua
ge le
arni
ng b
y
4.1
acqu
iring
som
e kn
owle
dge
of th
e st
ruct
ure
and
func
tion
of la
ngua
ges;
4.2
reco
gniz
ing
the
basi
c st
ruct
ural
sim
ilarit
ies
and
diffe
renc
es b
etw
een
the
Bla
ckfo
ot la
ngua
ge a
ndE
nglis
h;4.
3 de
velo
ping
an
awar
enes
s of
reg
iona
l,so
cial
and
func
tiona
l var
iatio
ns o
f spo
ken
lang
uage
;4.
4 de
velo
ping
a c
onsc
ious
kno
wle
dge
of th
esk
ills
and
stra
tegi
es u
sed
inle
arni
ng a
sec
ond
lang
uage
.
5. D
evel
op a
des
ire to
ext
end
orim
prov
e th
eir
prof
icie
ncy
in th
e B
lack
foot
lang
uage
thro
ugh
furt
her
lang
uage
stu
dy, w
heth
er fo
r pe
rson
al in
tere
st,
for
post
-sec
onda
ry s
tudi
es, o
r fo
r vo
catio
nal p
urpo
ses.
SP
EC
IFIC
LE
AR
NE
R E
XP
EC
TA
TIO
NS
The
follo
win
g go
als
of th
e B
lack
foot
Lan
guag
e an
d C
ultu
re P
rogr
am a
re n
ot in
ord
er o
f im
port
ance
.It
is e
xpec
ted
that
the
Pro
gram
will
ena
ble
stud
ents
to:
EC
S a
nd D
IVIS
ION
ON
E
1A
cqui
re b
asic
com
mun
icat
ion
skill
s in
the
Bla
ckfo
ot la
ngua
ge b
y
ide
velo
ping
list
enin
g an
d sp
eaki
ng s
kills
whi
le u
nder
stan
ding
and
usin
g ap
prop
riate
into
natio
n, g
estu
res
and
visu
al c
lues
,whr
ch h
elp
to c
onve
y th
e m
essa
ge.
1 2
deve
lopi
ng r
eadi
ng a
nd w
ritin
g sk
ills
to a
n ex
tent
det
erm
ined
by
the
loca
l com
mun
ity
2D
evel
op c
ultu
ral s
ensi
tivity
and
enh
ance
per
sona
l dev
elop
men
t by
2 1
beco
min
g m
ore
awar
e of
thei
r cu
ltura
l her
itage
thro
ugh
lear
ning
the
Bla
ckfo
ot la
ngua
ge,
2 2
beco
min
g aw
are
of a
nd a
ppre
ciat
ing.
thro
ugh
inst
ruct
ion
and
dire
ct e
xper
ienc
es, t
he v
alua
ble
cont
ribut
ions
of B
lack
foot
peo
ple
arid
Eld
ers
to s
ocie
ty.
2 3
deve
lopi
ng a
pos
itive
atti
tude
tow
ards
peo
ple
who
spe
ak a
noth
eran
goag
e. th
roug
h ex
posu
re to
the
Bla
ckfo
ot la
ngua
ge a
ndcu
lture
3D
evel
op o
rigin
ality
and
cre
ativ
ity in
the
Bla
ckfo
ot la
ngua
ge b
y
3 7
appl
ying
thei
r sk
ills
lo n
ew a
nd r
elev
ant s
ituat
ions
.3
2ex
pres
sing
thei
r ow
n id
eas
and
leel
ings
.3
3oi
scov
erin
g ne
w d
imen
sion
s of
thei
r pe
rson
aliti
es
4A
cqui
re a
dditi
onal
con
cept
s an
d ge
nera
lizat
ions
abo
ut la
ngua
ge a
ndla
ngua
ge le
arni
ng b
y
4 I
acqu
iring
son
ic k
now
ledg
e of
the
stru
ctur
e an
d fu
nctio
n of
lang
uage
s
1
DIV
ISIO
N T
WO
Acq
uire
bas
ic c
omm
unic
atio
n sk
ills
in th
e B
lack
foot
lang
uage
by-
11
deve
lopi
ng li
sten
ing
and
spea
king
ski
lls w
hile
und
erst
andi
ng a
ndus
ing
appr
opria
te in
tona
tion,
ges
ture
s, a
nd v
isua
l clu
es w
hich
help
to c
onve
y th
e m
essa
ge,
1 2
deve
lopi
ng r
eadi
ng a
nd w
inin
g sk
ills
to a
n ex
tent
det
erm
ined
by
the
Joca
l com
mun
ity
2D
evel
op c
ultu
ral s
ensi
tivity
and
enh
ance
per
sona
l dev
elop
men
t by:
2 1
beco
min
g m
ore
awar
e of
thei
r cu
ltura
l her
itage
thro
ugh
lear
ning
the
Bla
ckfo
ot la
ngua
ge;
2 2
beco
min
g aw
are
of a
nd a
ppre
ciat
ing,
thro
ugh
inst
ruct
ion
and
dire
ct e
xper
ienc
es, t
he v
alua
ble
cont
ribut
ions
of B
lack
foot
peo
ple
and
Eld
ers
to s
ocie
ty,
2 3
deve
lopi
ng a
pos
itive
atti
tude
tow
ards
peo
ple
who
spe
ak a
noth
erla
ngua
ge, t
hrou
gh e
xpos
ure
to th
e B
lack
foot
lang
uage
and
cultu
re,
2 4
broa
deni
ng p
ersp
ectiv
es to
incl
ude
the
natio
nal a
rid in
tern
atio
nal
scen
e (b
ecom
ing
awar
e of
Nat
ive
peop
le a
roun
d th
e w
orld
);25
deve
lopi
ng a
gre
ater
aw
aren
ess
and
appr
ecia
tion
of v
ario
uscu
ltura
l val
ues
and
lifes
tyle
s.
3D
evel
op o
rigin
ality
and
cre
ativ
ity in
the
Bla
ckfo
ot la
ngua
ge b
y
3 1
appl
ying
thei
r sk
ills
to n
ew a
nd r
elev
ant s
ituat
ions
,3
2ex
pres
sing
thei
r ow
n id
eas
and
feel
ings
,3
3di
scov
efin
g ne
w d
imen
sion
s of
thei
r pe
rson
aliti
es.
DIV
ISIO
N T
HR
EE
1.A
cqui
re b
asic
com
mun
icat
ion
skill
s in
the
Bla
ckfo
ot la
ngua
ge b
y
1.1
deve
lopi
ng li
sten
ing
and
spea
king
ski
lls w
hile
und
erst
andi
ng a
ndus
ing
appr
opria
te in
tona
tion,
ges
ture
s, a
nd v
isua
l clu
es w
hit
help
to c
onve
y th
e m
essa
ge;
1 2
deve
lopi
ng r
eadi
ng a
nd w
ritin
g sk
ills
to a
n ex
tent
det
erm
ined
by
the
loca
l com
mun
ity
2D
evel
op c
ultu
ral s
ensi
tivity
and
enh
ance
per
sona
l dev
elop
men
t by
2 I
beco
min
g m
ore
awar
e of
thei
r cu
ltura
l her
itage
thro
ugh
lear
ning
the
Bla
ckfo
ot la
ngua
ge,
2.2
beco
min
g aw
are
of a
nd a
ppre
ciat
ing,
thro
ugh
inst
ruct
ion
and
dire
ct e
xper
ienc
es, t
he v
alua
ble
cont
ribut
ions
of B
lack
foot
peo
ple
and
Eld
ers
to s
ocie
ty;
2 3
deve
lopi
ng a
pos
itive
atti
tude
tow
ards
peo
ple
who
spe
ak a
noth
erla
ngua
ge, t
hrou
gh a
n ex
posu
re to
the
Bla
ckfo
ot la
ngua
ge a
ndcu
lture
;2
4br
oade
ning
per
spec
tives
to in
clud
e th
e na
tiona
l and
inle
rnat
iona
scen
e (b
ecom
ing
awar
e of
Nat
ive
peop
le a
roun
d th
e w
orld
),2.
5de
velo
ping
a g
reat
er a
war
enes
s an
d ap
prec
iatio
n of
var
ious
cultu
ral v
alue
s an
d lif
esty
les.
3D
evel
op o
rigin
ality
and
cre
ativ
ity in
the
Bla
ckfo
ot la
ngua
ge b
y
3 1
appl
ying
thei
r sk
ills
to n
ew a
nd r
elev
ant s
ituat
ions
;3
2ex
pres
sing
thei
r ow
n id
eas
and
feel
ings
:3
3di
scov
erin
g ne
w d
imen
sion
s of
thei
r pe
rson
aliti
es.
4A
cqui
re a
dditi
onal
con
cept
s an
d ge
nera
lizat
ions
abo
ut la
ngua
ge a
nd4
Acq
uire
add
ition
al c
once
pts
and
gene
raliz
atio
ns a
bout
lang
uage
and
lang
uage
lear
ning
by
lang
uage
lear
ning
by:
41ac
quiri
ng s
ome
know
ledg
e of
the
stru
ctur
e an
d fu
nctio
n of
lang
uage
s,
42re
cogn
izin
g th
e ba
sic
stru
ctur
al s
imila
ritie
s an
d di
llere
nces
betw
een
the
Bla
ckfo
ot la
ngua
ge a
nd E
nglis
h,4
3de
velo
ping
an
awar
ene
;of
regi
onal
,so
cial
and
lunc
tiona
lva
riatio
ns o
f spo
ken
lang
uage
,4
4de
velo
ping
a c
onsc
ious
kno
wle
dge
ofth
e sk
ills
and
stra
tegi
esus
ed in
lear
ning
a s
econ
d la
ngua
ge
4 1
acqu
iring
som
e kn
owle
dge
of th
e st
ruct
ure
and
func
tion
ofla
ngua
ges,
4 2
reco
gniz
ing
the
basi
c st
ruct
ural
sim
ilarit
ies
and
diffe
renc
esbe
twee
n th
e B
lack
foot
lang
uage
and
Eng
lish,
4 3
deve
lopi
ng a
n aw
aren
ess
ofre
gion
al,
soci
al a
ndf u
nctio
nal
varia
tions
of s
poke
n la
ngua
ge,
4 4
deve
lopi
ng a
con
scio
us k
now
ledg
e of
the
skill
s an
d st
rate
gies
used
in le
arni
ng a
sec
ond
lang
uage
.
5D
evel
op a
des
ire to
ext
end
or im
prov
e th
eir
prof
icie
ncy
in th
e B
lack
foot
lang
uage
thro
ugh
furt
her
lang
uage
stu
dy, w
heth
er fo
r pe
rson
al in
tere
st,
for
post
-sec
onda
ry s
tudi
es, o
r fo
r vo
catio
nal p
urpo
ses.
6
ST
AT
EM
EN
T O
F C
ON
TE
NT
The
Bla
ckfo
ot L
angu
age
and
Cul
ture
Pro
gram
.A
Cur
ricul
arP
rogr
am a
nd G
uide
(E
arly
Chi
ldho
od S
ervi
ces
- G
rade
9),
con
sist
sof
two
com
pone
nts:
the
lingu
istic
com
pone
nt a
nd th
e cu
ltura
lco
mpo
nent
.M
uch
of th
e co
nten
t alre
ady
has
mea
ning
for
the
stud
ents
bec
ause
it is
par
t of t
heir
life
expe
rienc
e. T
he tr
aditi
onal
cultu
re a
nd le
gend
com
pone
nts
are
also
mea
ning
ful t
o st
uden
tsbe
caus
e th
ey r
efer
to th
eir
cultu
ral b
ackg
roun
d.
Thr
ough
out t
he P
roga
m, s
tude
nts
will
acq
uire
bas
ic c
omm
unic
ativ
esk
ills
as w
ell a
s la
ngua
ge a
nd c
ultu
re p
rofic
ienc
ies.
Bla
ckfo
otat
titud
es a
nd v
alue
s, a
nd a
wor
ld v
iew
are
taug
ht in
con
text
, not
as
sepa
rate
uni
ts.
Thr
ough
rep
etiti
ve a
nd d
evel
opm
enta
l pro
cess
es,
stud
ents
will
dem
onst
rate
incr
easi
ngly
sop
hist
icat
ed s
kills
inla
ngua
ge u
sage
and
cul
tura
l beh
avio
ur.
7
Ling
uist
ic C
ompo
nent
The
follo
win
g la
ngua
ge c
onte
nt s
tate
s m
inim
al e
xpec
tatio
ns fo
rst
uden
ts a
t eac
h le
vel w
ho a
re c
ompl
etel
y un
fam
iliar
with
the
Bla
ckfo
ot la
ngua
ge w
hen
they
beg
in. T
he la
ngua
ge c
onte
ntis
def
ined
acc
ordi
ng to
func
tions
(la
ngua
ge u
ses)
and
notio
ns (
lang
uage
con
cept
s).
Fun
ctio
ns in
clud
e su
ch th
ings
as
aski
ng q
uest
ions
, rep
ortin
gha
ppen
ings
, and
mak
ing
corr
ectio
ns. N
otio
ns a
re li
ngui
stic
con
cept
s su
ch a
s tim
e, lo
catio
n,di
rect
ion,
col
or, o
r fr
eque
ncy.
The
item
s lis
ted
unde
rno
tions
are
exa
mpl
es o
nly.
The
y ar
e pr
ovid
ed to
gui
dete
ache
rs in
sel
ectin
g ap
prop
riate
voc
abul
ary.
App
ropr
iate
subs
titut
ions
may
be
mad
e.
To
faci
litat
e th
e ov
erla
ppin
g of
lang
uage
and
cul
tura
l the
mes
,th
is p
rogr
am d
oes
not s
tate
a r
equi
red
orde
r in
whi
ch th
ela
ngua
ge it
ems
are
to b
e ta
ught
.A
ll th
at is
req
uire
d is
that
a c
erta
in n
umbe
r of
lang
uage
item
s ar
eco
vere
d in
the
cour
se
of a
yea
r's w
ork.
A s
et n
umbe
r of
lang
uage
func
tions
and
not
ions
sho
uld
bere
peat
ed o
ver
and
over
in d
iffer
ent
them
es/to
pics
thro
ugho
ut th
e ye
ar,
All
lang
uage
item
s ar
e to
be
taug
ht in
the
cont
ext o
f ath
emat
ic u
nit t
aken
from
the
cultu
ral c
onte
nt.
For
exa
mpl
e, in
teac
hing
the
topi
c of
"D
eer
Hun
ting
in th
e F
all"
to G
rade
6 p
upils
,th
e lis
t of l
angu
age
item
s to
be
taug
ht m
ight
look
like
this
:
Fun
ctio
ns:
to id
entif
y (k
inds
of d
eer,
loca
tion
of d
eer,
num
ber
of
deer
)to
des
crib
e (d
eer
hunt
, dee
r m
ovem
ent)
to s
tate
cor
rect
ly (
iden
tity
of a
nim
al, n
umbe
rof
anim
als,
loca
tion)
to a
sk (
loca
tion
of d
eer,
num
ber
of d
eer)
to a
sk w
heth
er p
ossi
ble
that
(de
er c
an b
efo
und
in a
cert
ain
area
, one
can
go
alon
g on
hun
t, ar
row
hea
dsar
e la
rge
enou
gh)
to s
tate
exc
item
ent (
at h
avin
g fa
llen
a de
er, b
eing
allo
wed
to g
o al
ong)
to s
tate
dis
appo
intm
ent (
at m
issi
ng th
e de
er,
seei
ngth
e de
er r
un o
ff)to
sug
gest
cou
rse
of a
ctio
nto
war
n
Ju
8
Not
ions
:
The
re a
re (
aren
't) d
eer
foun
d he
re.
here
clo
se b
y, th
ere
far
away
, the
re w
here
we
cann
ot s
eeto
the
nort
h, w
est,
east
, sou
tham
ong
the,
in th
e ce
nter
of t
he, o
ppos
iteth
egr
azin
g, lo
ping
, lis
teni
ng w
ith c
autio
nfe
mal
e, m
ale,
you
ng, o
ld, y
earli
ngth
ey te
nd to
... th
ey u
sual
ly...
they
hab
itual
ly...
num
ber:
sin
gula
r, d
ual,
plur
al d
eer
man
y, fe
wbi
gger
than
, sm
alle
r th
anas
big
as,
sm
all l
ike
FU
NC
TIO
NS
A. G
ivin
g an
d G
ettin
g F
acts
1. Id
entif
ying
2. R
epor
ting,
des
crib
ing,
nar
ratin
g3.
Affi
rmin
g, n
egat
ing
4. A
skin
g
B.
Sta
ting
and
Fin
ding
Out
Atti
tude
s
1. A
gree
ing
and
disa
gree
ing
2. D
enyi
ng3.
Acc
eptin
g, d
eclin
ing,
offe
ring
and
invi
ting
4. O
fferin
g to
do
som
ethi
ng5.
Sta
ting/
aski
ng w
heth
er o
ne k
now
sor
doe
sn't
know
6. S
tatin
g/as
king
whe
ther
one
rem
embe
rsor
has
forg
otte
n7.
Sta
ting/
aski
ng a
bout
pos
sibi
lity
or im
poss
ibili
ty8.
Sta
ting/
aski
ng a
bout
cap
abili
tyor
inca
pabi
lity
9. S
tatin
g/as
king
abo
ut w
heth
er s
omet
hing
islo
gica
l10
. Sta
ting/
aski
ng a
bout
cer
tain
tyor
unc
erta
inty
11. S
tatin
g/as
king
abo
ut o
blig
atio
n12
. Giv
ing/
getti
ng/w
ithho
ldin
g pe
rmis
sion
13. S
tatin
g/as
king
abo
ut li
king
and
dis
likin
g,pl
easu
re a
nd d
ispl
easu
re14
. Sta
ting/
aski
ng a
bout
inte
rest
and
dis
inte
rest
9
15. S
tatin
g su
rpris
e16
. Sta
ting
hope
17. S
tatin
g/as
king
abo
ut s
atis
fact
ion
or d
is-
satis
fact
ion
18. S
tatin
g di
sapp
oint
men
t19
. Sta
ting/
aski
ng a
bout
fear
or
wor
ry20
. Sta
ting/
aski
ng a
bout
pre
fere
nce
21. S
tatin
g gr
atitu
de22
. Sta
ting
sym
path
y23
. Sta
ting/
aski
ng a
bout
inte
ntio
n24
. Sta
ting/
aski
ng a
bout
wan
t and
des
ire25
. Apo
logi
zing
and
forg
ivin
g26
. Sta
ting/
aski
ng a
bout
app
rova
l and
disa
ppro
val
27. S
tatin
g re
gret
28. S
tatin
g in
diffe
renc
e
C. G
ettin
g T
hing
s D
one
1. S
ugge
stin
g ac
tion
2. R
eque
stin
g/in
vitin
g ot
hers
to d
o th
ings
3. A
dvis
ing
othe
rs to
do
thin
gs4.
War
ning
oth
ers
to ta
ke c
are
5. In
stru
ctin
g or
dire
ctin
g ot
hers
to d
o th
ings
6. O
fferin
g or
req
uest
ing
assi
stan
ce
D. S
ocia
lizin
g
1. G
reet
ing
2. M
eetin
g, in
trod
ucin
g an
d id
entif
ying
3. L
eavi
ng p
eopl
e4.
Say
ing
grac
e an
d ot
her
pray
ers
5. A
ckno
wle
dgin
g
NO
TIO
NS
A.
Exi
sten
tial
1. P
rese
nce
2. A
bsen
ce3.
Ava
ilabi
lity,
una
vaila
bilit
y4.
Pos
sibi
lity,
impo
ssib
ility
5. O
ccur
renc
e, n
on-o
ccur
renc
e (t
o ha
ppen
)6.
Dem
onst
ratio
n (t
o sh
ow)
B. S
patia
l
1. L
ocat
ion
and
rela
tive
posi
tion
2. D
ista
nce
3. M
otio
n4.
Dire
ctio
n5.
Orig
in6.
Arr
ange
men
t7.
Dim
ensi
on-
size
and
spa
cepr
essu
re a
nd w
eigh
t-
volu
me
-te
mpe
ratu
re
C. T
empo
ral
1. P
oint
of t
ime,
per
iod
2. E
arlin
ess
3. L
aten
ess
4. L
engt
h of
tim
e5.
Spe
ed6.
Fre
quen
cy7.
Con
tinui
ty8.
Inte
rmitt
ance
, tem
pora
rines
s an
d pe
rman
ence
9. R
epet
itiou
snes
s an
d un
ique
ness
10. C
omm
ence
men
t
10
11. C
essa
tion
12. S
tabi
lity
13. C
hang
e, tr
ansi
tion
14. P
riorit
y15
. Sim
ulta
neou
snes
s16
. Pre
sent
, pas
t, fu
ture
ref
eren
ce17
. Del
ay
D. Q
uant
itativ
e
1. N
umbe
r2.
Qua
ntity
3. D
egre
e
E. Q
ualit
ativ
e
1. P
hysi
cal
shap
em
oist
ure,
hum
idity
visi
bilit
y, s
ight
audi
bilit
y an
d he
arin
gta
ste
and
smel
lte
xtur
eco
lour
age
phys
ical
con
ditio
nac
cess
ibili
tycl
eanl
ines
s an
d pr
esen
tabi
lity
mat
eria
l and
gen
uine
ness
fulln
ess
2. E
valu
ativ
e-
valu
e, p
rice
qual
ityrig
htne
ss, w
rong
ness
,in
acce
ptab
ility
desi
rabi
lity,
und
esira
bilit
yacce
ptab
ility
,
corr
ectn
ess,
inco
rrec
tnes
s-
succ
essf
ulne
ss, u
nsuc
cess
fuln
ess
-ut
ility
, inu
tility
capa
city
, inc
apac
ityim
port
ance
, uni
mpo
rtan
ceno
rmal
ity, a
bnor
mal
ityfa
cilit
y, d
iffic
ulty
F. M
enta
l
1. R
efle
ctio
n2.
Exp
ssio
n
G. R
elat
iona
l
1. A
ctio
n an
d ev
ent r
elat
ions
agen
cy (
who
)ob
ject
ive
(wha
t)da
tive
(who
m)
bene
fact
ive
(rec
eive
r)m
anne
r, m
eans
(ho
w)
caus
ativ
e
11
2. C
ontr
astiv
e re
latio
nseq
ualit
y, in
equa
lity,
cor
resp
onde
nce,
cont
rast
3. P
osse
ssiv
e re
latio
ns-
owne
rshi
p, p
osse
ssio
n
4. L
ogic
al r
elat
ions
conj
unct
ion
and
disj
unct
ion
-in
clus
ion
and
excl
usio
nca
use
and
reas
on-
effe
ct-
purp
ose
-co
nditi
onfo
cuss
ing
Cul
tura
l Com
pone
nt
The
cul
tura
l con
tent
pre
sent
s B
lack
foot
cul
ture
as
it is
foun
d in
four
cont
exts
:
the
trad
ition
al c
ultu
re b
efor
e th
e ar
rival
of t
he E
urop
eans
lege
nds
the
stud
ent's
dai
ly r
outin
es in
clud
ing
life
at h
ome,
in th
eco
mm
unity
and
at s
choo
lco
ntem
pora
ry N
ativ
e cu
ltura
l eve
nts
and
lifes
tyle
s
1.T
radi
tiona
l Cul
ture
Tra
ditio
nal c
ultu
re is
taug
ht p
rimar
ily th
roug
h th
est
udy
of p
re-c
onta
ct c
ultu
re. T
his
is d
one,
firs
tly, t
oav
oid
conf
usio
n be
twee
n th
e tr
aditi
onal
cul
ture
as
itex
iste
d pr
ior
to th
e ar
rival
of t
he E
urop
eans
and
the
pres
ent B
lack
foot
cul
ture
.S
econ
dly,
it is
hop
ed th
est
uden
ts w
illga
in a
bet
ter
unde
rsta
ndin
g an
dap
prec
iatio
n of
the
trad
ition
al c
ultu
re if
it is
stu
died
as a
who
le w
ay o
f life
suc
h as
exi
sted
in th
e pr
e-co
ntac
t era
.
Itis
exp
ecte
d th
at th
e cu
rric
ulum
dev
elop
ers
for
each
com
mun
ity w
ill g
o to
thei
r E
lder
s to
fill
in th
ede
tails
of t
he b
road
ly o
utlin
ed tr
aditi
onal
cul
ture
cont
ent.
Itis
als
o ex
pect
ed th
at th
e E
lder
s w
ill b
eca
lled
upon
to in
tera
ct w
ith th
e st
uden
ts w
hen
they
are
lear
ning
abo
ut c
onte
mpo
rary
Bla
ckfo
otkn
owle
dge.
Her
e it
will
be
as im
port
ant f
or th
e st
uden
ts to
lear
nth
e pr
oper
res
pect
for
and
beha
vior
tow
ards
Eld
ers
as it
will
be
for
the
stud
ents
to le
arn
the
lang
uage
and
othe
r as
pect
s of
the
cultu
re.
The
dep
th to
whi
ch s
pirit
ual a
spec
ts o
f tra
ditio
nal
cultu
re a
re s
tudi
ed s
houl
d be
left
to th
e di
scre
tion
of
12
the
com
mun
ity, p
artic
ular
ly to
the
Eld
ers.
The
re is
no e
xpec
tatio
n ot
her
than
to h
ave
cert
ain
ritua
ls o
rce
rem
onie
s br
iefly
men
tione
d in
the
clas
sroo
m.
Tho
ugh
stud
ents
will
be
lear
ning
abo
ut c
amp
life
and
activ
ities
as
prac
ticed
hun
dred
s of
yea
rs a
go, m
uch
of it
may
be
fam
iliar
to th
em.
Man
y w
ill b
e fa
mili
ar w
ith th
e us
e of
sw
eet g
rass
,da
ncin
g an
d ot
her
aspe
cts
of c
amp
life.
For
thos
est
uden
ts w
ho h
ave
not b
een
expo
sed
toco
ntem
pora
ry c
ultu
ral a
ctiv
ities
, les
s tim
e m
ight
be
spen
t on
the
pre-
cont
act c
ultu
re c
onte
nt a
nd m
ore
time
spen
t on
cont
empo
rary
eve
nts,
so
as to
giv
eth
e st
uden
ts fi
rst-
hand
exp
erie
nce
with
the
Bla
ckfo
otcu
lture
.
Sac
red
and
Pub
lic k
now
ledg
e ex
ists
in a
ll tr
aditi
onal
Nat
ive
cultu
res.
Spi
ritua
l asp
ects
and
the
priv
ate
owne
rshi
p of
cer
tain
kno
wle
dge,
suc
h as
son
gs, a
reS
acre
d kn
owle
dge
amon
g th
e B
lack
foot
peo
ple.
In th
e B
lack
foot
cul
ture
, to
acqu
ire a
nd p
osse
ssS
acre
d kn
owle
dge
is b
oth
a pr
ivile
ge a
nd a
n ho
nor.
The
rig
ht to
cert
ain
Sac
red
know
ledg
eis
to b
e
earn
ed th
roug
h pr
oper
cul
tura
l cha
nnel
s.K
now
ledg
e m
ay a
lso
be p
asse
d do
wn
from
gene
ratio
n to
gen
erat
ion
to c
erta
in (
spec
ial)
indi
vidu
als.
Pub
lic k
now
ledg
e is
com
mon
kno
wle
dge
and
the
publ
ic g
ener
ally
has
ope
n ac
cess
to it
.
In s
ome
circ
umst
ance
s, o
nly
a ce
rtai
n pe
rson
or
grou
p of
per
sons
pos
sess
the
spec
ial r
ight
or
auth
ority
to s
peak
of o
r sh
are
thei
r kn
owle
dge
orar
ea o
f exp
ertis
e.It
is le
ft to
the
disc
retio
n of
the
indi
vidu
al w
heth
er o
r no
t he/
she
will
pro
vide
this
know
ledg
e.
For
exa
mpl
e:
1.T
he m
echa
nics
of c
onst
ruct
ing
a tip
i is
Pub
lickn
owle
dge,
whe
reas
the
desi
gn o
n a
tipi
is"o
wne
d" b
y a
cert
ain
indi
vidu
al. T
here
fore
, onl
yhe
/she
has
the
"rig
ht"
to u
se it
and
to s
peak
abou
t it.
2. T
he fa
ct th
at a
Hor
n S
ocie
ty a
nd a
Wom
en's
Soc
iety
exi
stis
Pub
lic k
now
ledg
e. A
s th
ese
soci
etie
s ar
e sa
cred
and
clo
sed,
one
can
not
enco
unte
r op
en d
iscu
ssio
n ab
out t
hem
, nor
wou
ld o
ne a
sk q
uest
ions
abo
ut th
em.
Sac
red
know
ledg
e an
d th
ese
"rig
hts"
mus
t be
resp
ecte
d by
all
indi
vidu
als,
Nat
ive
and
non-
Nat
ive,
and
be tr
eate
d ap
prop
riate
ly b
y th
ose
invo
lved
inth
e B
lack
foot
pro
gram
.
The
Eld
ers
of a
com
mun
ity, t
radi
tiona
lly, a
re th
eke
eper
s an
d tr
ansm
itter
s of
kno
wle
dge.
Itis
thro
ugh
thei
r ow
n lif
e ex
perie
nce
and
acqu
iring
of
know
ledg
e th
at E
lder
s ar
e gr
eatly
res
pect
ed.
The
you
ng n
eed
to r
espe
ct a
nd r
ecog
nize
the
impo
rtan
t rol
e th
e E
lder
s pl
ay in
thei
r ed
ucat
ion.
13
2.Le
gend
s
Lege
nds
can
be u
sed
in th
e cl
assr
oom
to te
ach
acce
ptab
le tr
aditi
onal
atti
tude
s an
d m
oral
s.T
hey
can
also
be
used
to te
ach
abou
t tra
ditio
nal c
ultu
re.
For
exa
mpl
e, th
e te
ache
r m
ay p
oint
out
tool
s us
ed,
fam
ily r
elat
ions
hips
or
song
s in
a p
artic
ular
lege
ndan
d ha
ve th
e st
uden
ts le
arn
abou
t the
m o
r le
arn
the
Bla
ckfo
ot w
ords
for
them
as
a fo
llow
-up
activ
ity.
It is
pos
sibl
e to
use
onl
y le
gend
s in
the
clas
sroo
m a
nd te
ach
all t
radi
tiona
l cul
ture
thro
ugh
them
if th
e cu
rric
ulum
dev
elop
er s
o w
ishe
s.
3.D
aily
Rou
tine
The
dai
ly r
outin
es a
re v
ery
broa
dly
outli
ned
in th
isgu
ide
to a
llow
a m
axim
um a
mou
nt o
f fre
edom
for
the
teac
her,
par
ents
and
stu
dent
s of
eac
h sc
hool
to d
ecid
e fo
r th
emse
lves
wha
t is
impo
rtan
t and
rele
vant
in th
eir
daily
live
s an
d w
hat t
o in
clud
e in
the
curr
icul
um.
Wha
t is
chos
en w
ill v
ary
wid
ely
from
sch
ool t
o sc
hool
.It
mus
t be
kept
in m
ind
that
term
s lis
ted
in th
e pr
ogra
m g
uide
und
er "
Dai
lyR
outin
e" a
re s
ugge
stio
ns o
nly
and
mea
nt to
gui
dera
ther
than
res
tric
t.
4.C
onte
mpo
rary
Bla
ckfo
ot E
vent
s an
d Li
fest
yles
The
item
s lis
ted
unde
r "C
onte
mpo
rary
Bla
ckfo
otE
vent
s an
d Li
fest
yles
"ar
e th
e m
inim
alex
pect
atio
ns.
It is
up
to th
e cu
rric
ulum
dev
elop
ers
to d
ecid
e w
hat m
ight
be
adde
d to
the
list.
If th
est
uden
ts h
ave
not h
ad th
ese
expe
rienc
es, t
hete
ache
rs a
nd th
e sc
hool
s si
loul
d m
ake
ever
y ef
fort
to a
llow
and
/or
enco
urag
e su
ch e
xper
ienc
es,
eith
er b
y ta
king
the'
stu
dent
s ou
t int
o a
trad
ition
alen
viro
nmen
t or
by b
ringi
ng th
e ac
tiviti
es in
to th
esc
hool
s,
9.
EC
S a
ndD
ivis
ion
One
: Foc
us o
n P
eopl
e an
d T
heir
Act
iviti
es
lodi
tion,
31 C
u R
ug
CU
LTU
RA
L C
OM
PO
NE
NT
- S
CO
PE
AN
D
Div
isio
n T
wo:
Foc
us o
n S
easo
ns a
nd A
ctiv
ities
SE
QU
EN
CE
Div
isio
n T
hree
: Foc
us o
n C
once
pts
and
Act
iviti
es
. Gra
ndfa
ther
/Gra
ndm
othe
r (E
lder
)gl
wng
adv
ice
in g
ener
al, I
n pa
rtic
ular
ston
,nel
lincy
teac
hing
. nam
eigi
ving
cert
ain
Eld
ers
have
a s
peci
al r
ight
to d
o so
met
hing
(na
rneg
ivin
g. s
pirit
ual
activ
ities
and
gui
danc
e)
Fat
her/
Unc
le (
men
)hu
ntin
g; s
helte
r, r
aidi
ng a
nd w
arfa
re, n
ame-
givi
ng; b
asic
coo
king
ski
lls
Mot
her
/Aun
t (w
omen
)fo
ods,
hid
es, d
omes
tic o
bjec
ts, m
edic
ine,
fire
s; s
helte
r
Old
er B
roth
ers
and
Sis
ters
Cou
sins
(yo
ung
adul
ts)
help
ing
and
lear
ning
from
adu
lts; b
ehav
iors
and
atti
tude
s to
war
ds a
dults
, rite
sof
pas
sage
into
adu
lthoo
d
You
nger
Bro
ther
s an
d S
iste
rs/C
ousi
ns (
child
ren
and
babi
es)
liste
ning
and
lear
ning
, im
itatin
g ad
ult r
oles
, pla
ying
; sin
ging
; hel
ping
, you
nggi
ns w
ith w
omen
; you
ng b
oys
with
men
Bab
ies
Car
e
. Tog
ethe
r (a
ll ca
mp
mem
bers
)tr
avel
ling,
cam
p, g
ames
and
pla
y
Gat
herin
gs (
man
y di
ffere
nt c
amps
)se
ason
s fo
r ga
ther
ings
; win
ter
and
sum
mer
dan
ces,
dru
mm
ing
.d s
ongs
cam
ping
by
clan
. mem
bers
hipi
reLa
tiveS
. vis
iting
Lem
-1(1
s
Atti
tude
s, m
oral
s, v
alue
s, b
elie
fs
gally
NO
utin
e
. Hun
le
Sch
ool
. Spr
ing,
Sum
mer
. Fal
l, W
inte
r
. Prim
ary
Sea
sona
l Act
iviti
eshu
ntin
g, g
athe
ring,
lam
a. (
bra
surv
ival
ski
lls-
gath
erin
g fo
od a
nd m
edic
ine
food
pre
para
tion
sine
ws
and
hide
s: ta
nnin
g, s
ewin
gm
akin
g of
toot
s an
d w
eapo
nsm
akin
g 01
dom
estic
def
ects
- ca
ring
for
dom
estic
ani
mal
str
avel
ling
- sh
elte
r
Soc
ializ
ing
and
Spi
ritua
l Life
gath
erin
gsle
gend
s an
d st
oryt
ellin
g-
seas
onal
cer
emon
ies
and
ritua
ls-
sing
ing,
dan
cing
gam
es a
nd p
lay
Tra
vel,
Ter
ritor
y. L
and
loca
tion
of C
onfe
dera
cy tr
ibes
loca
tion
of e
nem
y tr
ibes
- al
lianc
esre
latio
nshi
p w
ith te
rrito
ry
my
hous
e: e
atin
g, c
lean
ing.
chor
es, s
leep
ing
play
ing.
indo
ors
(Mus
ic, t
elev
isio
n. g
ames
,
visi
ting,
and
Pre
tend
ing)
: out
door
s (s
katin
g,
hunt
ing
goph
ers,
gam
es)
befo
re s
choo
l. rid
ing
the
bus,
pre
pann
g lu
nch
abou
t sch
ool n
ew s
choo
l yea
r; s
choo
l wor
k;re
eds
afte
r sc
hool
. cho
res,
gam
es
Con
tem
pora
ry B
lack
foot
Eve
nts
and
Lilu
styl
eS
Sea
sona
l cer
emon
ies
and
ritua
ls
Dan
cing
Nat
ive
craf
ts
Sur
viva
l ski
lls
Abo
ut th
e ho
use,
inte
ract
ion
with
sib
lings
; gat
herin
gs;
tele
visi
on, v
isiti
ng; i
nter
actio
n w
ith a
dults
; pra
yers
. Aw
ards
day
, ope
n ho
use;
tour
nam
ents
; int
rarn
ural
s; d
ance
s
Com
parin
g le
gend
s w
ith th
ose
of o
ther
Nat
ive
cultu
res
Con
serv
ing
Nat
ure
resp
ect f
or n
atur
e; k
now
ledg
e of
nat
ure;
littl
e w
asta
ge; n
o hu
ntin
g of
dep
ende
ntyo
ung;
hun
ting
only
whe
n re
quire
dC
erem
onie
s an
d R
itual
s-
moa
ning
and
pur
pose
; sym
bolis
m, t
reat
ies;
kin
ship
Bla
ckfo
ot P
hilo
soph
y an
d S
pirit
ualit
y-
cycl
e of
life
; em
otio
ns; m
oral
s an
d va
lues
; min
d, s
pat a
nd b
ody;
sym
bols
Land
and
Ter
ritor
ytr
aditi
onal
use
and
con
cept
of t
errit
ory;
trav
el r
oute
s; te
rrito
rial b
ound
arie
s; in
tenn
bal
trad
e; tr
eaty
and
land
cla
m im
plic
atio
nsC
amp
Rol
es a
nd In
tera
ctio
ns-
inte
ract
ion
and
rela
tions
hips
; rol
e of
Eld
er a
nd C
hief
; spe
cial
ists
; edu
catin
g th
e yo
uth;
deci
sion
mak
ing
Sea
sona
l Cal
enda
rro
le o
f sea
sons
Gat
herin
gsw
ho, w
hen,
whe
re, w
hy a
nd w
hat t
hey
wou
ld d
o; r
elat
ives
; cer
emon
ies
and
ritua
ls;
drum
min
g, s
ingi
ng a
nd d
anci
ng; h
andg
arne
s an
d co
mpe
titio
n; s
tory
telli
ngC
hang
e (w
ith th
e ar
rival
of t
he E
urop
eans
)tr
adin
g ec
onom
y-, s
ettle
rs; g
over
nmen
t tre
atie
sLi
fecy
cles
- ch
ange
s in
life
time;
pha
ses;
rite
s of
pas
sage
into
adu
lthoo
dT
echn
olog
yNat
enal
Cul
ture
pers
onal
ado
mm
ent/c
ioth
ing;
hid
es; s
helte
r, d
omes
tic d
efec
ts; w
eapo
ns; m
usic
alin
stru
men
ts; t
rave
l; m
edic
ine;
food
; mat
eria
l cul
ture
Diff
eren
ces
in N
ativ
e C
ultu
res
com
pans
on o
f diff
eren
t Nat
ive
cultu
res
Reg
iona
l leg
ends
in m
ore
dept
h
Inte
ract
ion
with
sib
lings
and
adu
lts; g
athe
nngs
Dru
mm
ing,
sin
ging
and
dan
cing
Con
tem
pora
ry h
untin
g. fi
shin
g an
d fa
rmin
g
Sum
mer
act
mtie
s
swim
min
g, c
ampo
uls.
coo
kout
s, v
isiti
ng
Inte
rtrib
al g
athe
rings
(cu
ltura
l, sp
ons.
etc
.)
prep
arat
ion,
trav
el. a
rriv
ing
and
leav
ing
the
even
t
Pre
para
tion
of m
emor
ial f
east
Occ
upat
ions
of N
ativ
e pe
ople
SIP
144
)
RE
QU
IRE
D A
ND
ELE
CT
IVE
CO
MP
ON
EN
TS
The
req
uire
d co
mpo
nent
is c
ompr
ised
of t
he c
ultu
ral
and
lang
uage
con
tent
.It
is e
xpec
ted
that
the
curr
icul
apr
oduc
ed in
the
vario
us r
egio
ns w
ill b
e ba
sed
upon
ath
emat
ic a
ppro
ach.
All
the
them
es w
ill b
e ba
sed
upon
maj
or th
emat
ic h
eadi
ngs
chos
en fr
om th
e cu
ltura
lco
nten
t of t
he P
rogr
am.
All
lang
uage
will
be
taug
htth
roug
h or
with
in th
e cu
ltura
l the
mes
.
The
con
tent
of t
he e
lect
ive
com
pone
nt w
illbe
dete
rmin
ed a
) by
the
indi
vidu
al c
omm
uniti
es in
kee
ping
with
the
com
mun
ity's
val
ues,
nee
ds, a
nd c
ultu
ral a
nden
viro
nmen
tal d
iffer
ence
s, a
nd b
) by
the
teac
her,
who
know
s th
e di
fferin
g ne
eds
of h
is o
r he
r st
uden
ts.
The
ele
ctiv
e co
mpo
nent
will
take
into
acc
ount
:
Stu
dent
s' n
eed
for
acce
lera
tion
and
enric
hmen
t(s
tude
nts
who
are
Nat
ive
lang
uage
spe
aker
s in
a c
lass
of n
on-s
peak
ers)
.T
hese
stu
dent
s co
uld
defin
e an
dex
plor
e cu
ltura
l top
ics
of th
eir
own
choi
ce, r
esea
rch
topi
cs c
over
ed in
cla
ss in
mor
e de
pth,
or
look
into
mor
e to
pics
than
cov
ered
incl
ass.
In te
rms
ofla
ngua
ge, s
tude
nts
can
be r
equi
red
to g
ain
faci
lity
with
mor
e di
fficu
lt no
tions
and
func
tions
and
with
lite
racy
.
Stu
dent
s' n
eed
for
rem
edia
tion
(stu
dent
s w
ho a
rebe
hind
the
maj
ority
of t
heir
clas
smat
es).
The
sest
uden
ts c
ould
be
give
n ex
tra
prac
tice
with
alre
ady
lear
ned
lang
uage
not
ions
and
func
tions
by
bein
g gi
ven
mor
e co
ncre
te a
ctiv
ities
, str
uctu
red
activ
ities
and
varie
d m
odes
of c
omm
unic
atio
n su
ch a
s ta
pes,
dra
ma
and
mus
ic, i
nter
view
s an
d st
uden
t int
erac
tion.
A c
omm
unity
-exp
ress
edde
sire
for
mor
e tim
e to
be
spen
t on
any
one
of th
e cu
ltura
l com
pone
nts.
For
15
exam
ple,
an
urba
n sc
hool
may
wan
t to
spen
d m
ore
time
on c
onte
mpo
rary
eve
nts
due
to th
e la
ck o
f stu
dent
expe
rienc
e w
ith th
ose
activ
ities
in th
eir
rout
ine
lives
.O
n th
e ot
her
hand
, a r
ural
sch
ool m
ay w
ant t
oin
crea
se th
e tim
e sp
ent o
n tr
aditi
onal
act
iviti
es s
uch
asta
nnin
g a
hide
.
Oth
er to
pics
and
act
iviti
es o
f int
eres
t to
the
com
mun
ity.
Bel
ow is
a li
st o
f sug
gest
ed to
pics
and
act
iviti
es w
hich
mig
ht b
e us
eful
in c
hoos
ing
the
elec
tive
com
pone
nt:
lang
uage
sty
les
and
lang
uage
cha
nge
lang
uage
dea
ling
with
hum
or, i
nsul
t and
cor
rect
ion
loca
l his
tory
and
impo
rtan
t fig
ures
com
parin
g an
d co
ntra
stin
g N
ativ
e la
ngua
ges
and
cultu
res
hist
ory
sinc
e th
e ar
rival
of t
he E
urop
eans
; cha
nge
and
impa
ct o
f cha
nge
cros
s-tr
ibal
exc
hang
espa
n-ln
dian
ism
: bor
row
ing,
bou
ndar
ies,
ess
ence
of
"Ind
ian-
ness
"ta
lks
from
"su
cces
sful
" N
ativ
espa
rent
al in
volv
emen
t in
teac
hing
dan
cing
, dru
mm
ing,
and
mak
ing
cost
umes
cros
s-tu
tora
ge: y
oung
er c
hild
ren
bein
g tu
tore
d by
old
erpe
ople
know
ledg
e of
pla
nts
vario
us tr
eatm
ents
of l
egen
ds:
dram
a, p
uppe
try,
poet
ry, s
tory
telli
ngst
ereo
typi
ngco
ntem
pora
ry is
sues
: lan
d cl
aim
s, tr
eaty
rig
hts,
loca
lco
ntro
l, al
coho
lism
, sui
cide
polit
ical
issu
es: a
borg
inal
rig
hts,
Can
adia
n co
nstit
utio
n,se
lf-go
vern
men
t
SE
CT
ION
TW
O
le11
111M
IINZ
NI.r
.
SP
EC
IFIC
AT
ION
OF
CO
NT
EN
T
TA
Orr
T
gn1
TA
eO1
11Y
L!';
(te
iluL
titio
Li.
SE
CT
ION
TW
O: S
PE
CIF
ICA
TIO
N O
F C
ON
TE
NT
LIN
GU
IST
IC C
OM
PO
NE
NT
Fun
ctio
ns
Fun
ctio
ns in
clud
e su
ch th
ings
as
aski
ng q
uest
ions
, rep
ortin
g ha
ppen
ings
, and
mak
ing
corr
ectio
ns. T
he it
ems
liste
dun
der
func
tions
are
exa
mpl
es o
nly
to g
uide
teac
hers
in s
elec
ting
appr
opria
te v
ocab
ular
y.A
ppro
pria
te s
ubst
itutio
nsm
ay b
e m
ade.
Exa
mpl
es o
f lan
guag
e us
e ap
ply
to D
ivis
ions
One
, Tw
o an
d T
hree
unl
ess
spec
ified
oth
erw
ise.
"Sug
gest
ed"
mea
ns th
at th
e co
nten
t may
or
may
not
be
taug
ht a
s ill
ustr
ated
. The
Bla
ckfo
ot w
ords
and
phr
ases
that
are
used
in th
is d
ocum
ent a
re b
ased
on
the
orig
inal
Bla
ckfo
ot la
n9ua
ge. E
ach
Bla
ckfo
ot c
omm
unity
(w
heth
er it
isB
lack
foot
, Blo
od o
r P
eiga
n) m
ay u
se th
e B
lack
foot
dia
lect
spo
ken
in th
eir
com
mun
ity. S
choo
ls a
re le
gally
req
uire
dto
mee
t the
spe
cific
atio
ns s
tate
d in
Sec
tion
One
of t
his
docu
men
t. S
ectio
n T
wo
is p
rovi
ded
to a
ssis
t and
adv
ise
teac
hers
, who
may
cho
ose
to a
dapt
the
less
ons
as th
ey s
ee fi
t.
The
exa
mpl
es r
efer
to la
ngua
ge u
se b
y th
e B
lack
foot
(S
iksi
ka),
Blo
od (
Kai
nai)
and
Pei
gan
(Pik
ani).
The
left-
hand
colu
mn
incl
ude
all t
hree
dia
lect
s:B
lack
foot
, Blo
od a
nd P
eiga
n.If
varia
tion
occu
rs b
etw
een
dial
ects
, the
Bla
ckfo
otdi
alec
t for
m is
not
ed in
the
right
-han
d 'o
lum
n. If
a P
eiga
n va
riant
exi
sts,
it is
not
ed a
s a
foot
note
.
GIV
ING
AN
D G
ET
TIN
G F
AC
TS
1. Id
entif
ying
*Aam
osts
i sa'
aow
aayi
.*A
amok
sii p
onok
aom
itaik
si s
kiim
i.
Piik
aniik
oana
. lih
tost
oow
a B
rock
et.
Sik
sika
aaki
iwa.
2. R
epor
ting,
Des
crib
ing
and
Nar
ratin
g
Aam
o ii'
naks
ipok
aaw
a ak
aisi
stsi
kow
a.T
he b
aby
is ti
red.
Oom
iksi
pon
okao
mita
iksi
Tho
se h
orse
s ar
e ru
nnin
g.ao
maa
hkaa
yaaw
.
The
se a
re d
uck
eggs
.T
hese
hor
ses
are
mar
es.
He'
s a
Pei
gan.
He
com
es fr
omB
rock
et.
She
's a
Bla
ckfo
ot w
oman
.
*Pei
gan
Dia
lect
(P
ikan
i)A
amoi
stsi
saa
iow
ayi.
Aam
oksi
pon
okao
mita
i.T
hese
are
duc
k eg
gs.
The
se a
re h
orse
s.
19
Bla
ckfo
ot D
iale
ct (
Sik
sika
)
Aam
osts
i sa'
alow
aist
si.
Aam
oksi
pon
okam
itaik
sisk
i'miiy
aaw
a.A
pa'to
hsip
ikan
iikow
ana.
lihto
'to'w
a P
iikan
i.S
iksi
kask
iiwa.
Aam
o is
sits
imaa
na a
kais
stsi
kssi
iwa.
Oom
iksi
pon
okO
mita
iksi
oksk
assi
iyaa
wa.
iJ
Iitoo
maa
kiht
aaw
a m
a ni
naaw
a, -
iitoh
poko
omiiw
a oh
koyi
iits
itapo
oyaa
wa
otsi
taik
kiaa
kihp
i.
3. A
ffirm
ing,
Neg
atin
g
A, a
nist
apiiw
a so
opa'
tsi.
Sa,
maa
tani
stap
iiwa
soop
a'ts
i.
A, a
waa
pats
iiwa
Maa
taon
owaw
aapa
tsiiw
a.
4. A
skin
g
Tah
ka o
oma
nina
awa?
Tah
ka o
oma
nina
itai
poyi
?T
ahka
oom
a ni
na it
siss
aipo
yi?
Tsi
ya k
itsok
irtsi
rpa7
B. S
TA
TIN
G A
ND
FIN
DIN
G O
UT
AT
TIT
UD
ES
1. A
gree
ing
and
Dis
agre
eing
Ni't
o ,y
i noh
katta
nist
srta
ki.
Kits
iimaa
nii.
Nim
aato
hkss
okii`
taki
hpa.
Sa
2. D
enyi
ng
Nim
aata
mih
pa.
Nim
aata
mih
pa a
nnah
kaoh
ksT
mi'
poyi
iwah
ka.
Nim
aata
ohka
aniih
pa.
Nim
aata
hksa
hko`
mi p
oiyi
hpa.
Nim
aata
hksa
pai
sski
ipa
nita
hkoh
tohk
osm
i'poi
hpi.
Firs
t, th
e m
an p
acke
d, th
en h
e w
ent
.
with
his
son
to w
here
he
trap
ped/
hunt
ed.
Yes
, it i
s a
chai
r.N
o, it
is n
ot a
cha
ir.
Yes
, onc
e in
a w
hile
he/
she
is la
te.
He/
she
is n
ever
late
.
.N
otoo
mat
kiht
aaw
a m
a ni
naaw
ain
aist
ohpo
ko'rn
iiwa
ohko
yi a
mil
otsi
taik
kiaa
kihp
i/ots
itaik
skim
ahpi
.
Who
is th
at m
an?
Who
is th
at m
an s
tand
ing
over
ther
e?W
ho is
that
man
sta
ndin
g in
fron
t?W
hich
do
you
like?
I fee
l the
sam
e w
ay.
You
are
rig
ht.
I don
't lik
e it.
No
It w
as n
ot m
e
A, a
nist
apiiw
a as
oopa
'tsis
a.S
aah,
maa
tani
stap
iiwat
siks
ias
oope
tsis
a.A
, aik
kam
sook
apat
siiw
a.M
aata
onaw
awaa
pats
iiwaa
tsik
si.
Tak
atsi
ksi 6
oma
nina
awa?
Tak
atsi
ksi 6
oma
nina
itai
poyi
..
Tak
atsi
ksi o
oma
nina
itsi
ssai
poyi
.T
siya
kin
ohka
hsils
rpaa
tsik
si?
It w
as n
ot m
e w
ho w
as c
ompl
aini
ng.
I am
not
com
plai
ning
.I a
m n
ot a
lway
s co
mpl
aini
ng.
I am
not
alw
ays
sear
chin
g fo
rso
met
hing
to c
ompl
ain
abou
t.
3. A
ccep
ting,
Dec
linin
g, O
fferin
g an
d In
vitin
g
Nita
aksi
ikaa
hsi't
aki n
aahk
itapo
ohsi
.I w
ill b
e ha
ppy
to g
o
iJ
J20
nahk
atta
nist
saak
i.K
itsiim
ani.
Nim
aato
hkah
sils
itpaa
tsik
si.
Saa Nim
aata
mih
paat
siks
i.N
imaa
tam
ihpa
atsi
ksi a
nnah
kaoh
kosm
i'poy
iiwah
ka.
Nim
aato
hko`
mrp
oyih
paat
siks
i.N
imaa
tahk
sohk
osm
i' po
yihp
aats
iksi
.N
imaa
tahk
sa,p
aiss
aphp
aats
iksi
nita
hkoh
tohk
emrp
oisu
.
Nits
ikak
ahsi
stak
i nita
kita
pohs
i.
Aak
siik
ssok
a'pl
iwa.
Nim
aata
kohk
otts
itapo
ohpa
.N
itsiik
ohts
owah
siilt
aki,
nim
aata
kohk
otta
nist
tsiih
pa.
Kita
ksta
ohko
ttais
tooh
pa?
Kiti
likst
atoo
hpin
naan
kia
ahka
isto
ohsi
.
4. O
fferin
g to
Do
Som
ethi
ng
*Nita
ksta
iyiis
tapi
htsa
wa
sirk
anik
si?
Nita
ksto
stoo
miis
taph
topa
si'k
aani
stsi
?K
itaks
tais
spom
moo
hpa?
*Nlia
ksta
otta
nirp
a m
ataa
kist
si?
Tha
t will
be
good
.I c
anno
t go.
I am
sor
ry, I
can
not d
o it.
Can
you
com
e?W
e w
ould
like
you
to c
ome.
Sha
ll I p
ut th
e bl
anke
ts a
way
?
Sha
ll I p
ut th
e bl
anke
ts a
way
firs
t?
Can
I he
lp y
ou?
Sha
ll I p
eel t
he p
otat
oes?
5. S
tatin
g/A
skin
g W
heth
er O
ne D
oes
or D
oesn
't K
now
Kiis
tow
a, k
ita'y
aiss
ksin
ii'pa
niit
aoko
issk
ao'p
i?
*kita
i'yai
ssks
ini'p
a ni
tapa
ssto
tsip
iiin
ak's
apio
oyiis
tsi?
*Nits
itaot
okst
aki k
iipoo
.N
imaa
tssk
sini
i'pa
otss
kssk
ohsi
ni.
Do
you
know
how
to b
uild
hou
ses?
Do
you
know
how
to b
uild
sm
all
hous
es?
I can
cou
nt to
ten.
I don
't kn
ow h
is n
umbe
r.
6. S
tatin
g/A
skin
g W
heth
er O
ne R
emem
bers
or
Has
For
gotte
n
Nim
aata
ttssk
sini
i'pa.
I do
not r
emem
ber.
Maa
tatts
sksi
nim
(m)a
nits
inih
ka's
imi.
He
does
not
rem
embe
r m
y na
me.
*Pei
gan
Dia
lect
(P
ikan
i)si
'ka'
tsii
Nita
ksst
aola
ni'p
a ni
ists
i paa
taak
ists
i?K
italy
aiss
Ksi
nii'p
a ni
itapa
isst
otsr
pana
apio
oyi?
Nita
kohk
otts
itoito
ksta
ki
blan
kets
Sha
ll I p
eel t
he p
otat
oes?
Do
you
know
how
to b
uild
hou
ses?
I can
cou
nt to
ten.
21
Ikak
soka
ipiiw
a.N
imaa
taik
ohko
ttsita
pohp
aats
iksi
.N
imaa
tohk
ohko
ttani
stto
tsr-
paat
siks
i.K
itaks
to'h
kotta
isto
hpaa
tsik
si?
Nits
iikst
ahpi
nnaa
naki
tahk
ohpo
'kiiy
ohsi
.
Nita
ksta
iyiis
taps
stsa
wa-
niik
si s
i'kaa
niks
i.N
itaks
tost
oom
list
a ps
stsa
'wa
niik
si s
i'kaa
niks
i?K
itaks
to'h
kotts
spom
moh
paat
siks
i?N
itaks
tola
nita
khip
aats
iksi
mat
aaki
ists
i?
Kita
i'ssk
sini
hpa
nita
isst
aaki
o'pi
naap
iooy
iists
i?K
itai's
sksi
ni'p
aats
iksi
nita
isst
aaki
o'pi
poks
aapi
ooyi
ists
i?N
itako
hkot
tohk
okst
aki
N im
aato
hkss
ksin
i'paa
tsik
siot
ssks
kaak
sini
.
Nim
aato
hksa
kias
sksi
ni'p
aats
iksi
.M
eats
akia
ssks
inim
maa
tsik
sini
tsin
ihka
'sim
i. 5,,
Maa
tatts
sksi
nim
(m)a
nito
otss
aiyi
.
Kim
aata
ttssk
sino
awa
ohsi
ssi.
Kat
ai's
aaki
aiss
ksin
oaw
a ni
nna?
*Kits
iipah
tsis
aiss
ksin
ii'pa
.
7. S
tatin
g/A
skin
g ab
out P
ossi
bilit
y or
Impo
ssib
ility
Aak
ohko
ttani
stsi
iwa.
Com
a si
kiht
siso
owa
maa
tako
hkot
tsita
poow
a ko
onss
koi.
Aka
hkot
tsso
otaa
wa
aapi
nako
si.
Aak
ssta
ohko
ttani
stsi
iwa?
Aak
stao
hkot
tsip
anss
tsits
iwa?
8. S
tatin
g/A
skin
g ab
out C
apab
ility
or
Inca
pabi
lity
Nita
kohk
otta
nist
tots
ii'pa
.N
issk
ana
maa
tom
ayao
hkot
tahk
ania
akiw
a.N
imaa
taoh
kotts
isam
ohki
topi
ihpa
.
Kita
ksta
o'oh
kotta
nist
tsiih
pa?
*Kila
'yao
hkot
tssa
ahsi
i'poy
iwa?
He
does
not
rem
embe
r I t
ook
it.
You
do
not r
emem
ber
her
youn
ger
sist
er.
Do
you
still
rem
embe
r m
y fa
ther
?
Did
you
forg
et y
our
book
?
It is
pos
sibl
e.T
hat m
oose
can
not m
ove
in s
now
.
It is
pos
sibl
e, it
may
rai
n to
mor
row
Is it
pos
sibl
e?C
an it
bur
n al
l nig
ht?
I can
do
it.M
y lit
tle s
iste
r ca
nnot
sew
yet
.(m
ale
spea
ker)
I can
not r
ide
for
long
.
Can
you
do
it?C
an h
e/sh
e sp
eak
Sar
cee?
9. S
tatin
g/A
skin
g ab
out W
heth
er S
omet
hing
Is L
ogic
al
Ahk
ayak
itapo
owa
Moh
kins
stsi
si.
Ahk
ayak
otom
itapo
'wa
Moh
kins
stsi
si.
Ahk
ayak
s(ss
kani
tapo
'wa
Moh
kins
stsi
si.
He
mus
t be
goin
g to
Cal
gary
.
He
mus
t be
goin
g to
Cal
gary
firs
t.
He
mus
t be
goin
g to
Cal
gary
ear
lyin
the
mor
ning
.
*Pei
gan
DIF
.lect
(P
ikan
i)K
itsip
ahts
ists
skilp
a K
isin
aaki
a'ts
isa?
Did
you
forg
et y
our
book
?A
ksst
ao'h
kotts
sahs
i'poy
iiwa?
Can
he/
she
spea
k S
arce
e?
22
Maa
tsak
iass
ksin
imm
aats
iksi
nito
lsis
a.K
imaa
tsak
iass
ksin
owaw
aats
iksi
ohsi
ssa.
Kita
rsaa
kias
sksi
now
awaa
tsik
sini
nna?
Kita
rpah
tsiit
ski'p
aats
iksi
kisi
naak
ia'ts
isa?
Ako
hkot
tani
stsi
iwa.
Com
a si
ksst
siso
maa
tohk
otaw
atta
'-to
omaa
tsi k
ooni
ssko
.A
hkik
kam
soot
aaw
a ap
inak
osa.
Aks
to'h
kotta
nist
siiw
a?A
ksto
'hko
ttsip
anns
stsi
tsiiw
a?
N it
akoh
kotta
nist
tots
rpa.
Nis
skan
a m
aato
maa
yoh-
kotta
hkan
aaki
iwaa
tsik
si.
Nim
aato
hkot
tsis
amoh
kito
pih-
paat
siks
i.K
itaks
to'h
kotta
nist
tots
rpaa
tsik
si?
Kita
iyao
hkot
tssa
hsirp
oyiiw
a?
Ahk
o'ta
itapo
'wa
moh
kins
stsi
sa.
Ahk
o'ta
yako
tom
itapo
'wa
Moh
kins
stsi
sa.
Ahk
o'ta
yaki
sska
niita
po'w
aM
ohki
nsst
sisa
.
Nits
iinoa
wa
otso
yssi
I saw
him
eat
ing
so h
e m
ust
maa
likss
tao'
ksis
tso'
kini
hk.
not b
e hu
ngry
.
10. S
tatin
g/A
skin
g ab
out C
erta
inty
or
Unc
erta
inty
litsk
imm
ati n
oom
a.M
aaaa
tsoa
yirii
iitto
a9ky
itana
'piiw
a iit
ssts
ii'pa
Nits
sksi
nirp
iina
ka's
iimiw
a.A
ahka
moh
kana
omia
'nis
tsita
pii
ild'to
oyik
si.
Ahk
ama'
pits
tsii'
p aa
ohsi
ni.
Aak
atsi
tsts
ii'p
otoh
poko
toom
ayi.
litaa
koht
siks
imis
taaw
aka
maa
kssk
o'to
osai
ks.
Maa
taks
soot
aayi
hka.
*lits
tsiT
pa a
atts
ista
i ann
oom
?
11. S
tatin
g/A
skin
g ab
out O
blig
atio
n
Aak
ssts
ina'
ahka
yo'p
a.K
itaks
stsi
na'y
iista
poo.
Niik
sipo
okai
ksi a
ksst
sina
i'poi
poyi
yaaw
a.
Maa
taks
stsi
nao'
yiw
aats
.
12. G
ivin
g/G
ettin
g/W
ithol
ding
Per
mis
sion
Kita
kohk
otts
itapo
o iit
aisa
ipio
ohso
'pi.
Niik
si s
aahk
omaa
piik
sial
ksta
o'oh
kotto
hpok
iako
moo
tsiw
ani
iksi
aak
iikoa
iksi
?K
imaa
tako
hkot
tsow
atoo
hpa
anni
.
I kno
w h
e le
ft it
here
.T
here
is n
o do
ubt t
here
was
abe
ar h
ere.
I kno
w h
e/sh
e ha
s a
car.
The
re m
ay h
ave
been
diff
eren
tpe
ople
ther
e.T
here
may
be
food
ther
e.H
e w
ill p
roba
bly
brin
g so
meo
ne
He
won
dere
d if
they
wou
ld r
etur
n.
He
does
n't t
hink
it w
ill r
ain.
Are
you
sur
e th
ere
are
rabb
its h
ere?
Nits
iinoo
waw
a ot
oisi
nim
aato
hkan
ists
imm
awaa
tsik
sim
ahks
istts
o'ki
nsi.
Itssk
i'ma
anno
oma.
Maa
tsai
ya'p
iiwa
itsst
si'p
aky
aayo
.N
itssk
sini
'pa
Ahk
ikka
moh
kano
omia
'nis
tsita
pii-
yaw
aa it
opiiy
iksi
.A
hkik
kam
itsts
i'pa
aaoh
asin
i.A
hkik
kam
atts
itste
pa-
otoh
poko
ite'm
i.Ih
taik
si'm
ssta
ota
hkst
aaks
skor
tohs
i.
Mat
ohka
nist
srta
kiiw
aats
iksi
mah
ksot
ahsi
.K
itsiim
anih
pa it
stsi
'pa
aatts
ista
iksi
?
We
have
to g
o ho
me.
Aks
stsi
na'h
akay
o'v.
You
hav
e to
go
away
.K
itaks
stsi
na'y
iista
po.
...T
he c
hild
ren
mus
t sta
nd u
p.N
iiksi
poo
kaik
siak
ssts
inar
poip
oyiiy
aaw
a.H
e do
esn'
t hav
e to
eat
.M
atak
stsi
noyl
iwaa
tsik
si.
You
can
go
to th
e ba
thro
omC
an th
e bo
ys p
lay
ball
with
the
girls
?
You
can
't ea
t tha
t.
*Pei
gan
Dia
lect
(P
ikan
i)K
itsiim
anih
pa it
stsi
'pa
aatts
isst
aiks
i?A
re y
ou s
ure
ther
e ar
e ra
bbits
her
e?
23
Kita
kohk
otts
itapo
mak
a'pi
ooyi
sa.
Niik
si s
ahko
maa
piik
siak
sto'
hkot
tohp
o'ki
a'ko
moo
tsii-
vvai
ksaa
wa
niik
si a
'kiik
owai
ksi?
Ann
iki
mat
akoh
kotts
owat
o'pa
atsi
ksi.
Kita
kohk
otts
sain
akko
waw
a an
niks
iiih
taoh
pom
mae
piks
i?
*Aks
stsi
nai's
sko'
tooy
iwai
ksaa
wa
aam
oksi
aik
sist
oom
atok
ska'
siik
si?
Are
you
allo
wed
to s
pend
that
mon
ey?
The
y ha
ve to
take
the
car
back
?
13. S
tatin
g/A
skin
g ab
out L
ikin
g an
d D
islik
ing,
Ple
asur
e an
d D
ispl
easu
re
Div
isio
n T
hree
likss
oka'
piiw
a.N
itsiik
ssok
iists
irpa
*Niti
iikay
aahs
aahk
iooh
si.
Nim
aato
hkaa
hsii'
tsii'
pa.
Nits
iikai
kart
sirp
i pea
s.
Kita
'yai
yaah
sspi
yihp
a?K
itaks
taos
ohts
oyih
pa?
14. S
tatin
g/A
skin
g ab
out I
nter
est a
nd D
isin
tere
st
lkss
kaip
isat
a'pi
iwa.
Nits
iikoh
tsis
tsis
skin
.N
imaa
taki
hsta
ahpa
naa
hkan
istts
issi
.
Kita
i'sst
aahp
a ki
taah
kohk
oiss
ksin
issi
?
15. S
tatin
g S
urpr
ise
Div
isio
n O
ne
Sto
nnat
sipi
sats
ii'ts
ii'p.
Kita
ksto
'hko
ttoht
ohpo
mm
ah-
paat
siks
i ann
iiki
itita
hpom
mep
iksi
?A
ksst
ai's
tsin
arsk
omat
sska
awai
-ks
saw
a an
niik
ial
ksis
stoo
mat
oksk
a'si
iksi
?
It is
nic
e.Ik
soka
'piiw
a.I l
ike
it.N
itsik
ahsr
tsrp
a.I e
njoy
can
oein
g.N
itsik
aaya
hsah
kioh
sa.
I do
not l
ike
it.N
imaa
tohk
ahsr
tsrp
aats
iksi
.I d
o no
t lik
e pe
as.
Nim
aato
hkah
yahs
oyih
paat
siks
ioh
kom
inok
oyi.
Do
you
like
danc
ing?
Kita
iyaa
yahs
spith
paat
siks
i?W
ould
you
like
som
e?K
itaks
to h
tsoy
ihpa
atsi
ksi?
It is
ver
y in
tere
stin
g.I a
m in
tere
sted
.I w
ould
not
like
to d
o th
at.
Do
you
wan
t to
lear
n ab
out i
t?
*Pei
gan
Dia
lect
(P
ikan
i)N
itaks
stsi
nao'
toyo
skaa
hpa?
Aks
stsi
nao'
ohpo
kiiy
oow
aiks
aaw
a?A
ksst
sina
issk
sipi
iwa
niik
sial
ksis
stoo
mat
oksk
aisi
iksi
?N
itsik
ai'ta
ami't
si'p
a ah
kieh
sini
.
5L)
I am
sur
pris
ed
Do
I hav
e to
go
to s
leep
?T
hey
have
to c
ome
with
us?
The
y ha
ve to
take
the
car
back
?
1 en
joy
cano
eing
.
24h
t)
Nita
'pak
akom
epiiw
a.
Nim
aato
hkst
ahpa
atsi
ksi
nita
hkan
istto
tsis
si.
Kita
rsta
hpaa
tsik
siki
tahk
ohkw
issk
sinr
si?
Soo
tam
ohts
isto
took
ewa.
Nita
ksst
ai's
stsi
neto
yeka
hpaa
tsik
si.
Aks
stsi
no 'h
po'k
iyo'
waa
tsik
saaw
a?
Ha'
aiya
!
Sto
nnat
sipi
sata
'piiw
a.
16. S
tatin
g H
ope
Maa
hkoo
hsoo
taah
si.
Oh
my
good
ness
!(s
ame
use
but n
ot m
eani
ng)
It is
sur
pris
ing.
I hop
e it
rain
s.
Maa
hkoo
hksi
kaka
sooh
si a
pina
kosi
.I h
ope
it ra
ins
all d
ay to
mor
row
.
Maa
hkoo
hkoo
'man
ista
soot
aahs
iap
inak
osi k
siss
kano
oton
isi.
Nits
iikst
aa.
Nits
iikst
aahp
inna
an k
itaah
kssk
o'to
ohsi
.
I hop
e it
cont
inue
s to
rai
n to
mor
row
mor
ning
.I h
ope
so.
We
hope
you
will
com
e ba
ck.
17. S
tatin
g/A
skin
g ab
out S
atis
fact
ion
or D
issa
tisfa
ctio
n
likss
okai
piiw
a.S
ta m
ikak
ssok
a'pi
iwa.
otss
tato
o'pi
.M
alia
ahsi
rtsi
maa
tsay
ilim
atts
soka
'pliw
a.A
nni m
aata
waa
niih
pa.
Kim
aato
otsi
stap
irtak
ihpa
.K
itaria
ahsi
rtsi
rpa
aam
oyi?
kam
oyi k
atai
'sok
a'pi
iwa?
Ann
i kat
aa'n
ista
piiw
a an
niih
kE
taaw
aani
hpih
ka?
18. S
tatin
g D
isap
poin
tmen
t
Nits
iksi
kook
i'tak
i.N
itsik
siko
oki't
aki n
itsaw
issi
no'ts
i'si.
Maa
tsik
akss
oka'
piiw
a.N
ifilik
sska
ohts
owah
sirt
ak.
Thi
s is
goo
d.T
his
is ju
st p
erfe
ct.
He
got w
hat h
e w
ante
d.H
e do
esn'
t lik
e it.
It is
alm
ost r
ight
.T
hat's
not
wha
t I m
eant
.Y
ou m
isun
ders
tood
.D
o yo
u lik
e th
is?
Is th
is o
kay?
Is th
at w
hat y
ou w
ante
d?
I am
dis
appo
inte
d.I a
m d
isap
poin
ted
that
I di
d no
t cat
ch it
.T
hat i
s no
t goo
d. (
Tha
t is
too
bad.
)I a
m v
ery
sorr
y.
19. S
tatin
g/A
skin
g ab
out F
ear
or W
orry
Div
isio
ns T
wo
and
Thr
ee
Nits
iiksi
ko'p
o.I a
m s
care
d.
25
Kia
ayo/
Naa
yiyo
!
Soo
tam
ohts
isto
took
o'w
a.
Nits
iksk
ai's
sta
mah
ksoo
tahs
i. or
Kam
ohks
oota
hsii.
Nits
iksk
ai's
sta
mah
kika
kais
oota
hsi
apin
akos
i.N
itsik
skai
'sst
a m
ahki
kaka
isoo
tahs
iks
issk
anO
oton
isa.
Nits
ikoh
kits
rtak
i./N
itsik
etsr
taki
.N
itsik
stah
pinn
aana
kita
hksk
o'to
hsi.
Aam
oyi i
ksok
a'pi
iwa.
Aam
oyi n
iita'
psok
a`pi
iwa.
Noh
kotto
stsi
ma
otsi
toto
iitsi
htah
pi.
Maa
tahs
rtsi
maa
tsik
si.
Ii m
atok
amo'
ta'p
iiwa.
Nim
aata
waa
nihp
aats
iksi
.K
imaa
tots
ista
prta
kihp
aats
iksi
.A
amoy
i kita
'yah
srts
rpaa
tsik
si?
Aam
oyi k
atar
soka
'pliw
aats
iksi
?K
ata'
niss
tsiiw
a an
nihk
aki
taaw
aani
hpi?
Nits
iksi
kook
i'tak
i.N
itsik
siko
oki't
aki n
itsaw
issi
no'ts
i'si.
Maa
tohk
soka
'piiw
aats
iksi
.N
itslik
ssao
kam
otta
rtak
i.
Nits
iksi
ko'p
a.
Nits
iika'
pits
ihta
too'
p m
aahk
oka'
piss
i.I '
m w
orrie
d it
mig
ht b
reak
/wre
ck.
Kita
i'ko'
pohp
a?T
sska
lam
ohta
'pai
tsiih
tahp
a?
20. S
tatin
g/A
skin
g ab
out P
refe
renc
e
Ann
aiya
i nits
soki
mm
awa.
Ann
aiya
i nito
otsi
tsks
soki
mm
awa.
litsi
tsks
taaw
a m
aahk
ssai
tsin
ssi.
Tai
ya k
itsta
taw
a?K
itaoi
tsits
ksta
ahpa
kita
ahks
oyss
ini
ita'p
ihki
itaan
i?
21. S
tatin
g G
ratit
ude
N it
siik
ohta
ahsi
i'tak
i.N
itsik
ohto
htso
kim
mao
hsi k
iitot
ohsi
Nits
ikoh
toht
soki
mm
ohsi
kito
hkan
assk
o'to
hsoo
wai
.S
oka'
piiw
a ot
omat
skah
tooh
sayi
.N
itsiik
siks
imat
tsirt
sirp
.
Are
you
afr
aid?
Wha
t are
you
wor
ried
abou
t?
Tha
t is
the
one
I lik
e/w
ant.
Tha
t is
the
one
I lik
e be
tter.
He/
she
pref
ers
not t
o jo
in in
.W
hich
one
do
you
wan
t?W
ould
you
pre
fer
to e
at b
anno
ck?
it m
akes
me
feel
goo
d.It
mak
es m
e fe
e; g
ood
that
you
cam
e...
It m
akes
me
feel
goo
d th
at y
ou a
ll ca
me
back
.It
was
goo
d th
at h
e ga
ve it
.I a
m g
rate
ful.
22. S
tatin
g S
ympa
thy
Ikom
aoka
'piiw
a.N
itsiik
ohss
amm
ayi k
oko'
siks
i.N
itsiik
ohts
owah
sirt
aki.
Nits
ikoh
tsaw
asok
imm
oksi
kits
iista
pohs
i.N
itsik
ohts
awas
okim
moh
siki
tsiip
anaa
yist
apoh
si.
23. S
tatin
g/A
skin
g ab
out I
nten
tion
Div
isio
ns T
wo
and
Thr
ee
Nita
iksi
mss
taah
pinn
aan
naih
koto
krka
anna
ani.
Nifa
ayaa
kisi
ksik
aipi
stot
sirp
. f; 4
;
Tha
t was
too
bad.
I pity
you
r ch
ildre
n.It
mak
es m
e fe
el b
ad. (
I'm s
orry
.)It
mak
es m
e fe
el b
ad th
at y
ou le
ft.It
alw
ays
mak
es m
e fe
el b
ad th
at y
oule
ft ea
rly.
Nits
iksi
'ssk
ato'
pam
ahko
min
ihka
hsi/m
ahko
kaip
is:.
Kita
rko1
p6hp
aats
iksi
?T
siya
am
stap
iiwaa
tsik
siki
tom
ohta
'pai
tsih
tahp
i?
Ann
ayi n
itsik
sokr
tsrp
a/ni
tsik
itoto
iitsi
htah
pi.
Ann
ayi n
ito'ts
itssk
ahsi
'tsi'p
a.M
aato
hkst
aaw
aats
iksi
mah
kits
rnsi
.T
siya
kita
loito
waa
wa.
Kita
ksto
'hts
owo'
yihp
aats
iksi
niita
'pih
kiita
ani?
Nits
ikoh
tahs
rtak
i.N
itsik
ohta
hsi't
aki k
itais
tohs
i.N
itsik
ohta
hsrt
aki
kits
skai
stoh
soow
aaw
a.lk
soka
'pliw
a ot
omat
skah
tohs
ayi.
Nits
iksi
ksim
atsi
'tsi'p
a.
lkom
ooka
ipiiw
a.N
itsiik
ohss
amm
ayi k
oko'
siks
i.N
itsik
ohts
awah
srta
ki.
Nits
ikoh
tsaw
ahsr
taki
kits
iista
pohs
i.N
itsik
ohts
away
ahsi
'taki
kits
iipan
aayi
stap
ohsi
.
We
are
thin
king
of g
oing
cam
ping
.N
itani
stai
ksim
stah
pinn
aana
nahk
otoo
kila
hsin
naan
a.I w
ill c
lean
it.
Nita
ayal
sikk
aani
stot
srpa
.
26
Nita
iksi
mss
taa
naah
koto
ipas
skaa
ni.
Kita
ksta
o'to
issa
pihp
a ai
saik
sist
toyi
?
Aak
sta'
yiis
tapo
owai
ksaa
wa?
24. S
tatin
g/A
skin
g ab
out W
ant o
r D
esire
Nita
isst
aana
ahki
tapo
ohsi
Aik
stsi
na'y
o'ka
awa.
Noh
kohk
okki
t kaa
yii.
Kita
ista
ahpa
kita
ahks
oyss
i?K
itais
taah
pa k
itaah
kahk
ayss
i?
25. A
polo
gizi
ng a
nd F
orgi
ving
Nits
iikss
kaoh
tsso
wah
sii't
aki.
Pah
tsa'
piiw
a.S
oka'
piiw
a.M
aato
hkoi
kiiw
a.
I am
thin
king
of g
oing
dan
cing
(at t
he p
ow-w
ow).
Are
you
goi
ng to
the
mov
ie?
26. S
tatin
g/A
skin
g ab
out A
ppro
val a
nd D
isap
prov
al
Sok
a'pi
iwa
Ots
rtss
ksso
ka'p
iiwa
Sto
hkan
aiso
ka'p
iiwa
Kito
hkot
tsaw
a'pa
oksk
a'si
.M
aato
hkss
oka'
piiw
a.K
atai
'sok
a'pi
iwa?
Kii6
a'ni
stsi
rtak
ihpa
maa
hkss
oka'
pssi
?
27. S
tatin
g R
egre
t
Div
isio
n T
hree
Maa
tsso
ka'p
iiwa
kits
ikah
ksin
issi
.
Maa
tsso
ka'p
iiwa
kito
omok
siis
tsin
i'si.
Are
they
goi
ng to
go
away
?
I wan
t to
go to
the
bath
room
.
He
has
to (
need
s to
) sl
eep.
May
I ha
ve s
ome
dry
mea
t?D
o yo
u w
ant t
o ea
t?D
o yo
u w
ant t
o go
hom
e?
I fee
l ver
y so
rry
abou
t it.
It w
as a
mis
take
. (I'm
sor
ry.)
Tha
t's g
ood.
(T
hat's
OK
.)It
is n
othi
ng. (
It do
es n
ot m
atte
r.)
Goo
dB
ette
rB
est
You
sho
uldn
't ru
n ar
ound
.It'
s no
t ver
y go
od.
Is th
is g
ood/
okay
?D
o yo
u th
ink
it is
oka
y/go
od?
It is
not
goo
d th
at y
ou c
ut it
.
It is
not
goo
d th
at y
ou c
ut it
cro
oked
....
27
Nita
nist
aiks
rmss
tana
hkot
oiip
aiss
kahs
i.K
itaks
to'to
issa
pihp
aats
iksi
4isi
naak
iyoh
pi?
Aks
ta'y
iista
po'w
aats
iksa
awa?
Nits
iikst
a na
hkita
pohs
im
akas
pioy
isa.
Aks
tsin
a'yo
'kaa
wa.
Noh
kohk
okki
ta k
ayii?
Kita
i'sta
hpaa
tsik
si k
itahk
sors
i?K
itai's
tahp
aats
iksi
kita
hkah
kay'
si?
Nits
iiko'
htsa
wah
srta
ki.
Pah
tsa'
piiw
a.S
oka'
piiw
a.M
aato
hkoi
ikiiw
aats
iksi
.
Sok
a'pi
iwa
O'ts
itssk
ssok
a'pi
iwa
Isto
hkan
aiso
kaip
iiwa
Kita
kohk
otts
awas
pook
skar
si.
Maa
tohk
iita'
psok
a'pi
iwaa
tsik
si.
Kito
'hko
iikiiw
aats
iksi
?K
ita'n
ists
rtak
ihpa
atsi
ksi
mah
ksok
a'pi
si?
Mat
ohks
okai
piiw
aats
iksi
kits
iisst
sini
'si.
Mat
ohks
oka'
piiw
aats
iksi
kito
omok
siis
tsin
i'si.
6",
Nits
iikoh
tsow
ahsi
rtak
iki
tssa
ohko
ttssp
omm
oohs
i.N
itsiik
ohts
owah
sirt
aki
kits
awoh
kotts
spom
moh
siki
tahk
siis
tapo
htos
awa.
N it
siik
ohts
owah
sii't
aki
kits
saw
ohko
ttoits
issi
.
28. S
tatin
g In
diffe
renc
e
Nim
aato
htsi
kiih
pa.
Nim
aato
htsi
kiih
pa ik
kaam
iista
'poy
iinik
i.
Maa
tohk
oiki
iwa.
Maa
tohk
oiki
iwa
ikka
min
ooki
saaw
a.
Maa
tohk
oiki
iwa
ikka
min
ooki
saap
inak
osa.
Sok
a'pl
iwa.
C. G
ET
TIN
G T
HIN
GS
DO
NE
I am
sor
ry I
coul
d no
t hel
p yo
u.
I am
sor
ry I
coul
d no
t hel
p yo
u pu
tth
ings
aw
ay.
I am
sor
ry y
ou c
ould
not
get
/take
it.
I do
not c
are.
I do
not c
are
if yo
u go
.
It do
es n
ot m
atte
r.It
does
not
mat
ter
if th
ey s
ee u
s.
It do
es n
ot m
atte
r if
they
see
us
tom
orro
w.
Tha
t is
good
ioka
y.
1. S
ugge
stin
g A
ctio
n
Aah
kona
wah
kao'
p aa
tapi
imik
s.A
akst
ao'm
atap
aoo'
pa?
Aak
onot
oiss
apio
'pa
aiss
aiks
isto
yi?
Aak
ohko
ttoto
omio
oyop
ann
oom
.
2. R
eque
stin
g/In
vitin
g O
ther
s to
Do
Thi
ngs
Kita
ksta
ohko
ttais
stoo
hpa
anno
omno
okow
ayi?
Kita
ksta
i'tso
yihp
a an
noom
?K
ippo
hkits
inik
ooki
nnaa
na?
Kita
o'oh
koi't
akih
paki
taah
kssp
omoo
kihs
inna
ani?
hU
Let u
s pl
ay d
olls
.S
hall
we
leav
e?Le
t us
go to
the
mov
ies?
We
coul
d ea
t her
e fir
st.
Can
you
com
e to
my
hom
e /p
lace
?
Wou
ld y
ou li
ke to
eat
her
e?W
ould
you
ple
ase
tell
us a
sto
ry?
Do
you
min
d he
lpin
g us
?
28
Nits
ikoh
tsaw
ahsr
taki
kits
awoh
kotts
spom
moh
si.
N it
s I k
ohts
awah
srta
kiki
tsaw
ohko
ttssp
omm
ohsi
Kita
hksi
ista
piht
aksi
.N
itsik
ohts
awah
si'ta
kiki
tsaw
oh k
otto
'tsis
a.
Nim
aato
hkoh
tsik
ihpa
atsi
ksi.
Nim
aato
hkoh
tsik
ihpa
atsi
ksi
kam
iisto
lyiin
iki.
Maa
tohk
oiik
iiwaa
tsik
si.
Maa
tohk
oiik
iiwaa
tsik
sika
min
ooki
saaw
a.M
aato
hkoi
ikiiw
aats
iksi
kam
inoo
kisa
awa
apin
akos
a.
Ahk
onaw
ahko
'pa
atap
iimik
si.
Aks
to'm
atap
o'pa
?A
hkon
otw
issa
piyo
'po
aisi
naak
iyoh
pi?
Ahk
onot
oom
itsoy
o'pa
ann
oom
a.
Kita
ksto
'hko
ttais
stoh
paat
siks
ian
noom
a no
okoo
waa
yi.
Kita
ksta
rtso
ihpa
atsi
ksi a
neam
a?K
ippo
hkits
inik
ooki
nnaa
na?
Kito
'hko
i'tak
ihpa
atsi
ksi
kita
hkss
pom
moo
kssi
nnaa
na?
3. A
dvis
ing
Oth
ers
to D
o T
hing
s
Sta
mak
ao'ta
kita
aki k
inni
stot
oohs
i.
Sta
moo
toom
ioyi
ttaak
i.S
tam
aaks
apsk
aohs
itaak
i.
Maa
toya
akao
'piit
aki
tako
toya
kao'
pi.
kita
koto
mm
otoy
akao
'pi.
4. W
arni
ng O
ther
s to
Tak
e C
are
Issk
skaa
taki
t!M
iinita
poht
oot o
omi o
okia
kihs
ini.
kita
ksis
sksa
taki
aay
akao
'piin
iki.
*So'
poiy
arpo
ot.
kita
'kso
poiy
a'po
ais
aksi
inik
i
You
sho
uld
take
a lo
t cri'
war
mcl
othe
s.Y
ou s
houl
d ea
t firs
t.Y
ou s
houl
d pu
t on
youf
coa
t.
Go
and
sit d
own.
You
sho
uld
go a
nd s
it do
wn.
You
sho
uld
go a
nd s
it do
wn
first
.
Be
care
ful!
Do
not g
o ne
ar th
e re
serv
oir.
Be
care
ful w
hen
you
sit d
own.
Wat
ch y
our
step
.W
atch
you
r st
ep w
hen
you
go o
ut.
5. In
stru
ctin
g or
Dire
ctin
g O
ther
s to
Do
Thi
ngs
Miis
tapo
htoo
t aw
ahka
a'ts
iists
.
Nik
kam
iista
poht
oota
pok
awah
katts
iists
i.
Nik
kam
sopo
iyap
ssis
tsto
ota
nist
ipo
kais
toto
hsis
tsi.
Issi
ists
toot
ast
otoo
hsiis
ts.
Sim
atoo
t ann
i koo
pisi
.A
nno
tssa
pahi
cani
aaki
t.
6. O
fferin
g or
Req
uest
ing
Ass
ista
nce
lssp
omm
ooki
t!Is
spom
moo
kit t
atom
aksi
nnis
iyi.
*Pei
gan
Dia
lect
(P
ikan
iiS
opoy
ia'p
oota
.
Kita
kohk
otta
kola
kiki
nnis
toto
hsiis
tsi.
Kita
skoh
koto
omio
yi.
Kita
lkoh
kotto
toom
alko
hto'
paki
tssp
iksi
soke
sim
i.M
atoo
piita
.N
ohko
toop
iita.
Noh
kotO
mot
oopi
ita.
Issk
sska
ltaki
ta!
Pin
itape
ta o
omi
niyi
itaht
aam
sska
ami.
Issk
skal
taki
ta o
itoop
iinik
i.S
oka'
po'ta
.S
oka'
po'ta
Put
aw
ay th
e to
ys.
Qui
ckly
put
way
thos
e sm
all t
oys.
Qui
ckly
and
car
eful
ly w
ash
tile
child
ren'
s cl
othi
ng.
Was
h th
e cl
othe
s.D
rink
the
soup
.S
ew a
long
this
(lin
e).
Hel
p m
e!H
elp
me,
I am
alm
ost f
allin
g.
Wat
ch y
our
step
.
29
Miis
tapo
htoo
ta a
nniis
tsi
awah
ka'ts
siis
tsi.
lkka
miis
tapo
htoo
ta a
nniis
tsi
poka
wah
ka'ts
iists
i.S
okas
pikk
amss
iists
toot
a an
niis
tsi
poka
isto
tohs
iists
i.Is
siis
tsto
ota
anni
ists
i ast
otoh
siis
tsi.
Sim
atoo
ta a
nni k
oopi
.Is
toto
iisap
ahka
naak
ita a
amoy
iis
skss
kaak
sina
.
Issp
omm
okita
!Is
s-p6
m-m
o-ki
-ta
ni-t
sii-m
a-ta
in-n
i-si.
Issp
omm
ooki
nnaa
na ta
tom
aksi
nnis
iiyih
-pi
nnaa
na.
Kita
ksta
o'oh
kotts
spom
moo
hpa?
Nita
ksta
o'oh
kotto
hkoi
ssop
omm
ooko
wa?
....
Hel
p us
, we
are
alm
ost f
allin
g.
Can
I he
lp y
ou?
...C
ould
I ha
ve s
ome
help
?
D. S
OC
IALI
ZIN
G
1. G
reet
ing
Oki
naa
hsi.
Oki
kip
itaak
i.N
itsik
ii'ta
mss
i kits
inoh
sii.
Tsi
kii't
amss
iK
ikaa
som
saaw
atta
ano.
lkso
kaip
iwa
kito
'tohs
i.T
sa k
iinoh
kaan
isst
apas
spa?
2. M
eetin
g, In
trod
ucin
g an
d Id
entif
ying
Nita
anik
ko L
eo.
Tah
Th
kinn
a?K
itark
so'k
so'k
owaa
wa
Har
ry W
arrio
r?
Nin
na a
ar'll
taw
a Ja
ke M
any
Fea
ther
s.N
itsik
aine
moa
n.K
itaili
iksi
noaw
a G
race
?A
, nin
ssta
.A
amoy
ao'k
nita
kkaa
wa.
Aam
oyao
'k n
issk
ana.
Onn
a ni
iska
Tom
.
3. L
eavi
ng P
eopl
e
Kits
iksi
ksim
atts
ino.
Kita
kita
mat
tsin
o.K
itaki
tam
atts
inoh
pinn
ana.
Kita
kita
mat
tsin
oh p
owaa
wa
apin
akos
a.A
kita
mat
tsin
oots
iyo'
pa.
Hel
lo, g
rand
pare
nt.
Hel
lo, o
ld la
dy.
It m
akes
me
happ
y to
see
you
.I a
m h
appy
to s
ee y
ou.
I hav
en't
seen
you
in a
long
tim
e.It
is g
ood
you
cam
e.H
ow a
re y
ou d
oing
?
My
nam
e is
Leo
.W
ho is
you
r fa
ther
?A
re y
ou r
elat
ed to
Har
ry W
arrio
r?
My
fath
er's
nam
e is
Jak
e M
any
Fea
ther
s.I a
m a
Kai
nai m
embe
r.D
o yo
u kn
ow G
race
?Y
es, s
he is
my
olde
r si
ster
.T
his
is m
y fr
iend
.T
his
is m
y yo
unge
r co
usin
(or
youn
ger
sibl
ing
brot
her
or s
iste
r).
Tom
is h
er fa
ther
.
It w
as n
ice
to s
ee/m
eet y
ou.
I will
see
you
aga
in.
I will
see
you
aga
in. (
plur
al)
I will
see
you
aga
in to
mor
row
. (pl
ural
)
We
will
see
eac
h ot
her
agai
n.
30
Iss-
pom
-mo-
kin-
naa-
nani
-tsi
i-mat
ain-
ni-s
i'h-p
in-n
aa-n
a.K
itaks
tess
pom
moh
paat
siks
i?N
itaks
to'h
kotto
hkoi
sspo
mm
moo
kow
aats
iksi
?
Oki
nah
hsa.
Oki
kip
italk
i.N
itsik
ohts
i'taa
mi't
aki k
itsin
ohsi
i.K
itsik
siks
imat
sino
h.K
imha
tom
aika
katts
inah
paat
siks
i.lk
sska
i'sok
a'pi
wa
kito
'tohs
i.T
sa k
inoh
kani
stop
ihpa
?
Nita
anik
ko L
eo.
Tak
Tts
iksi
kin
na?
Kita
rkso
'kow
amm
aats
iksi
Har
ryW
arrio
r?N
inna
ani
staw
a Ja
ke M
any
Fea
ther
s.N
itsik
aina
ikow
ana.
Kite
ssks
inow
awaa
tsik
si G
race
?A
, ni'n
ssta
.A
amo
nita
kkaa
wa.
Aam
o ni
sska
na. (
mal
e sp
eake
r)A
arno
nis
issa
. (fe
mal
e sp
eake
r)A
nni's
ka T
om o
nna.
Kits
iksi
ksim
atsi
noh.
Kita
kita
mat
tsin
o.K
itaki
tam
atts
inoh
pow
aaw
a.K
itaki
ta m
atts
inoh
pow
aaw
aap
inak
osa.
Aki
tam
atts
inoo
tsiiy
o'pa
.
4. S
ayin
g G
race
and
Oth
er P
raye
rs
To
be id
entif
ied
by th
e lo
cal c
omm
unity
.
5. A
ckno
wle
dgin
g
Aam
o ni
ksol
owaa
wa.
Ihto
stow
a ka
inai
.A
amok
si n
iska
ni. (
youn
ger
brot
her)
Aam
oksi
ni's
i. (o
lder
bro
ther
)A
amis
kaap
ohts
i iht
Oto
yaaw
a.A
amo'
k na
ahsa
.N
ikso
`kow
aaw
a aa
mok
sia`
kiik
si.
Min
atts
ohks
iipoy
i'ka
kaah
saiit
aopi
iwa.
Min
issa
atsi
ssi k
aahs
iks.
Nok
o'si
ks n
itsiik
aiki
mm
oki.
ti
Thi
s is
my
rela
tive.
He/
she
is fr
om th
e B
lack
foot
Res
erve
The
se a
re m
y yo
unge
r br
othe
rs.
The
se a
re m
y ol
der
brot
hers
.T
hey
are
from
the
Uni
ted
Sta
tes.
Thi
s is
my
gran
dfat
her/
gran
dmot
her
I am
rel
ated
to th
ese
wom
en.
Do
not t
alk
loud
ly; y
our
gran
d-m
othe
r/gr
andf
athe
r is
her
e.D
o no
t wal
k in
fron
t of y
our
gran
dpar
ents
.M
y ch
ildre
n ar
e ve
ry g
ood
to m
e.
Aam
o ni
ksol
owaa
wa.
Itito
itotw
a S
iksi
ka.
Aam
oksi
nis
skan
iksi
.A
amok
si n
i'sik
si.
Ihte
togy
aaw
a am
sska
apoh
tsi.
Aam
a na
ahsa
.N
ikso
low
aaw
a aa
mok
sia'
kiik
si.
Pin
atts
ists
rpoy
iika
Kaa
hsa
Pin
ito'ts
isso
'ta K
aahs
iksi
.
Nits
ikai
kim
mok
ano
'kes
iksi
.
31nr
oiO
IL*.
Not
ions
Not
ions
are
ling
uist
ic c
once
pts
such
as
time,
loca
tion,
dire
ctio
n, c
olor
, and
freq
uenc
y.T
he it
ems
liste
d un
der
notio
ns a
re e
xam
ples
onl
y to
gui
de te
ache
rs in
sel
ectin
g ap
prop
riate
voc
abul
ary.
App
ropr
iate
sub
stitu
tions
may
bem
ade.
Exa
mpl
es o
f lan
guag
e ap
ply
to D
ivis
ions
One
, Tw
o an
d T
hree
unl
ess
spec
ified
oth
erw
ise.
The
exa
mpl
es in
the
left-
hand
col
umn
refe
r to
lang
uage
use
in th
e B
lood
, Pei
gan
and
Bla
ckfo
ot d
iale
cts.
If va
riatio
ns o
ccur
bet
wee
ndi
alec
ts, t
he B
lack
foot
dia
lect
form
is n
oted
in th
e rig
ht-h
and
colu
mn.
If a
Pei
gan
varia
nt e
xist
s, it
is n
oted
as
afo
otno
te.
A. E
XIS
TE
NT
IAL
1P
rese
nce,
Abs
ence
, Exi
sten
ce, N
on-e
xist
ence
Div
isio
n O
ne
Nits
ita'p
aiss
i.N
imaa
tsita
'pai
sssp
a. iita'
pais
siya
awa.
Maa
tsiis
stsi
ihpa
mat
api i
ita'p
aiss
i om
ii.lit
ssts
ii`pi
hk ii
htao
kssp
ssak
io'p
i.
likai
tsst
sirp
ihk
pono
kaom
itai.
litss
tsiiy
ii pc
.-.o
kaom
ita.
Aak
itsst
siep
a at
tsiit
sii.
Mat
apiiw
a iih
tsip
aita
piiw
a ot
si'n
ikks
sini
.
2. A
vaila
bilit
y, U
nava
ilabi
lity
litss
tsii'
paM
aats
itsst
sii'p
a iih
tais
inaa
kio'
pi.
Kat
ai'ts
stsi
i'pa
naap
iinio
wan
i?K
atai
'tsst
siih
pa ii
fais
oopa
o'pi
?
Maa
tsits
ii'pa
i aao
hsin
i.lik
sska
inam
mih
kim
amiik
si.
Maa
tsits
stsi
ihpa
aot
ahko
inam
mi.
Kat
ai'ts
stsi
ihpa
nap
ayin
i?N
itsits
stak
ki p
anok
aina
ttsi
aahk
itsin
akio
'pi.
am h
ere.
I am
not
her
e.T
he d
ance
rs a
re h
ere.
The
re a
re n
o pe
ople
ther
e.T
hey
say
ther
e is
glu
e.
The
re h
ad b
een
hors
es.
The
re is
a h
orse
.T
here
will
be
mitt
s.P
eopl
e su
rviv
ed (
lived
) be
caus
eof
thei
r hu
ntin
g sk
ills.
The
re a
re p
enci
ls.
The
re a
re n
o pe
ncils
.
Is th
ere
suga
r?Is
ther
e a
chai
r?
The
re w
as n
o fo
od.
The
re w
ere
lots
of f
ish.
The
re a
re n
o or
ange
s.Is
ther
e an
y br
ead?
I hav
e so
me
pape
r to
writ
e on
.
32
Bla
ckfo
ot D
iale
ct (
Sik
sika
)
Nits
itoop
i.N
imaa
tsito
opih
paat
siks
i.N
iiksi
hip
aiss
kais
i iito
opiiy
aaw
a.M
aats
itsst
epa
mat
apiik
si.
Aaw
aani
iyaa
wa
itsst
si'p
ihka
ihto
okss
pann
akyo
'pa.
Ikai
tsst
si p
a po
noko
mita
iksi
.Its
stsr
pa p
onok
Om
ita.
Aki
tsst
si'p
a at
tsiit
siik
si.
Ota
pi's
ina
ihts
ikam
otah
pihk
aaw
aot
aiso
kiks
skim
ahsa
awa.
Itsst
si'p
a ih
tais
inaa
kyo'
pist
si.
Maa
tsits
strp
aats
iksi
ihta
isin
aaky
o'pa
.K
atai
lsst
si p
a na
apiin
iyow
ani?
Kat
arts
stap
aats
iksi
itais
oopo
'pa?
Maa
tsits
tsrp
ihka
ooh
asin
i.Ik
sska
'kay
imm
iyih
ka m
amiik
si.
Maa
tsits
stsi
spa
otah
kolin
amm
i.K
atai
'tsst
si'p
a na
payi
ni?
Nits
itsst
aki p
anok
aina
ttsi
nahk
itohk
itsin
aaks
i.
litss
taki
o'pa
ais
sako
tsii
aahk
ssim
atoo
'pi.
We
have
som
e po
p to
drin
k.
Kat
ai'ts
stak
iwaa
ts k
atoy
isi
Doe
s he
hav
e sw
eet g
rass
to b
urn?
maa
hkss
tsii'
pi?
3. P
ossi
bilit
y, Im
poss
ibili
ty
Div
isio
n T
hree
Aak
ohko
ttopa
maa
toom
ihk
oom
i niit
ahta
yi.
Maa
taak
ohko
ttopa
maa
toom
ihka
oom
i
gmak
omai
pahk
apis
ihki
akoh
kotts
ikss
kim
aayi
hk.
Kam
omai
pahk
apis
ihki
maa
tako
hkot
siks
skim
aayi
hka.
Aka
ikai
naw
a ai
stam
appa
isto
tsiih
kis
stoy
isi.
Aak
ohko
ttani
staw
a aa
hkai
'pow
atoo
hsi
kina
omie
nist
siip
ohiin
i.
4. O
ccur
renc
e, N
on-o
ccur
renc
e
iikia
'piiw
a?A
orto
mik
ia'p
liwa?
Kia
inni
k m
atts
itaik
ia'p
iiwa?
Ann
iO
otan
ista
'pis
s i.
*Ahi
ama'
pani
sta'
pliw
aA
akan
ista
'pliw
a
He/
she
finds
it p
ossi
ble
to c
ross
that
riv
er.
He/
she
finds
it im
poss
ible
to c
ross
that
riv
er.
Eve
n th
ough
the
wea
ther
may
be a
wfu
l, he
/she
can
hun
t.If
the
wea
ther
get
s to
o ba
dhe
/she
can
not h
unt.
The
old
Kai
nai a
nces
tors
wer
eab
le to
mov
e ca
mp
arou
nd in
the
win
ter.
It w
ill b
e po
ssib
e to
spe
ak m
any
lang
uage
s.
Wha
t hap
pene
d?W
hat h
appe
ns fi
rst?
And
then
wha
t hap
pens
nex
t?It
happ
ened
like
this
.It
happ
ened
that
...It
may
hap
pen.
It w
ill h
appe
n.
*Pei
gan
Dia
lect
(P
ikan
i)A
hksi
kam
anis
stsi
iwa.
It m
ay h
appe
n. 33
Nits
i'tss
taki
hpin
naan
a ai
sako
tsi
ahks
imat
o'si
.K
atar
tsta
kiiw
aats
iksi
sap
atsi
moy
im
ahko
htam
atos
ima?
Ako
hkot
topa
ma'
toom
ihka
oom
ini
yita
htay
i.M
aata
lohk
otto
pam
aloo
mih
kaoo
mi n
iyita
htay
i.Im
akom
ooka
ipik
siss
tsik
oosi
ahka
moh
kotts
ikss
kim
aayi
hka.
Kam
Om
ooka
'pik
siss
tsik
oosi
mA
atak
ohko
ttsik
sski
maa
yihk
a-at
siks
i.M
otoo
mai
kain
aiko
wai
ksi
ohko
ttsita
spai
stto
tsiiy
aaw
ais
stoy
ii.
Nai
kia'
pliw
aats
iksi
?O
otoo
mik
ia'p
iiwaa
tsik
si?
Kii
mat
tsita
ikia
'piiw
aats
iksi
?A
nohk
anni
niit
siiw
a.Ik
sski
wa'
niss
tsiiw
a...
Ahk
ikka
man
isst
siiw
a.A
'kan
isst
siiw
a.
'1
S. D
emon
stra
tion:
To
Sho
w
Div
isio
ns O
ne a
nd T
wo
Aan
ists
inno
moo
kit.
Aan
ists
inno
moo
s oo
mik
si s
inaa
kihs
iiksi
.
Nita
anis
tsin
nom
ook
oom
i pok
oni.
Sho
w it
to m
e.
Sho
w th
ose
pict
ures
to h
im/h
er.
He/
she
show
ed m
e th
at b
all.
Nita
kkan
ists
inno
moo
k oo
mi p
okon
i.H
e/sh
e w
ill s
how
me
that
bal
l.
Nita
anis
tsin
nom
ooki
niik
si o
omi p
okon
i....
.T
hey
show
ed m
e th
at b
all.
B. S
PA
TIA
L
1. L
ocat
ion
and
Rel
ativ
e P
ositi
on
anno
oom
it-
sim
ats
iya
piss
tooh
tsi
saoo
htsi
nifik
ayi
aapa
tohs
ooht
siaa
mss
kaap
ooht
sipi
naap
oo-h
tsi
aani
irtoo
htsi
iitsa
tsst
siis
tsiip
iihts
iists
Exa
mpl
es o
f not
ions
of r
elat
ive
posi
tion:
saoh
tsi
pYst
ohts
ist
ahto
htsi
here
ther
ew
here
whi
chin
side
outs
ide
som
ewhe
rein
the
nort
hin
the
sout
hin
the
east
in th
e w
est
the
thin
gs c
lose
by
the
thin
gs fu
rthe
r aw
ay
outs
ide
insi
deun
der
34
Ani
ssts
inno
moo
kita
./A
rsst
amat
tsoo
kita
.A
niss
tsin
nom
oosa
niis
stsi
nais
inai
kssi
iksi
dA
ksta
mat
tsiis
a ni
iksi
sin
aaks
siik
si.
Nita
rsst
amat
tsoo
kad
Nita
nist
sinn
omoo
ka B
oma
poko
na.
Nita
ayai
kars
stam
atts
ooka
./N
itaay
aika
nist
sinn
omoo
kaoo
ma
poko
na.
Nita
iisst
amat
tsoo
kiaa
wa.
/N
itani
stsi
nnom
ooki
aaw
a do
ma
poko
na.
piss
tOht
siso
ohts
ini
hkay
iap
atoh
soht
siam
skaa
poht
sipi
naap
ohts
iam
i'toh
tsi
iitet
ssat
ssts
iists
iay
iista
pota
isst
siis
tsi
sooh
tsi
piss
toht
sist
ahts
i
tats
ikah
tsi
betw
een
ists
ipoh
tsi
besi
desp
ohts
ion
top
ofaa
pato
htsi
behi
ndis
soht
siin
fron
t of
oota
koht
siar
ound
ihpi
-/ifi
po/ih
paw
ithis
soht
sibe
fore
ksis
apoh
tsi
belo
wih
poki
-ne
xt to
a ik
ilist
s i
stan
ding
nex
t to
istts
ipoh
tsi
sitti
ng n
ext t
osp
ohtii
abov
eiit
sspi
o.../
iitss
pia'
amon
gsa
kooi
ssts
iat
the
end
ofis
ttsip
ohts
iat
the
side
of
iitap
itsiis
ile
an a
gain
stan
ista
poht
sion
the
othe
r si
deS
aoht
si ii
ta'p
aiss
siw
a.H
e/sh
e is
out
side
.lik
siks
isto
yiw
a pi
ssto
htsi
.It
is w
arm
insi
de.
Oot
akoh
tsi i
htoy
aaw
a.T
hey
wen
t aro
und.
Ksi
sapo
htsi
iits
stsi
wa.
It is
loca
ted
belo
w.
IhpA
ihts
iwa.
It is
the
next
one
.
2. D
ista
nce
oots
atoh
tsi
pioo
htsi
oots
atss
tsi
ipiih
tsi
Ecf
mon
ton
ki C
alga
ryni
itsip
iaiy
akiit
sstts
iiyaa
wa
naat
o'ki
ipip
paas
i.
3. M
otio
n
a'po
hpa'
wan
iwa
aipo
yiw
aao
mat
apoo
wa
iikka
ksik
kina
awaa
wah
kaaw
aai
kkam
oow
a
near
far
near
byfa
r fr
omE
dmon
ton
Cal
gary
are
as fa
r ap
art a
s 20
0 m
iles.
He/
She
:m
oves
aro
und
stop
sgo
esw
alks
slo
ww
alks
fast
35
o'ts
i'pss
ksis
toht
sisp
ohts
iap
atoh
tsi
isso
htsi
olta
koht
si
iikoi
to`w
a
iito'
taip
ooyi
iwa
iito'
toop
iiwa
Itsap
owaa
wah
kaaw
a.Ik
iksi
ssto
yiiw
a pi
ssto
htsi
.N
oita
ko'y
aaw
a.Its
iksi
sapa
isst
siiw
a.Ih
poik
isst
siiw
a.
o'ts
atoh
tsi
piyo
htsi
olsa
tsst
siik
ohto
'tsip
iyoo
wa
Om
ahko
yisi
nits
ipia
ayak
iitss
tsi
naat
o'ki
kiip
ippa
a'si
moh
kin'
ssts
isa.
a'po
hpa'
wan
iiwa
also
karp
oyiiw
aot
imat
apew
aai
lsik
siss
toaw
aiik
kam
o`w
a
aoni
i'tak
iwa
hurr
ies
ooni
itaki
iwa
aipi
imm
ago
es in
aipi
ima
aita
poow
ago
es to
Sita
pew
aaa
wah
kayi
wa
goes
hom
eaw
ahka
yiiw
aa_
yiis
tapo
owa
goes
aw
ayay
iista
pew
aai
saak
siw
ago
es o
utai
saks
iiwa
ao'to
owa
arriv
eso'
to'w
aiit
sito
loow
are
ache
sits
itete
wa
ihts
itssk
oow
apa
sses
ihts
itssk
o'w
aiip
oohs
apoo
wa
com
esip
ahsa
pew
aih
p-ek
iiyoo
wa
com
es a
long
ihpe
kiiy
o'w
a
4.D
irect
ion
naaw
ohts
im
ooka
moo
tooh
tsi
piss
tooh
tsi
iisai
kkrm
aiht
siw
aih
tsip
ssks
ista
ihts
iwa
spao
htsi
aam
isoo
htsi
ksoo
htsi
ksis
ipoo
htsi
miis
tap-
miis
tapo
ohts
iiih
tssa
ihts
iwa
issk
o6ht
siai
ssko
wa
hpo'
kiyo
owa
avoo
moo
koow
aaa
wai
ssts
ipoh
toom
aay
iista
pipo
htoo
ma
aiss
pinn
ima
etsi
ma
Sta
pipp
ohto
otaa
moi
oom
i niit
ahta
yi.
Mris
tapi
poht
oot!
!sst
ssto
ot!
Aam
ss1a
poow
a.
to th
e le
ftst
raig
ht a
head
in acro
ss (
the)
alon
gup up
(th
e)do
wn
dow
n (t
he)
away
away
(fr
om)
out
back
wal
ks b
ack
follo
ws
turn
sbr
ings
send
sca
rrie
sta
kes
Tak
e th
is to
the
river
Tak
e it
away
!P
ut it
!H
e/sh
e w
ent s
outh
.
naaw
ohts
im
ooka
mol
ohts
ipi
ssto
ohts
isa
ikim
ohts
iiit
sips
sksi
ssto
o.../
iitsi
pssk
siss
tai
spoh
tsi
amis
ehts
isa
iai
ksis
apoo
htsi
miis
tapo
htsi
sooh
tsi
issk
ohts
i/apa
toht
siai
sske
wa
ohpo
'kiiy
o'w
aaa
yoom
okev
9aa
war
ssts
ipon
toon
naay
iista
pipo
htoo
ma
aiss
pinn
ima
Sta
pipo
htoo
ta n
iyiit
ahta
yi.
Miis
tapi
poht
oota
!Is
tsst
oota
!A
mss
kaap
oiw
a,/
Ala
awaa
mss
kaap
ewa.
Inna
apo'
wai
Nai
nnaa
pew
a.A
amilo
'wa.
/Naa
waa
mile
wa.
linna
apoo
wa.
He/
she
wen
t eas
t.A
amito
owa.
He/
she
wen
t wes
t.
36
Aap
tohs
oow
a.
Tsi
ma
taki
tsst
saaw
a aa
mo
a'pi
ssa?
He/
she
wen
t nor
th
Whe
re s
hall
I put
the
rope
?
Poo
hsap
iikss
kapi
t!M
iiita
piik
sska
pit!
Naa
woh
tsi i
htap
o.
Moo
kam
ooto
ohts
i iits
stsi
iwa
lisai
kim
aoya
awa.
Ihto
'tsip
ssks
ista
oksk
a'si
wa
Miii
tapa
kkio
htsi
m ii
taih
tsiw
a.
5. O
rigin
Nim
ohto
'taw
anih
pinn
aan
Mon
tana
.
Oom
iksi
aip
assk
aiks
i iih
to'to
oyaa
wa
Duc
k La
ke.
Oom
ists
i ikk
inaa
nist
si ii
hto'
tsiiy
aaw
apy
taay
i.
6. A
rran
gem
ent
Div
isio
ns O
ne a
nd T
wo
Pul
l tha
t way
!P
ush
that
way
!H
e w
ent t
o th
e le
ft.
It is
loca
ted
stra
ight
ahe
ad.
The
y w
ent a
cros
s to
the
othe
r si
de.
He
cam
e ru
nnin
g al
ong
on th
e si
de.
It is
lyin
g fu
rthe
r aw
ay.
We
flew
from
Mon
tana
.
The
dan
cers
cam
e fr
om D
uck
Lake
The
feat
hers
com
e fr
om a
n ea
gle.
Mat
oom
ooht
oot.
Po'
klY
-oht
oot.
Sak
owoo
htoo
t.O
moh
tsso
kssk
ahpi
ihts
stsi
iwa.
Om
ohts
isoo
hpi i
htss
tsiiw
a.O
moh
tsis
itohp
i iht
ssts
iiwa.
Om
ohta
hpiih
tsst
siiw
a.O
moh
tohk
itsik
ahpr
ihts
stsi
iwa
Aik
ssta
'piis
i aak
itahk
ayo'
pa.
Sao
mao
mat
apa'
piis
i aak
itahk
ayo'
pa.
7. D
imen
sion
Siz
e an
d S
pace
:
imm
iwa
Put
(it)
firs
t.P
ut (
it) s
econ
d /n
ext.
Put
(it)
last
.H
e/sh
e ca
me
in th
ird.
He/
she
cam
e in
four
th.
He/
she
cam
e in
fifth
.H
e/sh
e ca
me
in s
ixth
.H
e/sh
e ca
me
in s
even
th.
Afte
r it
is fi
nish
ed w
e w
ill g
o ho
me,
Bef
ore
it be
gins
we
will
go
hom
e.
deep
37
Apa
tohs
olw
a./
Naa
waa
pato
hso'
wa.
Aam
o a'
pisa
tsim
ani
ta'k
itsst
a'w
aats
iksi
?M
iista
piik
skap
ita!
Miis
tapa
hkiy
o'ts
ita!
Naw
ohts
i iht
6sw
a./
Nay
alsi
saw
o'w
a.M
okam
ooto
htsi
itss
tsiiw
a.lis
aiki
moi
yaaw
a.N
o'ts
ipss
ksis
took
ska'
siiw
a.M
iista
pakk
ihts
iiwa.
Nito
htos
taw
anih
pinn
aana
Mon
tana
.O
omik
si a
ipai
sska
iksi
ihta
itogy
aaw
a D
uck
Lake
.S
aapo
'pis
tsi i
htoi
tsiiy
aaw
api
itaik
si.
Mat
oom
ohto
ota.
Po'
kioh
toot
a.S
akoh
otoo
ta.
Om
ohts
ooks
kahp
i iht
ssts
iiwa.
Om
ohts
isoh
pi ih
tsst
siiw
a.O
moh
tsis
itohp
i iht
ssts
iiwa.
Qm
ohto
'yih
pi ih
tsst
siiw
a.Q
moh
tohk
itsik
ahpi
ihts
stsi
iwa.
Ai'k
sist
a'pi
isi a
ikita
hkay
o'pa
.S
aom
oom
atap
a'pi
si a
'kita
hkay
ospa
.
iksi
mm
iiwa
spiiw
aik
kaki
iwa
issp
ikriw
ais
ttohk
iirva
inno
yiks
isto
ka'p
iiwa
liksi
ksis
toka
'piiw
a.Ii
kolip
okih
siw
a.P
okom
itaaw
a.S
tohk
anao
mah
kita
piiw
a.O
oma
miis
tsis
a iik
omao
pakk
ihsi
wa.
Aan
ao'k
saa
hksi
kaw
a.
Nah
k ni
'sah
k oo
tsits
skso
'kas
iwa.
Pok
ksis
ttow
an.
Na
Ela
ine
aahk
itohk
anao
rnah
koko
yiw
a.
Leng
th:
Div
isio
ns O
ne a
nd T
wo
likss
ahki
iwa.
rikoh
poki
hsiw
a.rik
sinn
ooks
imA
amoi
miis
tsis
a lik
smno
osim
Wss
pita
awa.
Naa
to'k
issk
ssko
ihpa
.In
noyi
ists
is.
Sah
kssk
siss
aaki
iwa.
liksi
nnoi
sspi
wa.
tall
shor
tm
easu
re o
f thi
ckne
ssth
inlo
ngsp
ace
The
re is
lots
of s
pace
.H
e/sh
e is
sho
rt/s
mal
l.It
is a
sm
all d
og.
He/
she
is th
e bi
gges
t.T
hat p
ole/
tree
is to
o w
ide.
He/
she
has
one
leg
shor
ter
than
the
othe
r.M
y br
othe
r is
str
onge
r.It
is a
sm
all k
nife
.E
lain
e m
ust h
ave
the
larg
est h
ouse
.
ikss
piiw
aik
sikk
akiiw
aik
sspi
kiiw
aik
sist
tohk
iiwa
ikss
inno
yiiw
aik
iksi
ssto
kaip
iiwa
Ikss
kai'k
siss
toka
'piiw
alk
sikk
akss
iiwa/
lkoh
poks
iiwa.
Pok
omita
ikow
ana.
Isto
hkan
oom
ahks
ima.
com
a m
iists
isa
ikom
oopa
kssi
iwa.
Ano
'ksa
hkiiw
a oh
kats
isa.
Ots
itssk
soik
aasi
iwa
ni's
a.l'n
aksi
stto
wan
a.A
nna
Ela
inc
o'si
tssk
omah
koko
eyiiw
a.
It is
sho
rt.
Ikss
ahki
iwa.
He/
she
is s
hort
.It
is lo
ng.
lksi
nnoy
ilwa.
It is
a lo
ng lo
g.pm
ahka
inno
ksim
a.H
e/sh
e is
tall.
Ikss
pita
awa.
It is
two
(fee
t, c-
-,i,
km )
long
.N
aato
'kio
hkio
hkat
si.
It is
a lo
ng tr
ee.
Ssp
aayi
ists
isa.
She
is a
sho
rt-n
osed
wom
an.
Sah
kssk
sisa
'kiiw
a.H
e/sh
e ha
s lo
ng h
air.
Pre
ssur
e an
d W
eigh
t:
isso
kkoo
wa
saoh
k6K
tssi
iwa
liWso
lcoo
wa
likss
oksi
ma
likss
aahk
ohts
siw
a.lik
ssaa
hkss
tssi
ma.
Aam
oi s
tohk
anai
ssok
owa.
Na
Mits
u st
ohka
nais
aahk
ssts
sim
a.
heav
ylig
htIt
is h
eavy
.H
e/sh
e is
hea
vy.
It is
ligh
t.It
is li
ght.
Thi
s is
the
heav
iest
.M
itsu
is th
e Iij
htes
t.
38
isso
koow
asa
hkoh
tssi
iwa
Iikss
oko'
wa.
likss
oksi
'ma.
likss
ahko
htss
iiwa.
likss
ahks
stsi
sma.
Aam
o is
tohk
anai
ssok
oow
a.A
nna
Mits
u is
tohk
anai
sahk
ssts
si'm
a
Aam
osts
i ohk
otok
ists
i sto
hkan
aiss
okoy
i..
The
se r
ocks
are
the
heav
iest
.
Isso
ksi`k
aan.
Aam
o ni
naaw
a oo
tsits
skss
aahk
ssts
iimiiw
aoo
mi m
atts
inaa
yi.
Aam
o aa
kiiw
a oo
tsits
skss
oksi
imiiw
a oo
mi
mat
taa'
kii.
Aam
o m
aats
okss
soko
owa.
Oom
a ai
tiisk
aaw
a is
soks
ssok
sim
a.
Vol
ume:
Ais
stsi
poht
omoo
kit n
iisoo
hpok
inna
kihs
ini.
It is
a h
eavy
bla
nket
.T
his
man
is li
ghte
r th
an th
at o
ther
man
.
Thi
s w
oman
is h
eavi
er th
an th
at o
ther
wom
an.
Thi
s is
not
the
right
wei
ght.
Tha
t rig
hter
(bo
xer)
has
the
right
wei
ght.
.B
ring
me
four
han
dful
s.
lihpo
mm
aaw
a ni
isoi
skin
itsii'
pi n
apay
ini.
....
He/
she
boug
ht fo
ur b
ags
of fl
our.
Tem
pera
ture
:
likss
toik
imiiw
a.fik
siks
stos
toka
aniw
a,S
tonn
atss
tois
opoo
wa!
Sto
nnat
oom
aiks
isto
yiw
a aa
moy
i koo
pisi
.
Ihts
siis
tsiw
a ks
iisto
kom
iiyao
hkii.
liyiw
a is
stoo
nnik
ii.Iik
sist
oisi
mm
iw s
iksi
kim
ii.M
aton
ni n
iaat
ohks
iksi
stoy
iwaa
tsi
It is
col
d w
ater
.H
is/h
er h
ead
is h
ot.
It is
a v
ery
cold
win
d!It
is r
eally
hot
, thi
s so
up.
He/
she
was
hed
with
hot
wat
er.
He/
she
ate
cold
milk
(ic
e-cr
eam
).H
e/sh
e dr
ank
hot t
ea.
Yes
terd
ay it
was
not
ver
y w
arm
.
Ann
ohk
ksiis
tsik
oihk
oots
iissk
siks
isto
yiw
a.N
ooko
oway
i oot
sits
sksi
kinn
iiwa.
Tod
ay it
is w
arm
er.
My
hous
e is
war
mer
.
TE
MP
OR
AL
i. P
oint
of T
ime,
Per
iod
aana
o'ka
otoo
i ida
tam
aiki
toos
too
half-
past
inin
utes
to
39
Aam
osts
i ohk
otok
iists
iis
tohk
anai
ssok
oyaa
wa.
Issp
ikks
iska
na.
Aam
o m
atsi
kako
kam
o'ta
epiiw
a.M
aaya
ilssk
aaw
aiit
sito
Om
amah
kani
stss
okss
pi.
Poh
sapi
poht
omoo
kita
nii s
ohpo
kinn
aksi
na.
Noh
pom
maa
wa
niis
oisk
inits
rpao
'kss
tsik
apay
ini.
lkss
took
imiiw
a.lk
iksi
sto'
toka
aniiw
a.Ik
ssto
nnat
ssto
iisop
oow
a!Ik
ssto
nnat
siks
isst
oyiiw
a an
:51(
iko
opi.
Ihts
siis
tsta
kiiw
aks
iisto
kim
iiyoh
kiiw
a.N
o'yi
iwa
aiss
toyi
.N
aiks
isto
isim
iiwa
siks
ikim
i.M
aton
nim
aato
hkiik
siks
isst
oyiiw
aats
iksi
.A
nohk
a ks
iists
ikoy
iet
sits
skik
siss
toyi
lwa.
Nok
oow
aayi
ots
itssk
siki
nniiw
a.
aano
'kai
toos
aar
tam
a'ki
tost
osw
a
ksis
kana
oton
isi
aiss
ikih
tatts
ikia
ikks
ists
ikos
iao
tako
sim
aton
niap
inak
osi
miis
tapo
tonn
im
iista
papi
nako
sian
nooh
k ai
ssik
ihta
ttsik
iaik
ksis
tsik
sian
nooh
k ac
'tako
sian
nooh
k ki
lists
iko
iitat
oyiik
sist
siko
niita
to's
ini
itsst
oyi
akat
tota
koyi
akat
tato
yiik
sist
siko
yiak
atts
stoy
iai
ssik
atto
yiik
sist
siko
siom
ohts
okss
kaik
sist
siko
inpi
omoh
tsiis
tapi
okss
kaat
o'ss
pian
nihk
aan
nohk
aA
ano'
ka'to
osa
ni't6
kssk
a ni
taak
itsoi
.M
aton
ni ii
soot
aaw
a.M
aton
ni ik
koom
aata
awa.
Miis
tapo
tonn
i ikk
ohka
tom
aata
awa.
*mot
osi
*ao
kosi
Pei
gan
Dia
lect
(P
ikan
i)m
otos
iwa
niip
osiw
aao
kos
iwa
isst
oyiw
a
qj
in th
e m
orni
ngin
the
afte
rnoo
nir;
the
even
ing
yest
erda
yto
mor
row
day
befo
re y
este
rday
day
afte
r to
mor
row
this
afte
rnoo
nth
is e
veni
ngto
day
wee
km
onth
year
last
eve
ning
last
wee
kla
st y
ear
on M
onda
yin
thre
e da
ysth
ree
mon
ths
ago
then
now
I will
eat
at h
alf p
ast o
ne.
It ra
ined
yes
terd
ay.
It ra
ined
ver
y ha
rd y
este
rday
.D
ay b
efor
e ye
ster
day
it w
as a
lso
rain
ing
very
har
d.
Sea
sons
:S
prin
gS
umm
erF
all
Win
ter
Spr
ing
Sum
mer
Fal
lW
inte
r
40
ksis
skan
oton
iisi
ai'h
tats
ikia
ksis
tsik
osi
oita
kosi
mat
onni
apin
akos
im
iista
poto
nni
miis
tapa
pina
kosi
anno
hka
ano'
ksik
sist
siko
sian
nohk
a o'
tak6
sian
nohk
a ks
iists
ik6s
ini
taia
iksi
stsi
ko
nils
st6y
iak
atto
tako
yiak
atta
toiik
sist
siko
yiak
atts
stoy
iis
sika
toyi
iksa
ists
ikoy
iom
ohts
okss
kaik
sist
siko
hpi
emoh
tsoo
ksaa
tors
ian
nihk
aan
nohk
a
Mat
onni
nai
5oot
aaw
a.M
aton
ni ik
ssto
nnat
tsso
otaa
wa.
Miis
tapo
tonn
ino
hkat
tsik
akai
soot
aaw
a.
mot
osi
niip
osi
o'ko
siss
toyi
isi
*Naa
toyi
iksi
stsi
ko*I
ssik
atoy
iiksi
stsi
ko*O
moi
ltsis
toki
ssik
atoy
iiksi
stsi
ko*R
awaa
nao'
kso'
kirp
*Ist
tsin
aiks
ists
iko
*Mam
iiksi
stsi
ko*T
oito
htaa
toyi
iksi
stsi
koA
kais
sika
toyi
iksi
ssts
iko.
Issi
kato
yiik
sist
siko
siak
itoto
issk
si'n
ima'
tsaa
wa.
2. P
riorit
y (B
efor
e)
Div
isio
n T
wo
Niik
si p
ooka
iks
maa
tom
aikV
aksi
kaan
istto
tsim
aiks
aaw
a.N
iiiits
saom
aipo
kayi
hpi
maa
tom
iitai
htsi
ihpa
aik
sist
oom
atok
ska'
si.
Nits
iikaa
nist
tots
ii'p.
Sik
ihts
isoi
ks a
kaip
oahs
apsa
kapo
yi.
Aak
iiks
akai
ssko
o'to
yi.
Oom
iksi
maa
tom
aohk
itopi
iwa.
Day
s of
the
wee
k:S
unda
yM
onda
yT
uesd
ayW
edne
sday
Thu
rsda
yF
riday
Sat
urda
yIt
is M
onda
y.H
e/sh
e w
ill s
tart
sch
ool o
n M
onda
y
Naa
toyi
iksi
ssts
iko
Issi
kato
yiik
siss
tsik
oN
atek
issi
kato
yiik
siis
tsik
oN
iyoo
kska
issi
kato
oyiik
sist
siko
Ittai
stts
ino'
paT
atsi
kist
tsin
o'pa
rnak
atoy
iiksi
stsi
koA
kais
sika
toyi
iks
isst
siko
'wa.
Issi
kato
yiik
siss
tsik
osi
akito
mat
apps
sksi
nim
etsa
awa.
The
chi
ldre
n ha
ve n
ever
don
eN
iiksi
poo
kaik
siit
befo
re.
maa
tom
aika
anis
ttots
imm
aik-
saaw
a.P
efor
e m
y bi
rth,
ther
e w
ere
Nits
itsaw
omai
poka
hpi
no c
ars.
maa
tsits
stsi
'paa
tsik
sial
ksis
stoo
mat
oksk
a'si
iksi
.I d
id it
alre
ady.
Nik
alks
ista
nist
tots
rpa.
The
moo
se h
ave
com
e in
toA
kais
a'ka
po'y
aaw
ath
e cl
earin
g.sj
ksst
siso
iiksi
.T
he w
omen
hav
e re
turn
ed.
Aka
issk
o'to
'yaa
wa
a'ki
iksi
.T
hey
have
not
yet
had
thei
r rid
e.N
iisks
i maa
tom
ohki
topi
iwai
ksaa
wa.
*Pei
gan
Dia
lect
(P
ikan
i)N
aato
yiik
siss
tsik
oS
unda
yIs
sika
toyi
iksi
ssts
iko
Mon
day
Isst
tsin
aiks
isst
siko
Tue
sday
Ikai
tais
ttsin
o'pa
Wed
nesd
ayN
amik
siss
tsik
oT
hurs
day
linak
ohpo
mm
aiks
isst
siko
Frid
ayP
omm
aiks
isst
siko
Sat
urda
y
41.1
tr.
r
3. P
oste
riorit
y (A
fter)
Div
isio
n T
wo
Oot
aiss
ko'ta
hkay
si ii
to'tp
oyak
ihts
iwa.
Oot
iiksi
stsi
ssap
saaw
a, ii
toto
oyiy
aaw
a.N
iik n
itaak
itani
stto
tsirp
.A
kita
rnitO
tsik
ihts
iiwai
ks n
iik.
fikai
stap
ssko
oloo
yini
oto
hkqm
aan
oost
yi n
ohka
ttsits
sko'
too.
4. S
eque
nce
of E
vent
s
Lito
omss
tsiiw
a.
Afte
r he
cam
e ho
me,
he
wen
t to
bed.
Afte
r th
e sh
ow th
ey w
ent t
o ea
t.La
ter
I will
do
it.S
he w
ill s
oak
them
late
r.H
is w
ife h
ad a
lread
y re
turn
edw
hen
he a
rriv
ed.
Mat
onni
iito
omss
tsiiw
a N
itana
He
or s
he c
ame
in fi
rst.
My
daug
hter
cam
e in
firs
tye
ster
day.
first
seco
ndne
xtth
enin
the
end
late
r on
afte
rwar
dsin
the
begi
nnin
gbe
fore
mat
toom
ooht
siom
ohfs
isto
okah
psa
koow
ooht
si
otai
ksis
ta'p
issi
aisa
mos
iai
ksis
ta'p
iiwa
otao
mat
tapa
'pis
siot
iiiss
aom
ayi .
./ot
sits
aom
oom
atap
i.../
otsi
tsao
moo
mat
apo.
..
5. S
imul
tane
ousn
ess
Div
isio
n T
wo
Aoh
tasi
oom
a sa
ittsi
kiht
aana
Whe
n th
e be
ll rin
ijs, y
ou g
o.st
omat
apoo
t.
Piit
sioh
koot
oosi
kik
siss
taaa
kito
mat
apao
'p.
(.4
As
soon
as
your
Mot
her
arriv
es,
we
will
go.
42
Oto
'tahk
ay's
i ito
toyo
'kaa
wa.
Itotiq
iiyaa
wa
otar
ksis
stai
pisa
.N
italit
aman
istto
tsrp
a.A
'kita
mits
ikoh
toom
a.lik
aiss
taps
skol
eyin
ayi
otoh
kiim
aani
ota
rtet
ohsi
.
litoo
mss
tsliw
a. o
rN
aoto
omss
tsiiw
a.N
itana
iito
omss
tsiiw
a. o
rN
aOto
omss
tsiiw
a m
aton
ni.
iitoo
mss
tsi
ihpo
skio
otoo
msi
mat
tsst
sika
kii
arks
isst
aipi
isi
ai'p
ssts
iksi
sam
osi
arks
isst
aspi
isa
istts
itsoo
mat
apai
pisi
otzi
tsa6
moo
mat
apa.
../ot
sits
aom
oom
atap
i.../
otsi
tsao
moo
mat
apo.
..
O'h
tam
mis
a oo
ma
ihta
isai
ttsik
ihto
'pa-
isto
mat
apol
a.P
iitsi
y6hk
osto
ssa
kiks
isst
aa'
kito
mat
apo'
pa.
6. F
utur
e R
efer
ence
maa
taks
isam
oow
am
atts
iko'
kosi
aapi
nako
sim
atta
tgyi
iksi
stsi
kosi
mat
tato
'siiw
am
atts
stoy
iai
'sito
iksi
stsi
kosi
ai's
aato
sisi
aoki
kkih
stim
aaya
awa
Nnk
si p
ooka
iks
ayaa
kssi
ists
iiyaa
wa.
soon
next
nig
htne
xt d
ayne
xt w
eek
next
mon
thne
xt y
ear
in fi
ve d
ays
in fo
ur m
onth
sa
plan
The
kid
s.ar
e go
ing
to b
ath.
Aak
soyi
wa.
Aak
itsap
opiw
a ik
ksts
skio
mita
i.
7. P
rese
nt R
efer
ence
Div
isio
ns O
ne a
nd T
wo
He
will
eat
.H
e w
ill b
e tr
avel
ling
by G
reyh
ound
.
anno
hkno
w/a
t pre
sent
anno
hk k
sist
siko
ihk
toda
yan
nohk
ksi
skan
aoto
niih
kth
is m
orni
ngan
nohk
issi
kiht
atts
ikya
kksi
stsi
koih
kth
is a
ftern
oon
anno
hk a
atak
oihk
this
eve
ning
anno
hk a
ato'
siiw
ahk
this
mon
than
nohk
isst
oyiih
kth
is y
ear
saga
still
Aoo
yiw
a.H
e is
eat
ing.
8. P
ast R
efer
ence
mat
onni
miis
tapo
tonn
iak
atts
iko'
koyi
akat
tota
koyi
akat
tato
yiik
sist
oyi
akat
tsst
oyii
maa
nani
stsi
wa
maa
tom
aisa
moo
wa
yest
erda
yda
y be
fore
yes
terd
ayla
st n
ight
last
eve
ning
last
wee
kla
st y
ear
rece
ntly
late
ly
43
mat
atts
isam
owa
mat
tsik
o'ko
saap
inak
osa
mat
ia`k
aiai
ksis
tsik
oss
tsik
inaa
to's
im
atts
stoy
iisi
anik
a ni
sito
iksi
stsi
kosi
ai's
aato
'si
akak
ssts
imaa
naN
iiksi
poo
kaik
sai
aaks
siis
tsiiy
aaw
a.A
ya'k
soyi
iwa.
Ikks
stss
kiom
ita a
kits
sap6
piiw
a.
anno
hkan
nohk
a ks
iists
ikoy
ian
nohk
a ks
issk
anoo
toni
anno
hka
anos
ksik
sist
siko
yian
nohk
a at
akoy
ian
nohk
a na
atoi
sian
nohk
a ss
toyi
s,a`
kia.
..0`
yiiw
a.
mat
onni
miis
tapo
tonn
iak
atts
iko'
koyi
akat
tota
kop
akat
tato
yiik
sist
oyi
akat
tsst
oyii
maa
nani
stsi
iwa
maa
tom
aisa
moo
wa
Niik
si p
ooka
iksi
itot
sim
mia
awa
The
chi
ldre
n sw
am in
that
pon
doo
mi m
aton
ni.
Niik
si p
ooka
iksi
aka
isam
otsi
mm
iaaw
a.
9. D
elay
yest
erda
y.
The
chi
ldre
n ha
ve b
een
swim
min
g.
Aak
sii'n
aksi
sam
a'pi
iwa
The
re is
a s
light
del
ayA
aksi
inak
sisa
maa
kom
atap
a 'k
omoo
tsiiy
aaw
aT
he g
ame
will
be
dela
yed.
Mat
onni
niik
si p
ooka
iksi
itots
imm
iaaw
aoo
mi k
omat
a'ks
ikim
i.N
iiksi
poo
kaik
siak
aisa
maa
yaot
sim
mia
awa.
41si
inak
sisa
mai
piiw
a.A
'ksi
'nak
sisa
ma'
kom
atap
a'-
kom
oots
iiyaa
wa.
10. E
arlin
ess
lipan
ayiip
oow
a.A
akits
apop
iiyaa
wa
niis
kayi
aaks
ipan
aom
atto
mal
ikay
mi.
Aak
stsi
naip
anna
ipoo
kaki
o'pa
k1sk
anao
toni
si.
Sum
mer
is e
arly
.T
hey
will
leav
e on
an
earli
er(G
reyh
ound
) bu
s.
We
mus
t wak
e up
ear
ly in
the
mor
ning
.
11. L
aten
ess
Nii'
taki
t,aka
awaa
patts
iiyo'
pa.
Hur
ry, w
e ar
e la
te.
Aap
atts
iwa
a'pa
ipiik
s po
okai
ks.
The
sch
ool b
us is
late
.
Nita
i'too
'tooh
sinn
aani
iikai
stap
sow
atts
itsst
sii '
p'aa
ohsi
ni
12. L
engt
h of
Tim
e
Div
isio
ns O
ne a
nd T
wo
akka
wak
ayim
mi n
aato
'siik
sak
kita
mito
ksiis
tsik
oyi
niita
toyi
iksi
stsi
koyi
niito
ttako
hsin
ini
itsst
oyi
niita
tors
iN
iitai
sam
omah
koo'
p na
ato'
kio'
tako
hsin
iiit
sita
otao
o'p.
We
arriv
ed to
o la
te fo
r fo
od
for
man
y m
onth
sun
tilda
yw
eek
hour
year
mon
thIt
take
s tw
o ho
urs
to g
et th
ere.
a4
Nai
pani
ipoi
wa.
Aya
'kits
apop
iiyaa
wa
niik
siss
kayi
aipa
noom
atom
ahka
iksi
ikss
tssk
iom
itaik
si.
Aks
stsi
nai'p
anai
pook
akio
'pa
ksis
kano
oton
iisa.
Niit
akita
aka
awaa
paat
siiy
o'pa
.A
kaaw
aapa
atsi
iwa
a'pa
ipiik
sipo
okai
ksi.
Nita
rtet
ohhs
inna
ana
nita
pats
rsts
krpi
nnaa
na o
ohas
ini.
akay
imm
i naa
tesi
iksi
aski
tam
ito-
ksiis
tsik
oyi
nila
toyi
iksi
stsi
koyi
niito
ttako
hsin
ini
lsst
oyi
nila
tesi
itsite
toa'
pa n
aato
'kie
tako
hsi.
likai
sam
aipi
iwa
Maa
tais
ama'
piiw
a.P
aaht
siks
iista
poow
a.
13. S
peed
Oom
iksi
aik
sis*
,00m
atok
ska'
siik
siik
iiikk
ayay
iyaa
wa.
Oom
a po
noka
wa
iiksa
hpik
kaya
yiw
a
Oom
a sa
ahko
maa
piiw
aiii
iihka
naik
kaya
yiw
a.N
itakk
aaw
a st
ohka
naik
kaya
yiw
a.N
iisto
wa
nits
itohk
anai
sahp
ikka
yaiy
i
Oos
toyi
sto
nnat
sika
yayi
wa.
Oom
a aa
ttsis
taaw
ast
onna
tom
aikk
ayay
iwa.
likss
tonn
atsa
hpik
kaiy
ayiw
a.
14. F
requ
ency
It ta
kes
a lo
ng ti
me.
It ta
kes
a sh
ort t
ime.
He
was
gon
e fo
r a
mom
ent.
Tha
t car
is fa
st.
Tha
t elk
is s
low
Tha
t boy
was
the
fast
est.
My
frie
nd is
the
fast
est.
I am
the
slow
est.
He
was
ver
y fa
st.
Tha
t rab
bit (
hare
) is
rea
lly fa
st
He/
she/
it is
ver
y sl
ow.
kana
waa
toyi
iksi
stsi
kosi
ever
y S
unda
yka
naot
osi
ever
y S
prin
gka
nist
oyiis
iev
ery
year
kani
iksi
stsi
kosi
daily
kani
isst
oyiis
iye
arly
kana
itato
ssis
im
onth
lyik
pim
mak
aipi
wa
rare
lyai
sska
hsi
usua
lly c
omes
Aks
awas
isst
owa
alw
ays
com
es
15. C
ontin
uity
Saa
kiao
oyiw
a.N
oom
aka
isam
itaom
atap
iooy
iwa.
1 6
J
Ikai
sam
aipi
iwa.
Maa
tais
amas
piiw
aats
iksi
.N
aikk
amiis
tapo
iwa.
Oom
iksi
aiks
isst
oom
atok
skas
siik
siik
sikk
a'm
siiy
aaw
a.O
oma
pono
kaik
siss
tasp
ikka
ayay
iiwa.
Bom
a sa
hkem
aapi
iwa
isto
hkan
aikk
aaya
yiiw
a.N
itakk
a is
tohk
anai
kkaa
yayi
iwa.
Niis
tow
ani
tsito
hkan
aist
agpi
kkaa
yayi
.0o
stoy
i iks
ston
nats
ikke
ayay
iwa.
Oom
a aa
tsis
staa
wa
ikss
tonn
atsi
kkam
ssiiw
a.Is
tohk
anai
step
ikka
ayay
iiwa.
kana
waa
toyi
iksi
stsi
kosi
kano
otoy
isi
kana
isst
oyiis
ika
naik
sist
siko
sika
nais
stoy
iisi
kana
tato
'sis
iik
aim
mak
aspi
iwa
aiso
kaw
arss
tew
aah
ksaw
arss
toiw
a
He
is s
till e
atin
g.S
aski
o'yi
iwa.
He
has
been
eat
ing
here
for
aA
kaay
iksi
sam
ito'y
iiwa
long
tim
e.an
noom
a.
45
1 0,
16. I
nter
mitt
ence
, Tem
pora
rines
s an
d P
erm
anen
ce
Div
isio
ns T
wo
and
Thr
ee
Aak
anis
tsis
amiis
tapo
owa
Maa
taka
nist
sisa
moh
tsis
pow
aniw
aom
ahks
sa'a
iks.
Nita
issk
ahsa
itapo
ohpi
nnaa
n ka
na'p
ii.
Pii'
kihs
iiks
aiss
kahs
awaa
mss
kaap
ooyi
.
Ikss
tsis
siik
s ai
sska
hsita
isai
ssks
oyim
mi
aapa
ttohs
oaht
si.
Ais
skah
saik
okot
oow
a.M
aata
issk
ahsa
i kok
otoo
wa.
17. C
omm
ence
men
t
litom
atap
i'poy
iwa.
Otts
ists
itais
tohk
ohpi
ihpi
stam
ikak
aist
tsiis
tom
iwa.
Aah
koni
tapa
oo'p
iita
ohpo
mm
ao'p
i.N
itais
staa
naa
hkita
pooh
s,iit
aaip
omm
ao'p
i.M
atot
omoo
kit a
tona
oksi
si.
Mat
oiss
kssk
amm
is n
a ki
ssis
sa.
Aah
k-O
nom
atap
aoos
pa.
-Nlia
isst
aa n
aahk
omat
apoo
hsi.
18. C
essa
tion
Iitsi
ksis
tsits
inik
iwa.
Tsa
ani
stsi
isi a
akits
iksi
stsi
iwa?
Aat
amss
toyi
isi a
kaoh
pota
wa.
He
will
be
gone
for
thre
e ye
ars.
The
gee
se w
ill fl
y ov
er fo
r ju
sta
shor
t tim
e.
We
alw
ays
go to
the
rode
o.
The
bird
s al
way
s fly
sou
th.
Thi
stle
s al
way
s gr
ow o
n th
eno
rth
side
.
It al
way
s fr
eeze
s.It
does
not
alw
ays
free
ze.
Aya
'kan
ists
isam
iista
'po'
wa
nioo
kska
isst
oyiiw
a.S
aaik
sim
aate
ksis
amoh
tsits
kaw
an-
iiwai
ksaa
wa.
Nita
hksa
itapo
hpin
naan
aik
kiss
tohk
ana'
pi.
Pi'k
siik
si a
hksa
waa
mss
kaap
awan
iiy-
aaw
a.Is
stst
siis
aiss
kiis
tsi
ahks
itais
aiss
kiiy
aaw
aap
atoh
soht
si.
Ahk
saik
okot
oow
a.
He
bega
n to
spe
ak.
Eve
r si
nce
he fe
ll, h
e ha
s be
en s
ick.
Let u
s go
to th
e st
ore.
I wan
t to
go to
the
stor
e.
Go
and
get m
e a
need
le.
Go
and
take
car
e of
you
r si
ster
.Le
t us
get g
oing
.I w
ant t
o ge
t goi
ng.
He
ende
d th
e st
ory.
Whe
n w
ill th
e pr
ojec
t be
finis
hed?
It w
as r
eady
to b
e ea
ten.
It w
ill s
now
unt
il it
gets
col
d.
46
Maa
tahs
aiko
koto
owa
atsi
ksi.
Itom
atap
ispo
yiiw
a.
Ahk
onita
poo'
pa it
ohpo
mm
o'pa
.N
itais
sta
nahk
itapo
hsi
itahp
omm
o'pa
.M
atol
omoo
kita
ato
niek
sisa
.M
atoi
'tsik
atsi
sa k
isis
sa.
Ahk
onom
atap
oo'p
a.N
itais
sta
nahk
onom
atop
ohsi
.
Itsik
sist
sits
inik
iiwa.
Tsa
nist
siis
i aki
tsik
siss
tsiiw
a?Its
rts
iiw
a./A
kaar
ts ii
wa.
Aki
ta m
ittss
i ko
hpot
aaw
aa
isto
tam
ssto
yiis
i.
19. S
tabi
lity
Sta
mita
opiit
!S
tiiki
taop
iit!
Min
iipiis
stsi
t!A
nnoo
m s
tsik
itaop
iit!
Ann
om a
anis
tsis
amits
stsi
wm
itoot
akiih
sini
.A
pirt
TP
oipo
yit!
Ohk
imaa
t!
20. C
hang
e, T
rans
ition
iisso
owaa
-iim
atap
ssto
iyiw
aiim
atap
iiniip
ist-
iitsi
kkam
i-
QU
AN
TIT
AT
IVE
1. N
umbe
r
Div
isio
n O
ne
Car
dina
l num
bers
up
to 1
9:
nisi
ina
ttohk
ani
ina
niso
oni
sit
naoi
ihki
tsik
ana
anis
opi
Wks
soki
Tpo
nits
ikop
otto
naat
siko
potto
niik
opot
to
Sta
y!R
emai
n!S
tay
dry!
Rem
ain
here
!It
has
been
lyin
g he
re fo
r an
hou
r
Sit! Sta
nd!
Wai
t!
Sto
opiit
a! /S
tam
itoop
iita!
Sts
ikki
toop
iita!
Pin
i'piis
stsi
ta!
Isst
sikk
itoop
iita
annO
omal
Aka
isam
ita'p
aiss
tsiiw
ani
lolta
kohs
ini.
Api
ita!
Piip
oyita
!O
hkim
aata
!/Kik
a!
chan
geth
e w
eath
er g
ettin
g co
ldpe
rson
get
ting
cold
sudd
enly
saw
o'ht
oota
imat
apss
toyi
iwa
imat
apss
toyi
rtak
ilwa/
imat
apiin
iipits
iiwa
itsik
kam
i
one
nisi
i/nrt
okss
katw
ona
atek
ath
ree
nite
kafo
urni
soo
five
nisi
tosi
xno
tse
ven
ihki
tsi'k
aei
ght
naan
iso
nine
pihk
sote
nki
ipo
elev
enni
etsi
kopo
totw
elve
naat
siko
poto
thirt
een
ni'k
opot
o
47
niis
iikop
otto
four
teen
nisi
ikop
oto
nisi
tsik
opot
tofif
teen
nisi
tsik
opot
ona
aiko
potto
sixt
een
nark
opot
oih
kTts
ikiik
opot
tose
vent
een
ihki
tsik
opot
ona
anis
iikop
otto
eigh
teen
nani
soik
opot
opa
kssi
ikop
otto
nine
teen
pihk
si'k
opot
o
Car
dina
l ten
s:
naat
sipp
otw
enty
naat
sipp
oni
ipo
thirt
yni
iyip
oni
isip
pofo
rty
niis
ippo
nisi
tsip
pofif
tyni
sits
ippo
naia
ipo
sixt
yna
iaip
oih
kits
ikpp
ose
vent
yih
kits
ikip
pona
anis
ippo
eigh
tyna
anis
ippo
piih
kssi
ppo
nine
typi
ihks
sipp
o
Car
dina
l hun
dred
s:
kiip
ippo
hund
red
niis
itoik
iipip
pofiv
e hu
ndre
d
kiip
oiki
ipip
poon
e th
ousa
ndni
itom
ahks
ikiip
ippo
one
mill
ion
Ord
inal
num
bers
up
to 1
0:
omoh
tsiii
toks
kahp
ifir
stom
ohts
i'tok
skah
piom
ohts
isto
kahp
ise
cond
omoh
tsis
to'k
ahpi
omoh
tsoo
kska
hpi
third
omoh
tsoo
kska
hpi
omoh
tsis
oohp
ifo
urth
omot
sise
piom
ohts
isito
hpi
fifth
omoh
taai
hpi
sixt
hom
oohp
iom
ohto
hkits
ikah
pise
vent
hom
ohta
anis
ohpi
eigh
thom
ohts
ipih
ksoh
pini
nth
omoh
tsik
iipoh
pite
nth
2. D
egre
e
iikst
onna
t-st
onna
tom
ai-
1Li
very
too
48
iikst
onna
tik
omoo
.../ik
emaa
...
napa
yini
iisa
pani
stso
otts
itsks
soka
'pi-
rnak
-iik
aiss
ka-
stak
anai
ssok
aspi
-st
ohka
naok
a'pi
-st
ohka
naik
sist
oy-
stoh
kana
ikka
yaiy
i-st
ohka
niip
piss
pi-
stoh
kani
issk
aita
piss
ko-
iimat
-pa
htsi
k-ily
aaks
i-st
onna
t-
enou
gh fl
our
nais
apan
ists
o ol
ksst
sika
payi
ni.
muc
h be
tter
osts
itssk
soka
`piiw
aa
little
i'nak
a lo
tik
aiss
kat-
iikak
awo'
best
isto
hkan
aiso
ka-
wor
stis
tohk
anoo
ka-
hotte
stis
tohk
an3i
ksis
to-
fast
est
isto
hkan
aikk
-hi
ghes
tis
tohk
anai
ssp-
mos
t cro
wde
dis
tohk
anai
sska
r-al
mos
tlim
atha
rdly
paht
sik
rath
er/k
ind
ofuy
aaks
iso
ston
nat
QU
ALI
TA
TIV
E
1. P
hysi
cal
Sha
pe:
ksis
tois
iwa
squa
rero
und/
circ
leaa
tsci
tani
kkoh
kotr
iang
leoo
wai
oval
Moi
stur
e, H
umid
ity:
ipiiw
aoo
tsik
iiwa
ihki
tsiw
a
Vis
ibili
ty, S
ight
:
yaap
iiwa
maa
taya
apiiw
aam
u pa
maa
tain
ir pa
iiksu
ssts
iwa
(i)si
kiin
atts
i-ks
istii
koin
atts
i
ksis
stoi
siiw
ao'
taki
iwa
wet
i'piiw
ada
mp
ikot
siki
iwa
dry
ihki
tsiw
a
can
see
ayai
piiw
aca
nnot
see
maa
taya
`piiw
aats
iksi
(can
be)
see
nai
ni`p
a(c
an)
not (
be)
seen
maa
tain
i'paa
tsik
sihi
dden
iiksi
htsi
iwa
dark
issk
rnat
tsiiw
alig
htks
iists
ikei
natts
iiwa
49
isa'
tsit
issa
mm
isis
skss
katts
itis
skss
kam
mis
Iihta
issf
sapo
'ksa
api.
Maa
toht
aiss
isap
olsa
api.
Aud
ibili
ty a
nd H
earin
g:
isst
soht
ako
maa
tsik
aksa
tsip
apiw
aA
yooh
tsim
a.M
aata
yooh
tsim
a.yo
ohto
awa.
Aiy
ooht
sim
iwa.
Maa
tayo
ohts
imaw
a.
Tas
te a
nd S
mel
l:
Ais
sato
htak
iwa.
kiss
imih
kaaw
a.ik
itsiip
okoo
wa.
lkss
tsip
okoo
wa.
likaa
hsiiw
a.iik
asip
okoo
wa.
Iksi
stsi
ksip
poko
owa.
Tex
ture
:
ikki
ni-
iiyii-
-ipik
ki-
inss
taiy
i--ii
wa
-sah
pi-
osst
siki
ists
tsis
si-
-issi
pik-
istto
hki-
look
(at
it)
look
at h
im/h
erw
atch
(it)
wat
ch h
imW
e ca
n se
e th
roug
h it.
We
cann
ot s
ee th
roug
h it.
loud
noi
sesi
lenc
eS
he/h
e (c
an)
hear
(s)
it.S
he/h
e ca
nnot
hea
r.ca
n be
hea
rdS
he/h
e ca
n he
ar a
sou
nd.
She
/he
cann
ot h
ear
a so
und.
isat
sita
ssam
mis
ais
skss
kaita
kita
issk
sska
'mm
isa
ihta
isis
apo'
ksap
iyo'
paM
aato
htai
sisa
po'k
saap
iyor
pa
isst
seht
ako'
wa.
maa
tsik
akss
itsip
aipi
iwaa
tsik
siA
ayoh
tsim
a.M
aata
ayoh
tsim
aats
iksi
.A
ayoh
tow
aiw
a.A
ayoh
tsim
ilwa.
Maa
taay
ohts
imiiw
a.
He/
she
is ta
stin
g so
met
hing
.A
issa
toht
sim
a.H
e/sh
e is
sm
ellin
g so
met
hing
.A
issi
mat
oom
a.It
is s
wee
t tas
ting.
lkits
ilyip
okoo
wa.
It is
bitt
er.
lkss
tspo
koow
a.It
tast
es g
ood.
Ikah
siiw
a.It
tast
es a
wfu
l.lik
Oks
ipok
oow
a.It
tast
es s
alty
.lk
sist
siks
ipok
oipo
koow
a.
soft
hard
roug
hsm
ooth
stro
ngw
eak
sine
wy
pric
kly
thic
k (a
s in
fur)
thin
I150
ikki
nisi
iksi
iwa
ipik
kiiw
ain
ssta
yiiw
aik
siiw
asa
hpiiw
aos
stsi
kiiw
a
ikks
spik
imm
oyis
iis
ttohk
ii
_k_
Col
our:
Eig
ht b
asic
col
ours
siks
inat
tsi
ksik
ksin
atts
iioo
tahk
olna
ttsi
niip
iinat
tsi
mao
hksi
natts
iot
siko
inat
tsi
otah
koin
atts
iko
mon
oina
ttsi
Noo
tass
a na
iksi
kksi
nam
a.K
o'to
kaan
i sik
sina
ttsi.
Ots
skai
natts
i not
tsom
iikaa
ni.
Ots
skoi
natts
iiyih
ka n
otts
omok
aani
.
Moh
ksin
atts
iiwa
nats
ikin
i.M
ohks
inat
tsiiy
ihka
nat
siki
ni.
Age
:
omah
ksim
aom
ahki
tapi
pook
aam
aani
tapi
i'nak
sipo
kaa
akai
paht
siko
mah
ksim
inak
ssts
sim
aana
o'ks
stoy
iimi
Nim
aats
sksi
nii'p
a ot
aani
stsi
stoy
iimih
pi.
Sak
iaw
a'si
tapi
wa.
Naa
teki
ssto
yi n
iitsi
i'nak
ssts
sim
aN
aato
'kia
ato'
sini
fiaki
taan
isiik
opot
tois
stoy
iim.
Tsa
kita
anik
kohs
irpa?
Nita
rsifo
isst
oyim
.A
kirs
tolis
stoy
iimiw
a.
blac
kw
hite
yello
w/o
rang
egr
een
red
blue
oran
gepu
rple
My
hors
e is
whi
te.
You
r ha
ir is
bla
ck.
My
hat i
s bl
ue.
She
/he
said
my
hat i
s bl
ue.
My
shoe
was
red
.H
e/sh
e sa
id m
y sh
oe w
as r
ed.
adul
tol
d pe
rson
/Eld
erch
ildne
w p
erso
nba
byyo
ung
adul
tte
enag
erm
iddl
e-ag
edI d
on't
know
her
age
.
He
is s
till y
oung
.H
e is
two
year
s yo
unge
r th
an I
am.
In tw
o m
onth
s I w
ill b
e 18
.
How
old
are
you
?I a
m fi
ve y
ears
old
.H
e/sh
e is
two
year
s ol
d.
51
siks
inat
tsi
ksik
ksin
atts
iot
ahko
inat
tsi
niip
iinat
tsi
moh
ksin
atts
iot
ssko
inat
tsi
otah
koin
atts
iko
mon
oina
ttsi
Ksi
kksi
nam
a m
iota
'sa.
Kos
toka
ani s
iksi
natts
i.O
tssk
oina
ttsi n
otts
omoi
kaan
i.O
ttssk
oina
ttsiiy
ihka
notts
omos
kaan
i.N
aom
ohks
inat
tsiiw
a na
tsik
ini.
Nao
moh
ksin
atts
iiyih
kana
tsik
ini.
eana
hksi
ma
o'm
ahki
tapi
iwa
pook
aaw
am
aani
tapi
iwa
issi
tsim
aana
akar
nako
moh
ksim
aa'
sita
piiw
aa'
neks
stoy
iimiw
aN
imaa
tohk
ssks
ini'p
aats
iksi
maa
nist
siss
toim
ihpi
.S
a'ki
aaw
a'si
tapi
iwa.
Naa
to'k
isst
oyi n
iitsi
'nak
ssts
ima.
Naa
to'k
iato
'si
nita
skita
anis
iikop
otoi
ssto
yiim
i.T
sa k
ikaa
nist
aayi
ssto
yim
ipa.
Nik
aisi
tois
stoy
iimi.
Phy
sica
l Con
ditio
n:
Istts
iisto
miw
a.N
imaa
taoh
koik
iihpa
.K
itsiik
'sso
ksin
ann
ok k
siis
tsik
.A
karn
iwa
Saa
kiip
aita
piiw
a.P
onok
aom
itaaw
a is
siks
inaa
siw
a.
Iikah
ksik
inss
tsaa
wa.
Kita
ksst
ao'o
hkot
to'p
isto
toaw
ani
moh
taik
sist
siko
mih
pa?
Maa
tatto
hkoi
kiiw
aats
.M
aata
tta'p
aola
kiw
a.
Acc
essi
bilit
y:
Div
isio
n O
ne
Iitai
ssks
inim
aats
stoh
kio'
pi,
iitaw
aats
imoy
ihka
o'pi
, iita
ohpo
rnm
ao'p
i,no
okon
naan
i iik
awai
htsi
wa.
likay
inni
rpia
awa.
Aak
so'k
ii'pi
aaw
a.M
aata
ksis
amow
a w
aaki
tso'
kii'p
iaaw
a
Cle
anne
ss a
nd P
rese
ntab
ility
:
ksik
sika
'piiw
aik
ssik
a'pi
iwa.
iyoo
tsip
inat
tsiw
a.A
isst
sika
ttsiw
a.lio
okih
tsiw
a.kc
iissi
moo
wa
ksin
ssta
wai
piiw
a.ik
sain
skak
a'pi
iwa.
ssiis
tsto
'pa.
stsi
kani
stot
sii'p
a.st
tsik
aahk
ii'pa
.N
itsis
tohk
siso
ka's
imi
iksi
ksik
kaip
iwa.
He'
s ill
/sic
k.Is
ttsiis
tom
iiwa.
am w
ell.
Nim
aato
hkoi
ikih
paat
siks
i.Y
ou lo
ok g
ood
toda
y.A
nneh
ka k
siis
tsik
oyi k
itsiik
solc
sina
.H
e/sh
e is
dea
d.A
kai'n
iwa.
He/
she
is s
till a
live.
Sal
ciat
apiiw
a.T
he h
orse
's le
g is
bro
ken.
Nai
'ssi
ksin
aasi
iwa
oom
apo
noke
mita
.H
is/h
er a
rm w
as c
ut o
ff.N
arka
hksr
nsst
saaw
a.C
an y
ou fi
x m
y w
atch
?K
ita'k
sto'
hkot
ta'p
isto
tow
awa
noht
aiks
ists
iko'
mih
pa?
She
's o
kay
now
.M
aata
ttohk
oiki
lwaa
tsik
si.
Out
of o
rder
.M
aata
tta'p
etak
iiwaa
tsik
si.
The
sch
ool,
chur
ch, s
tore
,Ita
issk
sini
mal
stoh
kio'
pa,
our
hous
e is
ope
n.ita
waa
tsim
oihk
o'pa
,it6
hpom
mo'
pa, k
ookO
nnoo
nana
ikaw
aiss
tsiiy
aaw
a.T
hey
wer
e op
ened
.N
aika
yinn
rpia
awa.
The
y w
ill b
e cl
osed
.A
yalc
sso'
krpi
aaw
a.T
hey
will
sho
rtly
be
clos
ed.
Maa
tatts
isam
oow
a ak
itso'
lepi
aaw
t is
clea
n.t i
s di
rty.
t is
soile
d.t i
s sh
iny.
t is
wrin
kled
.t i
s sm
elly
.t i
s tid
y.t i
s m
essy
.t w
as w
ashe
dt w
as p
olis
hed
t was
iron
ed.
My
shirt
is c
lean 52
ksik
skka
'piiw
a.ko
otsi
pina
ttsiiw
a.Ic
oots
ipin
atts
iiwa.
Ais
stsi
kaitt
siiw
a.yo
okss
tsiiw
a.ko
ksim
oiw
a.ns
taw
aipi
iwa.
ksay
insk
aka'
piiw
a.Ja
issi
ists
to'p
a.N
aiss
ttsik
anis
ttots
rpa.
Nai
sstts
ikah
ki'p
a.N
isto
hksi
soka
'sim
iik
siks
ikka
'piiw
a.
Ann
i ist
ohks
isok
a'si
mi
Tha
t shi
rt is
rea
lly d
irty.
Wss
tonn
atoo
tsip
inat
tsiw
a.N
atsi
kiis
ts ik
omai
ssto
nnat
sist
sika
ttsi.
My
boot
s ar
e to
o sh
iny.
Aam
oyi i
ihta
isok
sist
awas
ao'p
iT
his
vest
is th
e cl
eane
st.
stoh
kana
ikks
ika'
piiw
a.A
nna
pono
kaom
itaaw
aT
hat h
orse
is c
lean
er.
otsi
tssk
siks
ikka
'pss
iwa.
Mat
eria
l and
Gen
uine
ness
:
mi'k
sski
mm
mik
oota
ikim
msi
ksi'k
sski
mm
istts
ikap
okoi
atok
isna
ipiis
tsi
kiik
kaip
isst
sim
iistii
soh
kin
okko
yis
kaay
iissi
kiht
siso
'toka
anks
isai
kist
aan
ksik
koko
owa
ohko
toki
.N
iita
pani
stap
iwa.
Ann
i ist
tsik
apok
oiso
opa
tsis
a.
lita'
pist
otsi
ihp
naip
isst
si.
Ful
lnes
s:
Nok
o'si
iiht
ooki
miw
a.0-
6ma
iitai
sapo
pao"
pa ih
toits
iwa.
tliks
isst
a aa
was
oyin
im o
omi k
o'si
.M
iists
iikis
ihto
tort
si a
opoo
ksst
sii'p
i.
met
algo
ldsi
lver
leat
her
hide
clot
hca
nvas
woo
dbo
new
ool
porc
upin
e qu
ills
moo
se h
air/
hide
bone
arr
owhe
adca
nvas
tent
It is
mad
e of
sto
ne.
It is
rea
l.T
he c
hair
is m
ade
of le
athe
r.
It is
mad
e of
clo
th.
My
cup
is fu
ll.T
he b
us is
full.
Mom
is e
mpt
ying
the
cup.
The
tree
s ar
e fu
ll of
nut
s.
53
Ann
i ist
ohks
isok
a'si
me
ikss
tonn
atoo
tsip
inat
tsiiw
a.N
atsi
kiis
tsi i
kom
aiss
tonn
atsi
stt-
sika
ittsi
yaaw
a.A
amoy
i iht
aiso
ksis
taw
a'so
spi
isto
hkan
aiks
ikka
'pliw
a.A
nna
pono
kom
itaaw
aot
sits
ksik
sikk
aips
iiwa.
mi'k
sski
ma
mrk
otai
kim
ma
siks
i'kss
kim
ma
istts
ikap
okoi
atok
iss
nais
piss
tsi
ksik
karp
isst
sim
iistis
aoh
ki'n
aok
koyi
saka
ayiis
tsi
siks
tsis
oolo
kaan
aks
isaa
kopr
kaks
ikko
koow
aIh
ta'p
isto
tsi'p
a oh
koto
ki.
Niit
a'pa
niss
tsiiw
a.A
nni i
stts
ikap
okoi
soop
a'ts
isa.
Ihta
'pis
tots
i'pa
nai'p
isst
si.
Noh
ko's
i iht
ooki
miiw
a.06
ma
itais
apop
o'pa
ihto
rtsi
iwa.
Nik
siss
ta a
wa'
soyi
nnim
a O
omi k
o'si
.A
amok
si a
tsow
a'ss
ko ik
sska
rnat
tsi
omah
koop
ooks
stsi
'pa.
1
2. E
valu
ativ
e
Val
ue, P
rice:
Div
isio
n T
wo
Tsa
niit
sooh
too'
pa 7
Aak
aoht
oo'p
a.M
aata
kaoh
too'
pa li
konn
atss
too'
pa
likss
kaoh
too'
pa.
Qua
lity:
soka
'piiw
aot
sits
skso
ka'p
iwa
stoh
kana
isso
ka'p
iwa
mak
a'ph
wa
otsi
tssk
oka'
piiw
ast
ohka
naok
a'pi
iwa
aahs
siw
am
atso
wa'
piiw
aN
iitok
ato'
pi ii
ksok
a'pi
iwa.
Rig
htne
ss, W
rong
ness
, Acc
epta
bilit
y,
Wha
t is
the
cost
of.
7It
is e
xpen
sive
.It
is c
heap
.
It is
hig
h.
good
bette
rbe
stba
dw
orse
wor
stgo
odfin
eT
he q
ualit
y of
the
bead
wor
k is
goo
d.
Una
ccep
tabi
lity:
moo
kam
oota
'piiw
am
aato
lcam
oota
'piiw
aso
ck is
piiw
a/m
aats
soka
'pliw
am
atso
a'pi
naaw
aai
ssT
k-a-
saap
anis
tso/
ma_
atsa
pani
stso
Moo
kam
oota
'pnw
a aa
hkot
oom
anis
tahs
i.
Aak
ohka
nist
siw
ai.
Aak
ohso
wan
ists
iiwaw
i.
Ota
'pol
akih
sini
iiks
soka
'piiw
a.A
issi
rkat
siiw
a st
sina
ayi.
iiRss
oka'
pliw
a an
ni m
aani
stsi
ihpi
.A
akss
oka'
piiw
i.1
right
wro
ngac
cept
able
/una
ccep
tabl
eni
ce/fi
neag
ains
ten
ough
/not
eno
ugh
It's
right
that
we
ask
him
firs
t.
He
shou
ld h
ave
told
her
.H
e sh
ould
not
hav
e to
ld h
er.
Wha
t is
the
mat
ter?
Wha
t hap
pene
d?H
er w
ork
is a
ccep
tabl
e.H
e is
aga
inst
the
lead
er.
It is
all
right
as
it is
.It
will
do.
54
Tsa
niit
soht
o'pa
atsi
ksi..
.?A
koht
o'pa
.M
aata
koht
o'pa
atsi
ksi /
lksi
'noh
to'
pa.
iikss
ko'h
toip
a.
soka
'piiw
aot
sits
skss
oka'
piw
ais
tohk
anai
soka
ipiiw
am
aka'
piiw
aot
sits
skok
a'pi
iwa
ikst
onna
toka
ipiiw
aik
ahsi
iwa
mat
sow
a'iiw
alk
soko
okat
o'pa
.
moo
kam
o'ta
'piiw
am
aate
skam
olai
piiw
aats
il .s
iso
ka'p
iiwai
maa
tsok
aspi
iwaa
tsi-k
sim
atso
wai
pia
issi
i'ka
lkok
amos
ta'p
iiwa
Oko
toom
anis
tahs
i.A
kohk
anis
tsiiw
ayi.
Ako
hksa
wan
ists
iiway
i.J
ap
iiwa
atsi
ksi?
t21
a3H
yaat
siks
i?lk
soka
:3it:
kiiw
a.A
:Ma
ist
inaa
Yi.
soka
'piiw
a m
anis
tsih
pi.
Maa
tohk
Des
irabi
lity,
Und
esira
bilit
y:
Div
isio
n O
ne
Nits
iikst
onna
taya
ahss
im o
nnik
ii.I r
eally
like
milk
.IV
Iaat
ariik
aahs
imiiw
aats
niik
siH
e do
es n
ot li
ke th
e C
alga
ry F
lam
esC
aT6a
ry F
lam
es.
a lo
t.
Cor
rect
ness
, Inc
orre
ctne
ss:
Div
isio
ns O
ne a
nd T
wo
moo
kam
oota
'piiw
aot
sits
ikss
okai
piiw
am
aato
kam
oota
'piiw
aot
iiiss
koka
'piiw
ani
itsiiw
am
aata
nist
siiw
a
Suc
cess
fuln
ess,
Uns
ucce
ssfu
lnes
s:
lksi
ikat
kim
aaw
aIs
skoh
piiw
a.lis
issa
peko
owa
Util
ity, I
nutil
ity:
Sts
isita
piit
oom
ists
i iih
taok
span
ohki
otak
io'p
i.
Nita
ksta
o'oh
kotto
htsi
sita
pilh
pa o
omik
sisi
soya
lsiik
si/o
ma
siso
ya'ts
isal
Kim
aata
kohk
otto
htsi
sita
piih
pa
right
bette
rw
rong
wor
setr
uefa
lse
He
is tr
ying
har
d.H
e fa
iled.
He
succ
eede
d.
Use
the
cray
ons.
...C
an I
use
the
scis
sors
?
You
can
not u
se m
y bi
ke.
Dog
s w
ere
usef
ul.
Cap
acity
, Inc
apac
ity:
Nim
aata
kohk
otta
aksi
naos
atoo
'pa
nata
lists
.N
imaa
tais
skaa
kssp
omm
ooka
ats.
1J
I can
not l
ace
my
shoe
s.
He
will
not
hel
p m
e.
55
Nits
ikst
onna
taay
ahsi
mi o
nnik
i..
lkst
onna
tsaw
aaya
hsim
miy
ihka
niik
si C
alga
ry F
lam
es.
moo
kam
oota
ipiiw
aot
sits
skss
okai
piiw
am
aato
kam
oita
lpiiw
aats
iksi
niits
iiwa
maa
tani
stsi
iwaa
tsik
si
Aaf
t a'k
imaa
wa.
iSS
K0.
1 0'
v:a
.
Nal
sisa
peko
'wa.
Ihts
issi
tapi
ita o
omis
tsi
mia
inis
tsin
atts
iists
iih
toom
ia'n
isst
sina
akio
'pis
tsi.
Nita
skst
o'hk
otoh
tohk
olik
ihpa
a-ts
iksi
oom
iksi
sis
oyal
siik
si?
Kim
atak
ohko
toht
ohko
iikip
aats
-ik
si n
itais
oyik
a'pi
ksiim
iksi
.Im
itaik
si ih
tohk
oi k
io'p
iaaw
a.
Nim
aato
hkot
taik
sino
'ssp
aat-
siks
ina
tsik
iists
i.N
imaa
tais
ska'
kssp
omm
ooka
at-
siks
i.
Impo
rtan
ce, U
nim
port
ance
:
liko'
tota
ma'
piiw
aki
taah
kssi
kohk
ioht
etss
i mai
i'pss
ima.
Maa
tost
otam
a'ps
siw
a an
niks
ina
iipis
stsa
apik
imm
iksi
.
Nor
mal
ity, A
bnor
mal
ity:
Niit
ohka
nist
aiso
otaa
wa
ao'to
si.
It no
rmal
ly r
ains
in s
prin
g.N
iitoh
kani
stay
o'ka
awa.
It is
nor
mal
for
him
to fa
ll as
leep
.O
omik
si p
onok
aom
itaik
siT
he h
orse
s fin
d yo
u st
rang
e.kr
tayo
ohki
itsim
oliy
awa.
p_iy
oohk
iitoh
tam
mi n
iiksi
The
car
is m
akin
g st
rang
e no
ises
.ai
ksis
toom
atok
skai
siiic
si.
Fac
ility
, Diff
icul
ty:
Aam
oyi i
ksik
kini
siw
a.iy
ikow
a ni
itaoo
wat
ahpi
mam
iiis
kaoh
kina
'si.
Maa
tatik
iitsi
maa
ts o
tssp
iiwah
sini
.
It is
impo
rtan
t to
cinc
h th
e be
lt.
The
str
ings
are
not
impo
rtan
t.
likai
yii i
itsi s
inai
'pow
ahsi
ni.
F. M
EN
TA
L
1. R
efle
ctio
n
Nim
aats
sksi
nii'p
a.ai
ssks
in-
ksim
staa
nN
iitai
kkiim
ssta
awa
otsi
tski
tahs
aiks
miim
.O
oma
sa'a
iwa
appa
itsiih
tats
iiwa
oko'
siks
.
Kia
ahka
tsaw
aiss
taa
kiaa
hkita
opis
si.
Aak
ssta
o'oh
kot
tsits
apoo
piih
ka
1;;.
,
Nito
hkan
ists
aiso
otaw
a et
osi.
Nito
hkon
ista
ayo'
kaaw
a.O
omik
si p
onok
omita
iksi
kita
yohk
itsim
mok
iaaw
a/ki
taip
ists
imm
okia
awa.
Niik
si a
iksi
stoo
mat
oksk
assi
iksi
iksk
arsa
wip
pom
ohta
mm
iaaw
a.
Thi
s is
eas
y.It
is h
ard
to e
at fi
sh w
ith lo
tsof
bon
es.
He
danc
es w
ith e
ase.
He
spea
ks C
ree
with
diff
icul
ty.
I don
't kn
owre
mem
ber
wis
h/ho
pe (
noun
).
He
thin
ks h
e le
ft th
em th
ere.
.T
he d
uck
is n
ot c
erta
in h
er d
uckl
ings
are
safe
.I s
uppo
se y
ou d
o no
t wan
t to
stay
.
He
k w
onde
ring
if he
can
get
a r
ide.
561
(f?
.3
Aam
oyi i
ksik
kini
siiw
a.ik
siyi
kew
a ni
to'w
atah
pim
amlik
siik
awak
ohki
na's
iiyaa
wa.
Maa
tayi
ki'ts
imaa
tsik
si o
tssp
i'sin
i.Ik
aayi
kist
sim
a as
inar
pow
ahsi
ni.
Nim
aats
sksi
nihp
aatfi
ksi.
sask
iass
ksin
iita
tsiik
ohki
toto
iitsi
hta
Nita
iksi
m's
staa
wa
itssk
i'may
i.O
oma
sa'a
iwa
a'pa
itsih
tats
iiwa
okos
siks
i.K
ahka
ttani
stai
tsih
taka
hksa
wat
tsits
ikki
toop
ihsi
.A
ksto
hkot
tsits
apap
iiyih
ka.
2. E
xpre
ssio
n
Saa
kani
stsi
s na
kik
siss
ta.
Kia
ksst
ao'o
hkot
tsso
poht
siis
atoh
pa?
Aap
atoh
siss
inai
'pow
atoo
may
i.IN
Ifisi
itsin
ikoo
kinn
aan
Ais
sina
akiiw
a.A
mm
iiway
i.fik
ssts
akat
siiw
ayi.
RE
LAT
ION
AL
1. A
ctio
n an
d E
vent
Rel
atio
ns
Age
ncy:
l'nak
sipo
kaaw
a aw
aasa
i'niw
a.P
iikih
siik
s ai
paaw
aniy
i.A
issa
issk
iyi.
Na
Hen
ry is
skon
akat
siiw
a oo
mi
siki
htsi
sooy
i.rn
aksi
poka
awa
iiyiw
a pi
sats
iksk
apay
ini.
Iimita
awa
ma'
taki
wa
atsi
kii.
Oom
a si
kiht
siso
owa
otss
kona
kka
Rin
i Hen
ry.
Na
Hen
ry a
nnao
k na
ahk
issk
onak
atsi
iwah
k oo
mi s
ikih
tsis
ooyi
.
Ann
aok
na i'
naks
ipok
aaw
aiiw
atoo
mah
k ni
ihk
pisa
tsik
skap
ayin
ihk.
Ann
aok
naah
k iim
itaaw
ahk
ma'
tsim
ahk
niih
k oo
toki
si.
Obj
ectiv
e:
Kaa
yinn
ima
kits
imi.
Ask
you
r m
othe
r.S
opew
ahts
rsat
sisa
kik
siss
ta.
He
laug
hed.
Nab
yim
miiw
a.M
ay I
ask
you
a qu
estio
n?K
itaks
to'h
kotts
opo'
hwat
si'-
sato
hpaa
t sik
si?
He
said
it in
Sla
vey.
Aap
atol
isis
sina
rpow
atoo
may
i.H
e to
ld u
s a
stor
y.N
itsiit
sini
koon
inna
ana.
He
is w
ritin
g.A
isin
aaki
iwa.
She
invi
ted
him
.A
mm
iiway
i.H
e re
com
men
ded
him
.lk
ssts
aaka
tsiiw
a.
The
bab
y cr
ied.
The
bird
s fly
.P
lant
s gr
ow.
Hen
ry s
hot t
he m
oose
The
bab
y at
e a
cook
ie
The
dog
took
a s
hoe.
The
moo
se w
as s
hot b
y H
enry
.
It w
as H
enry
who
sho
t the
moo
se
It w
as th
e ba
by w
ho a
te th
e co
okie
..
It w
as th
e do
g w
ho to
ok th
e hi
de.
He
open
ed th
e do
or.
57
Issi
tsim
aana
aas
arni
iwa.
F;e
rksi
iksi
aip
awan
iiyaa
wa.
Ais
aiss
kiiy
aaw
a.A
na H
enry
issk
onak
atsi
iwa
oom
asi
ksts
isoo
.O
oma
isits
imaa
na n
o'yi
wa
pisa
tsik
kska
payi
ni.
Ana
imita
awa
ne6Y
mss
taki
wa
atsi
kina
.B
oma
siks
tsis
o et
ssko
naka
ka a
nni
Hen
ry.
Ann
a H
enry
ann
eka
anna
hka
issk
onak
atsi
iwah
ka o
omi
siks
tsis
oo.
Ann
a is
sits
imaa
riano
'wat
oom
a an
nihk
api
sats
ikks
kapa
yini
.A
nna
imita
iim
ssts
ima
aani
'hka
ato
kisi
.
Nai
kayi
nnim
a ki
tsim
i.
liwat
oom
a na
payi
ni.
Aaw
aam
isaa
toor
na s
pahk
oyi.
Aka
ikay
inni
'p k
itsim
i.N
apay
ini a
kaow
atoo
hpa.
Spa
hkyi
aak
amis
aato
ohpa
.
Dat
ive:
Kot
tsis
pon
okao
mita
iks.
Siit
sikk
skia
akat
sis
na G
rann
y.
Sta
moh
tais
sto'
too
pass
kaan
i.
Ben
efac
tive:
Ros
a its
ikiih
kaaw
a.N
itsiit
apiim
ssko
oko.
Nits
ilsoo
taam
ihpi
nnaa
n.
Cau
sativ
e:
liyoo
kihk
inin
naaw
a.K
ippo
hka'
pist
otok
nits
inak
a'si
imik
s.
Isst
sim
ahka
toot
kita
koht
sina
o'sp
ists
i.
Man
ner,
Mea
ns:
He
ate
the
brea
d.S
he c
limbs
the
hill.
The
doo
r is
ope
ned.
The
bre
ad w
as e
aten
.T
he h
ill w
ill b
e cl
imbe
d.
Giv
e to
hor
ses.
Sm
ile a
t Gra
nny.
He
cam
e fr
om th
e po
w-w
ow.
Ros
a go
t sho
es.
I rec
eive
d a
doll.
We
rece
ived
rai
n.
He
had
his
hair
perm
ed.
Can
I ha
ve m
y ca
r fix
ed.
Hav
e yo
ur c
ostu
me
mad
e.
Ann
i nis
tani
stto
tsit!
Sop
oya'
pots
ikih
tsiis
.T
amik
kam
anis
ttots
it.lik
sikk
amss
iwa
Ikki
naita
poht
oow
ayi.
Tam
ssop
oyap
anis
ttots
it.
2. P
osse
ssiv
e R
elat
ions
Ow
ners
hip,
pos
sess
ion:
niks
isst
aoh
ko's
i
Do
it lik
e th
is!
Soa
k th
e hi
de c
aref
ully
.D
o it
quic
ky.
He
is fa
st.
He
wal
ked
quie
tly to
her
.
Do
it ac
cura
tely
.
my
aunt
his
bow
l
58
No'
wat
oona
nap
ayin
i.A
waa
mis
a'to
oma
spah
koyi
.A
kaik
ayin
ni'p
a ki
tsim
i.A
ko'w
asiw
ah n
apay
ini.
06m
i spa
hkoy
i aya
'kam
isal
ohp.
Kot
sisa
pon
okom
itaik
si.
Sis
tsik
sski
aaka
tsis
a an
naka
ahsa
.T
amoh
tola
isst
ola
anni
ika
pais
skan
i.
Ann
a R
osa
itsik
ihka
awa.
N it
siita
piim
ssko
oko'
wa.
Nits
oota
mih
pinn
aana
.
ly6k
ihki
no'to
waa
wa.
Nita
ksto
'hko
ttoto
tohk
a`-t
ataa
wa
nits
inak
a'si
mi.
Ato
hlat
atoo
ta k
itako
htsi
no's
spis
ts
Ann
i ani
stto
tsita
h!S
oka'
pots
ikoh
toot
a.Ik
kam
anis
tots
ita.
lksi
kkam
siw
a.ik
kina
itapo
htoo
wa.
ikki
naita
poht
oow
ayi.
Tam
sopo
ya'p
anis
ttots
ita.
niks
isst
aoh
ko's
i
12
nits
inaa
nani
tsin
aani
aaw
aki
tsin
aani
aaw
aot
sina
ania
awai
stsi
kits
inaa
nino
onki
tsin
aano
aaw
awa
otsi
naao
aaw
ayi
Oom
a ni
naaw
a pi
itaik
imaa
niw
a.O
oma
pona
kaom
itaaw
am
aato
hkito
paat
aw.
iitai
sapo
pao'
pi.
Nii'
sa ii
naan
iwa
VC
R.
Aiit
sini
siK
ova
aipa
ssko
hkiik
si.
Ann
i soo
ka'y
issi
nits
inaa
ni.
Aak
olik
Ois
oom
oono
mow
awa.
Aak
oman
isto
otoy
iiwa
nii
Nis
skan
a oo
koow
ayi.
Ons
stsi
ohk
onO
taw
atsi
maa
ni.
Kin
noon
a ot
okih
sini
.K
itais
sksi
nim
aals
ooka
oso
opa'
tsis
i.
3. L
ogic
al R
elat
ions
Con
junc
tion
and
Dis
junc
tion:
Nik
siss
ta k
i niis
tow
a.S
ahko
moa
piik
siT
d a'
kiik
oaik
si.
Poo
kaik
s ki
oks
isst
owaa
wai
ks.
Aka
iRits
iwa
iinao
kosa
omai
sist
siw
a
Mon
tana
ako
hkat
tohp
o'ki
iyoo
wa.
Nim
aata
kohk
atoh
po'k
iiyoo
hpa.
Aak
siito
man
ista
oo'p
.
min
em
ine
your
shi
sou
rsyo
urs
thei
rsT
he m
an w
ith th
e ea
gle
feat
her
The
hor
se w
ithou
t the
rid
er.
nits
ingn
ani
tsin
gna
kits
ina'
naot
sina
'na
kits
ina'
ninn
oona
kits
ina'
now
aaw
aot
sina
'now
aaw
aO
oma
nina
piit
aikk
imaa
ni'w
a.O
oma
pono
kom
itam
aato
hkito
paat
awa.
Ihko
linak
a'st
imiw
a.N
i'sa
nain
gniw
a ih
tais
sapi
o'pa
.A
ltsin
ssiw
a ai
pais
skoh
kiik
si.
Ann
i aso
okay
isi n
itsin
gna.
Aya
'koh
koiin
a'ns
kow
awa.
A k
omaa
nist
oloy
iiwa
anni
'mita
.N
issk
ana
okoo
waa
wa.
Ons
stsi
ohk
oyi.
He
has
a ca
r.M
y un
cle
owns
a V
CR
.H
e be
long
s to
a b
and.
The
sui
tcas
e be
long
s to
me.
He
will
rec
eive
a g
ift.
She
get
s to
kee
p th
e do
g.
It is
my
youn
ger
brot
her's
hou
se.
It is
his
old
er s
iste
r's s
on.
It's
his
hole
.It
is o
ur fa
ther
's b
ed.
It is
you
r te
ache
r's c
hair.
My
mom
and
I.B
oys
and
girls
.T
he k
ids
as w
ell a
s th
eir
mot
hers
.It
is d
ry b
ut it
is n
ot d
one.
Mon
tana
is a
lso
com
ing.
I can
not g
o ei
ther
.
We
are
goin
g to
geth
er.
59
Kin
noon
a ot
oksi
na.
Ann
a K
itais
sksi
nim
etso
oka
osoO
paits
isa.
Nik
siss
ta k
ii ni
isto
wa.
Sah
kom
aapi
iksi
kai
ya a
'kiik
owai
ksi.
Pok
aiks
i kii
oksi
ssto
waa
wai
ksi.
Aka
ihki
tsiiw
ain
o'ks
awom
aiks
isst
siiw
a.A
msk
aapi
pika
niak
ohka
ttoito
'yaa
wa.
Nim
aata
'koh
kotto
hpo°
-ki
iyoh
paat
siks
i.kk
ilom
anis
stoo
lpa.
eJ,)
Incl
usio
n an
d E
xclu
sion
:
Div
isio
ns O
ne a
nd T
wo
Ihpo
kaap
aiss
iimiiw
a ok
siss
tsi.
Maa
tots
ikih
tsaa
wa
aam
o pa
nim
maa
na.
Maa
tohp
okoo
miiw
aiks
aaw
ayi.
Ihki
naaw
aaw
ahka
ayaa
wa
kaak
itsits
skita
yiw
a po
okai
ks.
Iiata
iks
nohk
atts
itsin
ohko
yii'y
aaw
arn
ikas
ini.
Aak
iiks
nohk
atta
waa
wah
kayi
.
Cau
se a
nd R
easo
n:
Tsk
a iih
taik
ihki
ni'ta
kiw
a?ok
siss
tsi.
(Iih
t)ot
akan
ohss
i.Iih
tais
ista
sski
aaki
wa
otom
oots
akih
sibi
ngo.
Effe
ct:
Oto
mai
ssko
isi i
ihts
istt
siis
tom
iwa.
Otil
nois
sayi
ihts
ii'ta
amss
iwa.
Pur
pose
:
Ihts
issk
sipi
ssts
iwa
aopi
ssi
maa
hkits
iihts
issa
yi.
Ihfs
itsst
siw
a ka
toyi
ssi
aah
kota
isok
siks
imss
taos
i.
Con
ditio
n:
She
is w
ith h
er m
om.
It is
tann
ed w
ithou
t soa
king
.
The
y le
ft w
ithou
t him
.T
hey
all p
laye
d/w
alke
d ex
cept
the
child
ren.
Dog
s al
so s
hare
d th
e ki
ll.
Ihpo
lapa
issi
miw
a ok
siss
tsi.
Mat
oots
ikss
tsaa
wa
aam
opa
ninn
aksi
na.
Mat
ohpo
kem
iiwai
ksaa
way
i.Ih
kana
waa
wah
kaay
aaw
akA
ksa'
ohpo
'kiiy
6 ni
iksi
poo
kaik
si.
Imita
iksi
nohk
atts
itsin
ohko
'yiiy
aaw
ahi'n
ikks
ini.
A'k
iiksi
noh
katta
waa
wah
kaay
aaw
Wom
en p
lay
too.
Why
is h
e sa
d?B
ecau
se h
e m
isse
s hi
s m
om.
Bec
ause
he
hurt
him
self.
The
rea
son
he s
mile
s is
that
he
won
at b
ingo
.
Bec
ause
he
ate
so m
uch
he is
sic
k.B
ecau
se h
e sa
w h
er, s
he w
as h
appy
....
Mai
kaik
kihk
ini`t
akiiw
a?A
issk
sino
yiiw
a ok
siss
ta.
Ota
kaan
ohsi
.Ih
tais
ists
ikss
aaki
iwa
otom
otsa
aksi
ots
ikah
tsin
i.
Ots
skoo
ysi i
htsi
stsi
isto
miiw
a.O
tsin
eahs
i iht
si'ta
amsi
iwa.
He
tied
the
rope
to s
ecur
e it.
The
pur
pose
of t
he s
wee
t gra
ss is
to p
urify
our
thou
ghts
.
Ikam
itapo
inik
i nita
ksip
assk
aa.
If I g
o (t
hen)
I w
ill d
ance
.Ik
amss
oota
asi a
akita
hkia
paop
ao'p
.
1
Ihts
issk
sipi
stsi
iwa
otep
iimi
mah
kots
isst
sisa
.A
arne
yi s
apat
sim
oiih
taw
aam
ato'
siim
o'pa
ahko
htso
kaik
sim
'sst
o'pa
.
Ikka
mita
poin
iki n
itatk
ihpi
.If
it ra
ins
then
we
will
sta
y ho
me.
Ikka
mso
otas
i ilk
itahk
ayo'
pa.
60
Foc
ussi
ng:
Kiy
aam
osts
i kah
tsaa
tsiis
tsi?
Wha
t abo
ut th
e ca
rds'
)
Nits
staa
naa
hkoh
tsii'
poyi
si p
i'iki
hsiik
s.I w
ant t
o ta
lk a
bout
bird
s.
Nik
aaks
staa
naa
hkok
sisa
waa
tahs
iI o
nly
wan
t to
visi
t gra
ndm
othe
r,na
aVsa
, niik
si m
atts
tsik
iksi
not t
he o
ther
s.m
aato
htsi
kio'
pa.
61
Aks
ikih
tsi'p
a aa
mos
tsi
kaht
sa'ts
iists
i?N
itssi
ikst
a na
hkoh
tsrp
oisi
pi'k
siik
si.
Nik
aaks
tana
hkito
ksis
awa'
tahs
i naa
hsa.
CU
LTU
RA
L C
OM
PO
NE
NT
EC
S a
nd D
ivis
ion
One
(G
rade
s 1
- 3)
1.T
radi
tiona
l Cul
ture
The
focu
s of
the
trad
ition
al c
ultu
ral c
onte
nt fo
r E
CS
thro
ugh
Gra
de 3
is to
be
the
fam
ily a
nd th
e tr
aditi
onal
act
iviti
es o
fth
e fa
mily
mem
bers
. Lon
g ag
o, th
e fa
mily
was
mor
e th
an ju
st th
e m
othe
r, fa
ther
and
thei
r ch
ildre
n. T
he fa
mily
con
sist
edof
the
gran
dpar
ents
, aun
ts, u
ncle
s an
d co
usin
s to
o.O
ften,
all
the
peop
le li
ving
toge
ther
in th
e sm
alle
r ca
mps
wer
ere
late
d; th
us, a
cam
p liv
ing
and
wor
king
toge
ther
wou
ld b
e a
fam
ily. K
inde
rgar
ten
stud
ents
can
beg
in w
ith b
road
cate
gorie
s su
ch a
s te
achi
ng fa
mily
mem
bers
, and
maj
or a
ctiv
ities
. Tea
ch m
ore
deta
ils a
s ea
ch y
ear
pass
es.
The
follo
win
g ar
e ex
ampl
es o
nly.
Cam
p M
embe
rs
Gra
ndfa
ther
:Gra
ndm
othe
r (E
lder
)
Fat
her
Unc
le (
men
)
Mot
her'A
unt (
wom
en)
Item
s ap
prop
riate
to e
ach
com
mun
ity m
ay b
e ad
ded
or s
olos
titut
ed.
Cam
p R
oses
givi
ng a
dvic
est
oryt
ellin
g/te
achi
ng a
bout
Mot
her
Nat
ure,
ani
mal
cha
ract
eris
tics
and
less
ons
for
daily
livi
ngna
me
givi
ngot
her
com
mon
spi
ritua
l act
iviti
es a
nd g
uida
nce
such
as
pray
ers
stor
ytel
ling/
teac
hing
abo
ut M
othe
r N
atur
e, a
nim
al c
hara
cter
istic
san
d le
sson
s fo
r da
ily li
ving
nam
e gi
ving
othe
r co
mm
on s
pirit
ual a
ctiv
ities
and
gui
danc
e su
ch a
s pr
ayer
shu
ntin
g: v
ario
us a
nim
al n
ames
; ani
mal
hab
its; h
untin
gte
chni
ques
; sto
ne/b
one
tool
s, w
eapo
ns a
nd h
ide
rope
s; s
easo
ns;
geog
raph
y; p
lace
nam
essh
elte
r: k
inds
and
mat
eria
ls u
sed
raid
ing
and
war
fare
with
oth
er tr
ibes
: ear
ning
rig
hts
to b
ecom
e a
war
rior
basi
c co
okin
g sk
ill:
for
hunt
ing
expe
ditio
nsgu
idin
g bo
ys in
to m
anho
od
food
: kin
ds o
f mea
t; ki
nds
of r
oots
, ber
ries,
wild
veg
etab
les,
herb
s, s
eeds
, pla
nts;
pre
para
tion
of fo
od a
nd s
tone
/bon
e to
ols
for
prep
arat
ion;
way
s of
coo
king
; dry
ing
62I
3:i
Old
er B
roth
ers
and
Sis
ters
/Cou
sins
(you
ng a
dults
)
You
nger
Bro
ther
s an
d S
iste
rs/C
ousi
ns(c
hild
ren
and
babi
es)
Tog
ethe
r (a
ll ca
mp
mem
bers
)
Gat
herin
gs (
man
y di
ffere
nt c
amps
)
.hi
des:
tann
ing;
thin
gs h
ides
wer
e us
ed fo
r (s
inew
,se
win
g,sh
apin
g co
ntai
ners
from
fres
h ra
whi
des,
clo
thin
g, ti
pi c
over
ing)
.do
mes
tic o
bjec
ts: b
ags,
bas
kets
, cer
amic
pot
s an
d m
ats;
poun
ding
tool
s, c
uttin
g to
ols;
dry
ing
rack
sm
edic
ine:
ingr
edie
nts
and
rem
edie
s.
fires
:to
ols
for
star
ting
and
fuel
(w
ood,
gra
ss, b
ark,
sto
nes
and
fung
us)
.sh
elte
r: s
ettin
g up
, ten
ding
the
tipi f
ire; f
loor
.he
lpin
g an
d le
arni
ng fr
om E
lder
s, a
unts
and
unc
les:
lear
ning
surv
ival
ski
lls, h
untin
g, s
ewin
g, b
uild
ing
shel
ters
and
pre
parin
gfo
odre
spec
t: be
havi
our
and
attit
udes
tow
ard
Eld
ers
and
adul
ts.
rites
of p
assa
ge in
to a
dulth
ood:
app
rent
icin
g w
ith e
xper
ienc
edw
arrio
rs
liste
ning
and
lear
ning
imita
ting
adul
( ro
les:
bas
ic s
urvi
val s
kills
.pl
ayin
g: to
ys (
bow
and
arr
ow, m
oss
bags
); g
ames
sing
ing
help
ing:
fetc
hing
fire
woo
d; c
lean
ing;
pic
king
ber
ries;
her
bs,
plan
ts; c
arin
g fo
r ba
bies
youn
g gi
rls w
ith w
omen
: man
ners
, coo
king
, sew
ing,
cle
anin
gyo
ung
boys
with
men
: man
ners
, hun
ting,
sto
ryte
lling
, dan
cing
and
sing
ing
.tr
avel
ling:
sea
sons
and
met
hods
of t
rave
l; ra
fts, d
og s
leds
, sno
wsh
oes,
dog
, tra
vois
, moc
casi
ns. c
amp:
par
ts o
f the
cam
p; w
ho d
oes
wha
t; se
quen
ce o
f mak
ing
or ta
king
dow
n ov
erni
ght c
amps
; kin
ds o
f she
lter
gam
es a
nd p
lay
seas
ons
for
gath
erin
gs (
sum
mer
cam
p, w
inte
r ca
mp)
cam
ping
by
clan
; mem
bers
hip/
rela
tives
; vis
iting
.w
inte
r an
d su
mm
er d
ance
s, d
rum
min
g an
d so
ngs
63
1"
2.Le
gend
s
The
follo
win
g lis
t pro
vide
s ex
ampl
es o
f the
kin
dsof
lege
nds
that
cou
ld b
e us
ed in
teac
hing
the
Bla
ckfo
ot la
ngua
ge to
Div
isio
n O
ne s
tude
nts.
The
lang
uage
teac
hers
, in
cons
ulta
tion
with
Eld
ers
and
reso
urce
peo
ple,
will
be
the
ones
to
deci
de w
hich
lege
nds
are
suita
ble.
It is
sug
gest
ed th
at th
e st
uden
ts in
Div
isio
nO
ne b
e ex
pose
d to
a m
inim
um o
f thr
ee
lege
nds
per
year
, with
the
poss
ibili
ty th
at s
ome
lege
nds
will
be
repe
ated
in la
ter
grad
es w
ith g
reat
erco
mpl
exity
.
Bla
ckfo
ot le
gend
s w
idel
y kn
own
to a
ll fo
ur d
iale
cts
inth
e B
lack
foot
lang
uage
:
Naa
pii a
nd th
e R
ock
Naa
pii a
nd th
e M
ice
.N
laap
ii's
Rac
e w
ith C
oyot
eN
aapi
i and
the
Gop
hers
.N
aapi
rs E
yes
Naa
pii a
nd th
e B
ullb
errie
sS
carf
ace.
3.D
aily
Rou
tine
Dai
ly r
outin
es o
f you
ng c
hild
ren
will
rev
olve
aro
und
thei
r m
othe
rs, s
iste
rs a
nd b
roth
ers
and
the
hom
e.It
wou
ld b
e he
lpfu
l
if th
e te
ache
rs li
sten
ed a
nd w
atch
ed th
eir
stud
ents
car
eful
ly to
see
wha
t act
iviti
es a
nd in
tere
sts
wer
em
ost c
omm
on.
The
se to
pics
cou
ld th
en b
e in
corp
orat
ed u
nder
"ho
me"
or
"sch
ool."
Act
iviti
es a
nd to
pics
cho
sen
for
the
daily
rou
tine
shou
ld b
e ap
prop
riate
to th
e se
ason
. For
exa
mpl
e,w
hen
scho
ol s
tart
s, a
poss
ible
them
e w
ould
be
"My
Sch
ool a
nd M
yT
each
er."
As
win
ter
sets
in, p
ossi
ble
them
es w
ould
be
"Ska
ting"
or
"Hoc
key.
"
The
follo
win
g ar
e ex
ampl
es. T
each
ers
and
curr
icul
umde
velo
pers
sho
uld
add
or s
ubst
itute
as
they
see
fit.
Hom
e
my
hous
eea
ting
hous
ecle
anin
gsl
eepi
ngch
ores
stor
ytel
ling
play
ing
indo
ors:
list
enin
g to
mus
ic, w
atch
ing
TV
,ga
mes
, vis
iting
, pre
tend
ing
(hou
se,
He-
Man
)pl
ayin
g ou
tdoo
rs: s
katin
g, h
untin
g go
pher
s, g
ames
Sch
ool
befo
re s
choo
l: rid
ing
the
bus;
pre
parin
g lu
nch
abou
t sch
ool:
star
ting
a ne
w s
choo
l yea
r; w
hich
sch
ool,
teac
her
and
grad
e;cl
assm
ates
;re
cess
;lu
nch
hour
;sc
hool
act
iviti
es; f
ield
trip
s; s
port
s da
ys; o
utdo
or e
duca
tion
.af
ter
scho
ol: c
hore
s, g
ames
64
4.C
onte
mpo
rary
Bla
ckfo
ot E
vent
s an
d Li
fest
yles
If th
e st
uden
ts d
o no
t hav
e th
e op
port
unity
to b
e in
volv
ed in
the
follo
win
g ev
ents
with
thei
r 'a
miti
es, t
he s
choo
l sho
uld
try
toin
volv
e th
e st
uden
ts b
y ei
ther
brin
ging
the
activ
ity in
to th
e sc
hool
or b
y ta
king
the
stud
ents
to th
e ac
tivity
. Som
e of
the
activ
ities
can
sim
ply
be ta
lked
abo
ut a
nd a
ppro
pria
te la
ngua
ge p
ract
iced
in th
e..,
vent
that
the
stud
ent d
oes
get t
opa
rtic
ipat
e in
the
futu
re.
The
follo
win
g lis
t is
min
imal
.T
he te
ache
r is
enc
oura
ged
to e
xpan
d th
e lis
t as
the
loca
lco
mm
unity
dic
tate
s.
For
eac
h ye
ar in
Div
isio
n O
ne, t
he s
tude
nts
shou
ld:
lear
n so
me
basi
c st
eps
in N
ativ
e da
ncin
gbe
invo
lved
in m
akin
g so
me
Nat
ive
craf
tle
arn
som
e ba
sic
surv
ival
ski
lls: f
indi
ng d
irect
ions
, dry
woo
d, a
ndw
ater
; dre
ssin
g w
ound
sbe
com
e fa
mili
ar w
ith p
rayi
ng/g
ivin
g th
anks
Whi
le in
Div
isio
n O
ne, t
he s
tude
nts
shou
ld h
ave
part
icip
ated
at l
east
once
in e
ach
of th
e fo
llow
ing:
cont
empo
rary
hun
ting
and
farm
ing
activ
ity (
whe
ther
don
e by
fam
ily m
embe
rsin
ow
n co
mm
unity
or
by d
ista
nt b
utfa
mili
ar c
omm
uniti
es o
r re
serv
es)
sum
mer
act
iviti
es: s
wim
min
g, c
ampo
uts,
coo
kout
s, h
untin
g, v
isiti
ng r
elat
ives
on th
eir
rese
rve
or a
diff
eren
t res
erve
som
e in
tert
ribal
gat
herin
g: c
ultu
ral e
vent
s; p
ow-w
ow, r
elig
ious
cam
ps; s
port
ing
even
ts: r
odeo
s, h
ocke
y, b
aske
tbal
l,vo
lleyb
all;
prep
arat
ion;
trav
el; m
eetin
g pe
ople
; arr
ivin
g an
d le
avin
g
1 4
,"65
Div
isio
n T
wo
(Gra
des
46)
1.T
radi
tiona
l Cul
ture
The
focu
s of
the
cultu
ral c
onte
nt fo
r G
rade
s 4
thro
ugh
6 is
to b
etr
aditi
onal
cam
p lif
e an
d se
ason
al a
ctiv
ity. I
n th
e da
ysbe
fore
the
arriv
al o
f the
Eur
opea
ns, a
ctiv
ities
wer
e tie
d to
the
seas
ons
rath
er th
an th
e ca
lend
ar. T
he B
lack
foot
peo
ple
wou
ld p
repa
re fo
r or
rea
ct to
the
first
sig
ns o
f eac
h ch
angi
ng s
easo
n.F
or a
ll ac
tiviti
es p
ursu
ed in
eac
h se
ason
ther
e w
asa
reas
on w
hich
cou
ld b
e tr
aced
bac
k to
the
seas
on.
In th
is D
ivis
ion,
the
unit
of s
tudy
sho
uld
alw
ays
be th
e se
ason
rat
her
than
the
activ
ity a
nd, a
s m
uch
as p
ossi
ble,
the
stud
yof
eac
h se
ason
sho
uld
coin
cide
with
the
curr
ent s
easo
n du
ring
the
scho
ol y
ear.
Beg
in in
Gra
de 4
with
a b
road
pic
ture
of
the
cam
p du
ring
each
of t
he s
easo
ns. B
y G
rade
6 m
ore
time
can
be s
pent
with
the
spec
ific
activ
ities
suc
h as
tann
ing,
gath
erin
g fo
od a
nd m
akin
g sh
elte
rs o
r to
ols.
The
follo
win
g lis
t is
prov
ided
as
an e
xam
ple.
Add
ition
s an
d su
btra
ctio
nssh
ould
be
mad
e to
mak
e th
e lis
t app
ropr
iate
for
each
com
mun
ity.
Prim
ary
Sea
sona
l Act
iviti
es.
hunt
ing:
kind
s of
ani
mal
s hu
nted
, whe
re a
nd h
ow th
ey a
rehu
nted
in e
ach
seas
on; t
ools
and
tech
niqu
es; l
ocat
ions
for
each
seas
onsu
rviv
al s
kills
dur
ing
the
diffe
rent
sea
sons
.ga
ther
ing
food
and
med
icin
e: b
ark,
ber
ries,
fung
us, l
eave
s,pl
ants
, nut
s, a
nd r
oot g
athe
ring
in s
prin
g, s
umm
er, a
nd fa
ll.
food
pre
para
tion:
met
hods
of p
repa
ring
food
in e
ach
seas
on.
sine
w a
nd h
ides
:dr
essi
ng a
nd ta
nnin
g hi
des;
mak
ing
sine
ws
and
rope
s; s
ewin
g cl
othi
ng.
mak
ing
ston
e/bo
ne to
ols
and
wea
pons
: clu
bs, b
ow a
nd a
rrow
s,sp
ears
, raw
mat
eria
ls s
uch
as b
irch
and
popu
lar
tree
s, r
ocks
and
bone
s us
ed in
mak
ing
thes
e to
ols
and
wea
pons
.m
akin
g of
dom
estic
obj
ects
: bag
s, b
aske
ts, c
uttin
g to
ols,
dry
ing
rack
s, m
ats,
pitc
h fo
rks,
cer
amic
pot
s, s
tone
/bon
e po
undi
ngto
ols,
rak
es a
nd s
oap;
raw
mat
eria
ls u
sed
in m
akin
g th
ese
obje
cts
carin
g fo
r do
mes
tic a
nim
als:
dog
str
avel
ling:
can
oes,
raf
ts, s
now
sho
es, d
og s
leds
, dog
trav
ois,
raw
mat
eria
ls u
se to
mak
e tr
avel
ing
devi
ces;
met
hods
of t
rave
l,tr
avel
rou
tes
.sh
elte
r: m
akin
g an
d te
ndin
g to
she
lter
in tr
avel
and
in c
amp
66
Soc
ializ
ing
and
Spi
ritua
l Life
Tra
vel,
Ter
ritor
y, L
and
2.Le
gend
s
gath
erin
gs: d
iffer
ent c
amp
grou
ps d
urin
g th
e di
ffere
nt s
easo
ns,
espe
cial
ly s
prin
g, s
umm
er a
nd fa
ll;lo
catio
n of
gat
herin
gs;
purp
ose
of g
athe
rings
; spe
cial
act
iviti
es s
uch
as c
erem
onie
s,rit
uals
, and
gam
esle
gend
s an
d st
oryt
ellin
gse
ason
al c
erem
onie
s an
d rit
uals
(Loc
al E
lder
s sh
ould
dec
ide
how
muc
h sh
ould
be
taug
ht in
sch
ools
.)si
ngin
g an
d da
ncin
g:sp
ecia
l son
gs a
nd d
ance
s, r
ecre
atio
nal
song
s an
d da
nces
gam
es a
nd p
lay
.lo
catio
n of
Con
fede
racy
.tr
ibes
: whi
ch tr
ibes
, pur
pose
for
form
ing
Con
fede
racy
.lo
catio
n of
ene
my
trib
es: r
aidi
ng a
nd w
arrin
g w
ith e
nem
y tr
ibes
,te
rrito
ry o
f ene
my
trib
es.
allia
nces
: ado
ptio
n, m
arria
ge, k
insh
ip.
rela
tions
hip
with
terr
itory
The
follo
win
g lis
t pro
vide
s ex
ampl
es o
f the
kin
ds o
f leg
ends
that
cou
ld b
e us
ed in
teac
hing
the
Bla
ckfo
ot la
ngua
ge to
stud
ents
in D
ivis
ion
Tw
o. T
he la
ngua
ge te
ache
rs, i
n co
nsul
tatio
n w
ith E
lder
s an
d re
sour
ce p
eopl
e, w
ill b
e th
e on
es to
deci
de w
hich
lege
nds
are
suita
ble.
It is
sug
gest
ed th
at s
tude
nts
in D
ivis
ion
Tw
o be
exp
osed
to a
min
imum
of t
hree
lege
nds
per
scho
olye
ar, o
r fiv
e if
the
stud
ents
are
rea
ding
in th
e B
lack
foot
lang
uage
.
Bla
ckfo
ot le
gend
s w
idel
y kn
own
to a
ll fo
ur d
iale
cts
in th
e B
lack
foot
lang
uage
:
.N
laap
ii an
d th
e R
ock
.N
laap
ii an
d th
e M
ice
.N
laap
ii's
Rac
e w
ith C
oyot
e.
Nla
apii
and
the
Gop
hers
.N
aapi
i's E
yes
.N
aapi
i and
the
Bul
lber
ries
Sca
rfac
e.
67
3.D
aily
Rou
tine
The
dai
ly r
outin
es o
f stu
dent
s ag
ed 9
, 10
and
11 w
ill in
volv
e le
ss ti
me
with
thei
r pa
rent
san
d m
ore
with
thei
r fr
iend
s, b
utth
ey w
illst
ill b
e ve
ry m
uch
conn
ecte
d to
thei
r ho
mes
.It
wou
ld b
e he
lpfu
l if t
he te
ache
rs li
sten
ed a
nd w
atch
ed th
eir
stud
ents
car
eful
ly to
see
wha
t act
iviti
es a
nd in
tere
sts
wer
e m
ost c
omm
on. T
hese
topi
csco
uld
then
be
inco
rpor
ated
unde
r "h
ome"
or
"sch
ool."
Incl
ude
each
topi
c du
ring
an a
ppro
pria
te ti
me
of th
e sc
hool
yea
r.
Hom
eS
choo
l
abou
t the
hou
se (
only
to G
rade
5)
inte
ract
ion
with
old
er a
nd y
oung
er b
roth
ers
and
sist
ers
(pla
ying
, bos
sing
, obe
ying
and
war
ning
)du
ring
diffe
rent
par
ts o
f the
day
gath
erin
gs a
t hom
e su
ch a
s ba
rbeq
ues
and
rela
tives
vis
iting
favo
rite
tele
visi
on p
rogr
ams
and
vide
osvi
sitin
g ho
mes
of o
ther
s, r
elat
ives
, and
frie
nds
inte
ract
ions
with
par
ents
, aun
ts, u
ncle
s, a
nd E
lder
spr
ayer
s
4. C
onte
mpo
rary
Bla
ckfo
ot E
vent
s an
d Li
fest
yles
befo
re s
choo
l act
iviti
esab
out
the
scho
ol:
new
sch
ool
year
;w
hich
scho
ol,
teac
her,
cla
ssm
ates
and
gra
de; l
unch
; sch
ool a
ctiv
ities
-sp
orts
day
s, a
war
ds d
ays,
ope
n ho
use,
out
door
edu
catio
n,to
urna
men
ts, d
ance
s, a
nd fi
eld
trip
saf
ter
scho
ol a
ctiv
ities
: int
ram
ural
s, g
ames
, goi
ng to
the
stor
e an
d ch
ores
If th
e st
uden
ts d
o no
t hav
e th
e op
port
unity
to b
e in
volv
ed in
the
follo
win
g ev
ents
with
thei
r fa
mili
es,
the
scho
ol s
houl
d tr
y to
invo
lve
the
stud
ents
by
eith
er b
ringi
ng th
e ac
tivity
into
the
scho
ol o
r ta
king
the
stud
ents
to th
e ac
tivity
.S
ome
of th
eac
tiviti
es c
an s
impl
y be
talk
ed a
bout
and
app
ropr
iate
lang
uage
pra
ctic
ed in
the
even
t tha
t the
stu
dent
doe
s ge
t to
part
icip
ate
in th
e fu
ture
.T
he fo
llow
ing
list i
s m
inim
al.
The
teac
her
is e
ncou
rage
d to
exp
and
the
list a
s th
e lo
cal
com
mun
ity d
icta
tes.
For
eac
h ye
ar in
Div
isio
n T
wo
the
stud
ents
sho
uld:
be in
volv
ed in
, and
giv
en a
n un
ders
tand
ing
of, a
Bla
ckfo
ot c
erem
ony
lear
n dr
umm
ing,
sin
ging
and
dan
cing
have
som
e ex
perie
nce
with
mak
ing
Nat
ive
craf
ts: b
eddi
ng, s
hiel
d m
akin
g, ta
nnin
g an
d se
win
gle
arn
incr
easi
ngly
mor
e de
man
ding
sur
viva
l ski
lls fo
r th
e pr
airie
or
fore
st
Whi
le in
Div
isio
n T
wo,
the
stud
ents
sha
ll ha
ve p
artic
ipat
ed a
t lea
st o
nce
in e
ach
of th
e fo
llow
ing:
cont
empo
rary
hun
ting
and
farm
ing
sum
mer
act
iviti
es: s
wim
min
g, c
amp-
outs
, bar
bequ
es, v
isiti
ng r
elat
ives
on
thei
r re
serv
e or
adi
ffere
nt r
eser
veso
me
inte
rtrib
al g
athe
ring
(pow
-wow
s, c
ultu
ral c
amps
, rod
eos,
spo
rtin
gev
ent)
incl
udin
g pr
epar
atio
ns, t
rave
l, ar
rivin
gan
d se
tting
up,
mee
ting
peop
le, s
peci
al e
vent
s, a
nd le
avin
gta
u_68
Div
isio
n T
hree
(G
rade
s 7
- 9)
1.T
radi
tiona
l Cul
ture
The
focu
s of
the
trad
ition
al c
ultu
ral c
onte
nt fo
r G
rade
s 7
thro
ugh
9 is
to b
e th
e "c
once
pt."
In D
ivis
ion
One
, the
focu
s w
ason
"w
ho"
did
thin
gs.
In D
ivis
ion
Tw
o, th
e fo
cus
was
on
"whe
n" th
ings
wer
e do
ne.
In D
ivis
ion
Thr
ee, t
he fo
cus
is to
be
"why
" th
ings
wer
e do
ne a
s th
ey w
ere.
At t
his
age,
stu
dent
s ar
e st
ill v
ery
muc
h in
nee
d of
con
cret
e ex
perie
nces
. The
focu
s up
on c
once
pts
does
not
mea
n th
atth
e st
uden
ts s
houl
d st
op h
avin
g ha
nds-
on e
xper
ienc
es.
It si
mpl
y m
eans
that
mor
e em
phas
is s
houl
d be
pla
ced
upon
unde
rsta
ndin
g th
e cu
lture
than
sim
ply
bein
g ab
le to
des
crib
e it.
Dis
cuss
ing
idea
s co
mpl
etel
y in
the
abst
ract
will
not
be
anef
fect
ive
way
to te
ach
abou
t the
trad
ition
al B
lack
foot
cul
ture
.
The
follo
win
g lis
t of c
once
pts
is w
hat s
houl
d be
taug
ht in
Div
isio
n T
hree
.T
each
ers
and
curr
icul
um d
evel
oper
s ar
een
cour
aged
to a
dd to
the
list s
o as
to m
ake
the
prog
ram
mor
e su
ited
to th
e co
mm
unity
.T
he c
once
pts
are
not i
n a
pres
crib
ed o
rder
.
Con
serv
ing
Nat
ure
Cer
emon
ies
and
Ritu
als
resp
ect f
or n
atur
e an
d pe
ople
surv
ival
dep
ende
nt u
pon
know
ledg
e of
nat
ure
and
wor
king
with
itra
ther
than
aga
inst
itlit
tle w
asta
ge o
f gam
e, a
ll pa
rts
cons
umed
or
used
.le
avin
g na
ture
as
it w
as fo
und
so a
s to
allo
w it
to r
enew
itse
lfno
t hun
ting
gam
e w
ith d
epen
dent
you
ng.
hunt
ing
only
whe
n fo
od w
as r
equi
red
and
neve
r m
ore
than
requ
ired
Eld
ers
in e
ach
com
mun
ity m
ust b
e co
nsul
ted
to d
eter
min
eho
w m
uch
can
be d
ealt
with
in th
e sc
hool
not c
alen
dar
year
but
per
ceiv
ed s
easo
nal c
hang
es in
nat
ure
whi
ch d
eter
min
ed w
hen
cert
ain
cere
mon
ies
wer
e to
occ
urm
eani
ng a
nd p
urpo
se o
f cer
emon
ies
(i.e.
, offe
rings
, sea
sona
lce
rem
onie
s, k
now
ledg
e an
d w
isdo
m s
eeki
ng, s
ongs
, dan
ces,
and
nam
e gi
ving
).
sym
bolis
m o
f art
ifact
s an
d fo
ods
used
trea
ties:
pea
ce a
nd g
over
nmen
t tre
atie
ski
nshi
p: m
arria
ges,
ado
ptio
n
69
Bla
ckfo
ot P
hilo
soph
y an
d S
pirit
ualit
y(E
lder
s m
ust b
e us
ed a
s th
e pr
imar
yre
sour
ce h
ere.
)
belie
fs r
egar
ding
crea
tion
and
man
's r
elat
ions
hip
to M
othe
rE
arth
cycl
e of
life
nega
tive
and
posi
tive
emot
ions
trad
ition
al m
oral
s an
d va
lues
min
d, b
ody
and
spiri
tsy
mbo
ls u
sed
to r
epre
sent
thes
e ab
stra
cts
(circ
les,
col
ors,
num
bers
, tre
e of
life
, tip
i con
cept
)
Land
and
Ter
ritor
yna
ture
of t
radi
tiona
l lan
d us
e an
d th
e co
ncep
t of t
errit
ory
the
trad
ition
al h
untin
g gr
ound
s of
the
Bla
ckfo
otth
e tr
avel
rou
tes
for
hunt
ing
terr
itoria
l bou
ndar
ies
and
how
they
wer
e un
ders
tood
inte
rtrib
ally
inte
rtrib
al tr
ade,
coo
pera
tion,
con
flict
, rai
ding
and
war
fare
impl
icat
ions
of t
radi
tiona
l lan
d us
e in
trea
ties
and
pres
ent l
and
clai
ms
Cam
p R
oles
and
Inte
ract
ions
inte
ract
ions
and
rel
atio
nshi
ps b
etw
een
cam
p m
embe
rsro
le o
f the
Eld
ers
and
chie
fs o
f a c
amp
the
"spe
cial
ists
": s
ewer
s, h
unte
rs a
nd m
edic
ine
mak
ers
educ
atin
g th
e yo
uth:
aun
t-ni
ece
rela
tions
hips
, unc
le-n
ephe
wre
latio
nshi
ps a
nd d
isci
plin
ing
deci
sion
mak
ing:
con
flict
, coo
pera
tion
and
cons
ensu
s
Sea
sona
l Cal
enda
rth
e ro
le o
f the
sea
sons
in d
eter
min
ing
econ
omic
and
spi
ritua
lac
tivity
Gat
herin
gsw
ho w
ould
gat
her;
whe
n, w
here
and
why
they
wou
ld g
athe
r; a
ndw
hat t
hey
wou
ld d
o w
hen
they
gat
here
ddi
stan
t rel
ativ
esdr
umm
ing,
sin
ging
and
dan
cing
hand
gam
esst
oryt
ellin
g
Cha
nge
(with
the
arriv
al o
f the
Eur
opea
ns)
I 3j
trad
ing
econ
omy:
bar
terin
g, fu
r tr
ade,
mon
eyse
ttler
s: w
ho w
ere
they
, whe
re d
id th
ey s
ettle
, wha
t im
pact
did
they
mak
ego
vern
men
t tre
atie
s: w
hat a
re th
ey, w
hy w
ere
they
mad
e, w
hen
wer
e th
ey m
ade,
impa
ct o
f tre
atie
s on
Indi
an w
ays
oflif
e,go
vern
men
t obl
igat
ions
70
Life
Cyc
les
Tec
hnol
ogy/
Mat
eria
l Cul
ture
Diff
eren
ces
in N
ativ
e C
ultu
res
2.Le
gend
s
chan
ges
in a
life
time,
from
birt
h to
dea
thph
ases
.rit
es o
f pas
sage
into
adu
lthoo
d
pers
onal
ado
rnm
ent a
nd c
loth
ing
hide
s: s
inew
s an
d ro
pes
shel
ter
dom
estic
obj
ects
and
sto
ne/b
one
tool
s. w
eapo
ns.
mus
ical
inst
rum
ents
suc
h as
dru
ms,
rat
tles
and
whi
stle
str
avel
.m
edic
ine
.fo
od p
rese
rvat
ion
and
prep
arat
ion
the
mat
eria
l cul
ture
(in
ord
er to
app
reci
ate
the
tech
nolo
gy a
ndth
e sc
ient
ific
unde
rsta
ndin
gs b
ehin
d it)
com
paris
on o
f diff
eren
t Nat
ive
cultu
res
as to
bel
iefs
, leg
ends
,te
rrito
ry, l
angu
age,
food
, rec
reat
ion,
dan
ce a
nd s
ong
In D
ivis
ion
Thr
ee, a
n at
tem
pt s
houl
d be
mad
e to
stu
dy r
egio
nal l
egen
ds a
t mor
e de
pth
than
in th
e pr
evio
us g
rade
s an
dal
so to
com
pare
lege
nds
acro
ss N
ativ
e cu
lture
s. T
he fo
llow
ing
list p
rovi
des
exam
ples
of t
he k
inds
of l
egen
ds w
hich
coul
d be
sel
ecte
d in
Div
isio
n T
hree
to te
ach
the
Bla
ckfo
ot la
ngua
ge. T
he la
ngua
ge te
ache
rs, i
n co
nsul
tatio
n w
ith E
lder
san
d re
sour
ce p
eopl
e, w
ill b
e th
e on
es to
dec
ide
whi
ch le
gend
s sh
ould
be
used
at t
his
leve
l.
It is
sug
gest
ed th
at th
ree
lege
nds
be c
over
ed in
eac
h gr
ade
of D
ivis
ion
Thr
ee a
nd th
at in
Gra
de 9
the
stud
ents
be
expo
sed
to a
t lea
st th
ree
lege
nds
from
diff
eren
t Nat
ive
lang
uage
s.
Bla
ckfo
ot le
gend
s w
idel
y kn
own
to a
ll fo
ur d
iale
cts
in th
e B
lack
foot
lang
uage
:
.N
aapi
i and
the
Roc
k.
Naa
pii a
nd th
e M
ice
.N
aapi
i's R
ace
with
Coy
ote
.N
aapi
i and
the
Gop
hers
.N
aapi
rs E
yes
.N
aapi
i and
the
Bul
lber
ries
.S
carf
ace.
IF
171
5
3.D
aily
Rou
tine
The
daily
rou
tines
of e
arly
ado
lesc
ents
-w
ill in
volv
e m
ostly
thei
r fr
iend
s.T
he p
rimar
y co
ncer
n of
stu
dent
s in
this
age
grou
p is
to b
egin
to u
nder
stan
d th
emse
lves
in r
elat
ion
to o
ther
s an
d in
rel
atio
n to
adu
lts. B
ecau
se th
ey a
re s
o"p
eopl
e"or
ient
ed, t
he d
aily
rou
tines
sec
tion
shou
ld d
eal w
ith to
pics
con
cern
ing
peop
le r
athe
r th
an th
ings
. Whe
n st
udyi
ng S
port
sD
ays,
for
exam
ple,
they
sho
uld
spen
d as
muc
h tim
e as
pos
sibl
e le
arni
ng h
ow to
com
mun
icat
e w
ith th
eir
frie
nds
and
with
teac
hers
or
othe
r ad
ults
rat
her
than
lear
ning
the
nam
es o
f obj
ects
and
rul
es.
The
follo
win
g lis
t of e
xam
ples
can
be
adde
d to
or
subt
ract
ed fr
om to
sui
t the
com
mun
ity.
Hom
eS
choo
l
inte
ract
ion
with
old
er a
nd y
oung
er b
roth
ers
and
sist
ers
inte
ract
ion
with
par
ents
and
old
er r
elat
ives
in th
e ho
me
gath
erin
gs in
the
hom
evi
sitin
g th
e ho
mes
of o
ther
s
4. C
onte
mpo
rary
Bla
ckfo
ot E
vent
s an
d Li
fest
yles
intr
amur
als
.sp
orts
day
saw
ards
day
s.
open
hou
seda
nces
field
trip
s.
afte
r sc
hool
act
iviti
es
If th
e st
uden
ts d
o no
t hav
e th
e op
port
unity
to b
e in
volv
ed h
the
follo
win
g ev
ents
with
thei
r fa
mili
es, t
he s
choo
l sho
uld
try
toin
volv
e th
e st
uden
ts b
y ei
ther
brin
ging
the
activ
ity in
to th
e sc
hool
or
by ta
king
the
stud
ents
to th
e ac
tivity
. Som
e of
the
activ
ities
can
sim
ply
be ta
lked
abo
ut a
nd a
ppro
pria
te la
ngua
ge p
ract
iced
in th
e ev
ent t
hat t
he s
tude
nt d
oes
get t
opa
rtic
ipat
e in
the
futu
re.
The
follo
win
g lis
t is
min
imal
.T
he te
ache
r is
enc
oura
ged
to e
xpan
d th
e lis
t as
the
loca
lco
mm
unity
dic
tate
s.
-For
eac
h ye
ar in
Div
isio
n T
hree
, the
stu
dent
s m
ust:
.be
invo
lved
in s
ome
Bla
ckfo
ot c
erem
ony
and
unde
rsta
nd th
e m
eani
ng b
ehin
d it
lear
n a
new
son
g, d
ance
or
drum
min
gco
mpl
ete
a B
lack
foot
cra
ft.
lear
n su
rviv
al s
kills
whi
ch w
ill e
nabl
e th
e st
uden
t at t
he e
nd o
f Gra
de 9
to s
urvi
ve o
n th
e pr
airie
with
som
e co
nfid
ence
lear
n ab
out t
he v
ario
us o
ccup
atio
ns o
f Nat
ive
peop
le: t
radi
tiona
l, bu
sine
ss, c
leric
al, c
omm
unic
atio
ns, e
duca
tion,
med
ical
, soc
ial a
nd c
omm
unity
ser
vice
s, in
dust
rial t
rade
s an
d fin
e ar
ts
Whi
le in
Div
isio
n T
hree
, the
stu
dent
s m
ust h
ave
part
icip
ated
at l
east
onc
e in
eac
h of
the
follo
win
g:
cont
empo
rary
hun
ting
and
farm
ing
activ
ity
72
.su
mm
er a
ctiv
ities
: sw
imm
ing,
cam
pout
s, b
arbe
ques
, vis
iting
rel
ativ
es o
n th
eir
rese
rves
or
a di
ffere
nt r
eser
veso
me
inte
rtrib
al g
athe
ring:
pow
-wow
s, c
ultu
ral/r
elig
ious
cam
ps, r
odeo
s, s
port
ing
even
ts a
nd a
stu
dy o
f the
diff
eren
ttr
ibes
and
lang
uage
gro
ups
repr
esen
ted
.pr
epar
atio
n fo
r a
mem
oria
l fea
st w
ith a
n un
ders
tand
ing
of th
e m
eani
ngs
behi
nd th
e fo
od
73
1 b
SE
CT
ION
TH
RE
E
11=
111.
1111
116
LAN
GU
AG
EA
ND
LA
NG
UA
GE
DE
VE
LOP
ME
NT
BE
ST
CO
PY
AV
AIL
AB
LElb
SE
CT
ION
TH
RE
E: L
AN
GU
AG
E A
ND
LA
NG
UA
GE
DE
VE
LOP
ME
NT
WH
AT
IS L
AN
GU
AG
E?
Alth
ough
the
term
lang
uage
may
be
appl
ied
to a
nysy
stem
of c
omm
unic
atio
n, in
clud
ing
spee
ch, c
ompu
ter
code
s, n
on-v
erba
l ges
ture
sys
tem
s, a
nd w
ritte
n co
des,
we
will
use
the
term
her
e fo
r th
e un
ique
ly h
uman
sys
tem
of v
erba
l com
mun
icat
ion,
as
wel
l as
writ
ing
whi
chre
pres
ents
it.
Lang
uage
is p
ut to
man
y us
es b
y hu
man
s, a
ll of
whi
ch fi
tun
der
the
rubr
ic o
f "co
mm
unic
atio
n."
We
use
lang
uage
to in
form
, to
ask
for
info
rmat
ion,
to g
et p
eopi
e to
do
thin
gs, t
o ch
astis
e, to
pro
tect
, to
expr
ess
attit
udes
, and
toin
fluen
ce.
Lang
uage
s of
ten
have
par
ticul
ar s
ente
nce
type
s w
hich
are
use
d pr
imar
ily to
car
ry o
ut p
artic
ular
task
s.F
or e
xam
ple,
in E
nglis
h w
e us
e qu
estio
ns to
get
info
rmat
ion
and
com
man
ds to
get
peo
ple
to d
o th
ings
.B
ut w
e ar
e no
t bou
nd b
y th
ese
form
s; "
I wis
h I k
new
the
time"
is a
sta
tem
ent,
but i
t can
elic
it th
e sa
me
resp
onse
as "
Wha
t t'-n
e is
it?"
if yo
ur a
ddre
ssee
is c
oope
rativ
e.S
imila
rity,
"C
an y
ou c
lose
the
door
?" is
a q
uest
ion,
but
can
get t
hat s
ame
coop
erat
ive
addr
esse
e to
clo
se th
edo
or a
s th
e co
mm
and,
"C
lose
the
door
."
Lang
uage
is v
ery
impo
rtan
t to
a so
ciet
y.It
is, p
erha
psou
r m
ain
tool
for
esta
blis
hing
and
mai
ntai
ning
soc
ial
rela
tions
hips
.
Lang
uage
is a
n es
sent
ial p
art o
f a p
eopl
e's
cultu
re a
sw
ell a
s a
sym
bol o
f the
ir id
entit
y. A
nd b
ecau
se d
iffer
ent
lang
uage
s di
vide
up
real
ity d
iffer
ently
, a la
ngua
ge c
anin
fluen
ce th
e w
orld
vie
w o
f its
spe
aker
s.
Lang
uage
exh
ibits
var
iatio
n; it
has
reg
iona
l dia
lect
s. T
heB
lack
foot
lang
uage
has
four
:B
lood
, Sik
sika
, Pei
gan
and
Bla
ckfe
et.
The
re a
re a
lso
soci
al d
iale
cts
and
styl
es; a
good
spe
aker
of a
ny la
ngua
ge is
abl
e to
sel
ect t
he
1 6
J77
appr
opria
te g
ram
mat
ical
str
uctu
res
and
voca
bula
ry fo
rth
e co
nver
satio
nal s
ituat
ion
at h
and.
The
re is
als
ova
riatio
n fr
om fa
mily
to fa
mily
, and
eve
n fr
om in
divi
dual
toin
divi
dual
.
Wha
t is
Lang
uage
Pro
ficie
ncy?
Itsh
ould
be
clea
r fr
om th
e pr
evio
us s
ectio
n th
at a
prof
icie
nt u
ser
of a
lang
uage
will
be
able
to p
ut it
to th
eus
es d
escr
ibed
ther
e, in
clud
ing
bein
g ab
le to
mak
eco
rrec
t cho
ices
of v
ocab
ular
y an
d st
ruct
ure
depe
ndin
gup
on th
e si
tuat
ion
at h
and.
Thi
s in
clud
es n
ot o
nly
choo
sing
the
corr
ect s
tyle
, but
bei
ng a
ble
to c
hoos
e th
ebe
st s
ente
nce
type
for
achi
evin
g th
e de
sire
d ta
sk.
For
exam
ple,
"C
an y
ou c
lose
the
door
?" w
ould
pro
babl
y be
the
best
way
to g
et a
res
pect
ed fr
iend
to c
lose
the
door
,in
stea
d of
a d
irect
com
man
d. T
his
appr
oach
leav
es th
ead
dres
see
the
optio
n of
taki
ngit
as a
que
stio
n ra
ther
than
a r
eque
st.
How
is L
angu
age
Acq
uire
d?
Mos
t com
mon
ly, a
lang
uage
is le
arne
d du
ring
the
first
few
yea
rs o
f a c
hild
's li
fe, u
sual
ly a
t hom
e.Ju
st w
hat
inna
te a
bilit
ies
mak
e th
is p
ossi
ble
are
not c
lear
; and
whe
ther
or
not s
ome
of th
ese
abili
ties
are
uniq
ue to
the
lang
uage
lear
ning
pro
cess
is h
ighl
y co
ntro
vers
ial.
Itis
clea
r th
at c
hild
ren
lear
n th
eir
first
lang
uage
or
lang
uage
sra
pidl
y, w
ithlit
tleor
no
inst
ruct
ion,
as
they
are
"imm
erse
d" in
it.
Afte
r th
e fir
st fe
w y
ears
hav
e pa
ssed
, how
ever
,it
beco
mes
incr
easi
ngly
diff
icul
t for
a p
erso
n to
lear
nan
othe
r la
ngua
ge.
Itis
as
ifth
e br
ain
has
alre
ady
acco
mpl
ishe
d a
maj
or ta
sk fo
r w
hich
it is
des
igne
d-
that
I6
of d
evel
opin
g a
neur
olog
ical
net
wor
k w
hich
func
tions
as
wha
t we
call
"kno
win
g a
lang
uage
" -
and
the
long
erth
atne
twor
k fu
nctio
ns, t
he m
ore
diffi
cult
itis
to e
stab
lish
anot
her.
Lear
ning
a la
ngua
ge la
ter
inlif
eis
qui
te a
diffe
rent
task
. "Im
mer
sion
" in
the
lang
uage
may
be th
ebe
st w
ay to
lear
n, b
ut fe
w a
re a
ble
to s
pend
yea
rsin
such
a s
ituat
ion.
Sec
ond
lang
uage
inst
ruct
ion
atte
mpt
s to
add
ress
this
prob
lem
in a
num
ber
of w
ays.
1.C
ontr
astin
g th
e ne
w a
nd th
e ol
d la
ngua
ges
can
help
lang
uage
lear
ners
to le
arn
cons
ciou
sly
wha
t a n
ativ
esp
eake
r ha
s su
bcon
scio
usly
inte
rnal
ized
.T
his
incl
udes
:sp
eech
sou
nds
whi
ch a
re d
iffer
ent;
diffe
rent
rel
atio
nshi
ps b
etw
een
pairs
of s
ound
sin
the
two
lang
uage
s; n
ew g
ram
mat
ical
cate
gorie
s an
ddi
stin
ctio
ns s
uch
as th
e di
ffere
nce
betw
een
"we
-in
clud
ing
you
and
"we
excl
udin
g yo
u"; r
adic
ally
diffe
rent
syn
tact
ic s
truc
ture
s; v
ocab
ular
y sy
stem
sw
hich
div
ide
expe
rienc
e up
qui
te d
iffer
ently
; and
quite
diffe
rent
way
s of
usi
ng la
ngua
ge a
s to
uche
d on
in th
ese
ctio
n on
lang
uage
pro
ficie
ncy.
2.C
aref
ully
des
igne
d dr
ills
can
help
to o
rgan
ize
data
so
the
brai
n ca
n m
ake
the
rele
vant
gen
eral
izat
ions
(i.e
.,"le
arn
the
rule
s"),
eve
n th
ough
the
stud
ent m
ay n
otco
nsci
ousl
y re
cogn
ize
the
rule
s in
volv
ed.
3.S
tude
nts
can
mem
oriz
e us
eful
expr
essi
ons,
sent
ence
s, d
ialo
gues
, and
eve
n st
orie
s.T
hest
ruct
ures
in th
ese
mem
oriz
ed la
ngua
ge "
chun
ks"
can
then
ser
ve a
s m
odel
s fo
r or
igin
al u
ttera
nce
whi
chth
e st
uden
ts n
eed
to p
rodu
ce.
But
thes
e te
chni
ques
will
not
in th
emse
lves
suffi
ce to
prod
uce
prof
icie
nt s
peak
ers.
The
des
igne
r of
ala
ngua
ge p
rogr
am m
ust r
emem
ber
that
like
othe
rco
gniti
ve le
arni
ng, l
earn
ing
a la
ngua
ge is
pro
gres
sive
78
and
deve
lopm
enta
l.Le
arne
rs m
ust n
ot b
e "o
ver-
expo
sed"
to m
ater
ial t
hat i
s to
o fa
r be
yond
thei
r le
vel
ofco
mpe
tenc
e. W
hile
tota
l im
mer
sion
is, a
s w
e ha
ve s
een,
the
natu
ral w
ay fo
r in
fant
s to
lear
n a
lang
uage
,it
can
bede
vast
atin
g fo
r pe
ople
who
are
use
d to
hav
ing
ace
rtai
nst
atus
in th
eir
soci
al g
roup
, esp
ecia
lly in
acl
assr
oom
situ
atio
n.T
hus
lear
ners
mus
t be
expo
sed
to a
t lea
stpa
rtia
lly c
ompr
ehen
sibl
e m
ater
ial,
and
give
n ta
sks
(suc
has
ans
wer
ing
ques
tions
or
othe
rwis
e pa
rtic
ipat
ing
in a
dial
ogue
) th
at th
ey h
ave
a ch
ance
at c
arry
ing
out
succ
essf
ully
.
Cog
nitiv
e le
arni
ngis
mor
e th
orou
gh w
here
itis
acco
mpa
nied
by
uses
of o
ther
sen
ses
and
actio
ns.
The
refo
re, m
ater
ials
sho
uld
be in
trod
uced
in n
atur
al o
r"a
cted
-out
" si
tuat
ions
whe
neve
r pr
actic
al.
Bec
ause
a la
ngua
ge b
elon
gs to
a c
ultu
re, c
ultu
ral
info
rmat
ion
mus
t be
supp
lied
with
the
lang
uage
mat
eria
l,an
d th
e na
tura
lor
con
triv
ed li
ngui
stic
situ
atio
nsm
entio
ned
in th
e pr
eced
ing
para
grap
h sh
ould
mat
ch r
eal
situ
atio
nsin
whi
ch th
e la
ngua
ge is
use
d by
nat
ive
spea
kers
.
Fin
ally
, mos
t peo
ple
who
lear
n a
lang
uage
do
sobe
caus
e th
ey n
eed
or w
ant t
o us
e it;
that
is,
lang
uage
lear
ning
is s
eldo
m a
n en
d in
itse
lf.La
ngua
ge te
achi
ngw
hich
bea
rs th
is in
min
d w
ill, a
s m
uch
as p
ract
ical
,in
volv
e st
uden
ts in
doi
ng th
ings
with
the
lang
uage
. Fro
mth
is p
oint
of v
iew
, stu
dent
s' s
ucce
ss w
ill b
e m
easu
red
prim
arily
by
wha
t the
y ca
n ac
com
plis
h w
ith th
e la
ngua
ge,
rath
er th
an b
y de
tails
of p
ronu
ncia
tion
or g
ram
mat
ical
rule
. Thi
s is
not
to s
ay th
at s
uch
deta
ils a
re u
nim
port
ant,
but r
athe
r th
at th
ey w
ill, t
o a
larg
e ex
tent
, be
corr
ecte
dby
the
stud
ents
them
selv
es a
s th
ey s
triv
e fo
r im
prov
ed c
om-
mun
icat
ion
abili
tyin
the
lang
uage
.T
here
fore
, err
orco
rrec
tion
shou
ld b
e ke
pt to
a m
inim
um, t
o av
oid
impe
ding
the
lear
ning
pro
cess
by
unna
tura
l con
scio
usat
tent
ion
to d
etai
l and
pos
sibl
e di
scou
rage
men
t.
1
DIA
LEC
TS
Ifa
grou
p of
peo
ple
spea
king
a s
ingl
e,re
lativ
ely
hom
ogen
eous
lang
uage
spl
it in
to s
mal
ler
grou
ps, e
ach
sub-
grou
p de
velo
ps it
s ow
n di
alec
t.E
very
livi
ngla
ngua
ge is
slow
ly a
nd s
ubtly
cha
ngin
g, a
nd w
ithin
terr
upte
d co
mm
unic
atio
n be
twee
n gr
oups
of s
peak
ers,
ther
e ar
e ch
ange
s in
the
lang
uage
that
eac
h gr
oup
uses
.T
he r
esul
t is
dial
ect.
Eve
n be
fore
the
Bla
ckfo
ot s
peak
ing
peop
le w
ere
assi
gned
to r
eser
ves,
the
Bla
ckfo
ot tr
ibe
was
mad
e up
of
four
ban
ds:
Sik
sika
(B
lack
foot
), A
pato
hsip
iikan
i (N
orth
Pei
gan)
, Aam
sska
apip
iikan
i (S
outh
Pei
gan)
, and
Kai
nai
(Blo
od).
The
Sou
th P
eiga
n w
ere
in U
.S. t
errit
ory
and
are
now
kno
wn
as th
e B
lack
feet
of M
onta
na. T
he o
ther
thre
eba
nds
are
now
loca
ted
on th
e th
ree
sout
hern
Alb
erta
rese
rves
(B
lack
foot
Res
erve
nea
r G
leic
hen;
Pei
gan
Res
erve
at B
rock
et; a
nd th
e B
lood
Res
erve
nor
th o
fC
ards
ton)
.A
s se
para
te b
ands
, bot
h be
fore
and
dur
ing
the
rese
rve
perio
d, th
ese
grou
ps h
ave
deve
lope
d sl
ight
lydi
ffere
nt d
iale
cts
of th
e B
lack
foot
lang
uage
.T
hese
diffe
renc
es, t
houg
h fe
w a
nd a
lmos
t nev
er c
ausi
ng a
nydi
fficu
ltyin
com
mun
icat
ion,
are
suf
ficie
ntly
wel
l kno
wn
that
spe
aker
s fr
om o
ne r
eser
ve c
an u
sual
ly id
entif
y th
edi
alec
t of a
spe
aker
from
ano
ther
res
erve
, muc
h as
asp
eake
r of
the
Alb
erta
dia
lect
of E
nglis
h ca
n of
ten
reco
gniz
e an
d pi
npoi
nt O
ntar
io s
peec
h.
The
dia
lect
div
isio
ns d
iscu
ssed
so
far
are
mor
e ob
viou
sbe
caus
e th
ey m
atch
up
with
pol
itica
l-geo
grap
hica
ldi
visi
ons;
how
ever
, the
re is
pro
babl
y as
muc
h va
riatio
nw
ithin
eac
h of
thes
e fo
ur g
roup
s as
ther
e is
bet
wee
nth
em.
So
one
coul
d al
so s
peak
of t
he (
sub)
dial
ects
on
the
Blo
od R
eser
ve, f
or e
xam
ple.
Dia
lect
Diff
eren
ces
The
diff
eren
ces
whi
ch d
istin
guis
h di
alec
ts c
an b
e di
vide
din
to th
ree
cate
gorie
s:le
xica
l, gr
amm
atic
al, a
nd p
hono
-lo
gica
l.
Lexi
cal
By
far
the
mos
t pre
vale
nt d
iffer
ence
bet
wee
n di
alec
ts is
lexi
cal,
i.e.,
uses
of d
iffer
ent w
ords
for
the
sam
e re
fere
nt,
or d
iffer
ent m
eani
ngs
assi
gned
to th
e sa
me
wor
d. M
any
of th
ese
invo
lve
wor
ds fo
r ite
ms
whi
ch w
ere
not p
art o
fth
e N
ativ
e cu
lture
, for
exa
mpl
e, it
is n
ot s
urpr
isin
g th
atth
e st
anda
rd w
ord
for
"ice
crea
m"
is d
iffer
ent i
n th
eB
lood
and
Bla
ckfo
ot d
iale
cts:
ssto
nnik
i (lit
:"c
old
milk
")an
d ai
ssto
yi(li
t:"t
hat w
hich
is c
old"
).H
ere
are
mor
eex
ampl
es o
f lex
ical
diff
eren
ces:
.pi
kkia
akss
im
eans
"po
rrid
ge"
on th
e B
lood
Res
erve
,bu
t "gr
ound
bee
f" o
n th
e P
eiga
n R
eser
ve. p
omia
anak
imaa
'tsis
mea
ns "
oil l
amp"
on
the
Blo
odR
eser
ve, b
ut "
cand
le"
on th
e P
eiga
n R
eser
ve. s
amak
inn
mea
ns "
lanc
e/sp
ear"
on
the
Bla
ckfo
otR
eser
ve, b
ut "
larg
e kn
ife"
on th
e B
lood
Res
erve
the
Bla
ckfe
et o
f Mon
tana
cal
l "te
a" a
isoy
oopo
ksiik
imi,
whi
le o
n th
e C
anad
ian
rese
rves
it is
sim
ply
siks
ikim
i.
Gra
mm
atic
al)
Tho
se w
ho s
peak
the
Bla
ckfo
ot r
eser
ve d
iale
ct h
ave
deve
lope
d a
uniq
ue w
ay o
f for
min
g th
e pa
st te
nse
ofve
rbs
whi
ch th
ey u
se in
add
ition
to th
e m
eans
use
d on
the
othe
r re
serv
es. T
hey
add
a pr
efix
na-
, but
onl
y if
no
)The
se d
iffer
ence
s ar
e no
ted
in D
onal
d G
. Fra
ntz
and
Nor
ma
Jean
Rus
sell,
Bla
ckfo
ot D
ictio
nary
of S
tern
s, R
oots
and
Affi
xes
(Tor
onto
: Uni
vers
ity o
f Tor
onto
Pre
ss, 1
989)
.
79
pers
on p
refix
is c
alle
d fo
r.F
or e
xam
ple,
in a
dditi
on to
the
form
iyo'
kaaw
a "h
e sl
ept,"
the
spea
kers
from
the
Bla
ckfo
ot R
eser
ve m
ay a
lso
say
nayo
'kaa
wa
with
the
sam
e m
eani
ng.
The
re is
no
such
alte
rnat
ive
toni
tso'
kaa
"Isl
ept"
; how
ever
, the
pre
fixna
-ca
n oc
cur
only
at t
he b
egin
ning
of a
wor
d, a
nd th
is p
ositi
on is
take
n by
the
pers
on p
refix
nit-
in th
is e
xam
ple.
The
gra
mm
ar o
f diff
eren
t dia
lect
s m
ay a
ssig
n th
e sa
me
Pho
nolo
gica
l2
noun
to d
iffer
ent g
ram
mat
ical
gen
ders
.F
or e
xam
ple,
iitai
sapa
htsi
mao
'p "
asht
ray"
is o
f ani
mat
e ge
nder
on
the
Blo
od R
eser
ve, b
ut o
f ina
nim
ate
gend
er o
n th
eP
eiga
n R
eser
ve.
Eve
n w
ithin
a s
ingl
e re
serv
e w
e fin
d su
ch d
iffer
ence
s:iin
an "
bana
na"
isof
inan
imat
e ge
nder
for
som
esp
eake
rs o
n th
e B
lood
Res
erve
but
of a
nim
ate
gend
erfo
r ot
hers
.
The
re a
re a
t lea
st th
ree
subd
iale
cts
(cal
l the
m A
, B a
nd C
) of
the
Blo
od d
iale
ct w
ith r
egar
d to
the
beha
viou
r of
the
sequ
ence
ih.
For
per
haps
a th
ird o
f spe
aker
s (d
iale
ct A
), th
is s
eque
nce
is a
lway
s re
plac
ed b
y s.
For
the
maj
ority
of
spea
kers
(di
alec
t B),
how
ever
, ih
is r
epla
ced
by s
onl
y if
it is
pre
cede
d or
follo
wed
by
s.F
inal
ly, f
or a
ver
y fe
w s
peak
ers
(dia
lect
C),
ih w
ill r
emai
n as
suc
h ev
en b
efor
e s
in v
ery
care
ful s
peec
h, b
ut is
alw
ays
repl
aced
by
s af
ter
s.
The
se d
iffer
ence
s ca
n be
see
n by
com
parin
g fo
rms
of th
e fo
llow
ing
wor
ds in
the
thre
e di
alec
ts (
the
unde
rlyin
g fo
rm s
how
sth
e m
eani
ngfu
l par
ts o
f the
wor
ds):
unde
rlyin
gA
BC
a +
oki
hkka
'si +
wa
aoks
ka's
iwa
aoki
hka'
siw
aao
kihk
a'si
wa
nini
hki +
hsi
n +
yi
nins
kssi
nini
nihk
ssin
ini
nihk
ihsi
niok
ska'
si +
hsi
n +
yi
oksk
a'ss
sini
oksk
a'ss
sini
oksk
a'ss
sini
Eng
lish
he's
mis
beha
ving
song
runn
ing
A p
heno
men
on w
hich
can
be
said
to d
eter
min
e a
subd
iale
ct o
n th
e B
lack
foot
(S
iksi
ka)
Res
erve
invo
lves
rep
lace
men
t of a
surp
risin
gly
larg
e nu
mbe
r of
long
vow
els
by v
owel
plu
s gl
otta
l sto
p. C
ompa
re th
e fo
llow
ing
wor
ds in
wha
t we
will
cal
lS
iksi
ka s
ubdi
alec
ts A
and
B:
A
aaki
iiwa
nits
inaa
nani
tssp
omm
ooka
ayaa
piiw
a
2lbi
d.
16
BE
nglis
h
a'kf
iwa
nits
ina'
nanf
tssp
omm
o'ka
aya'
piiw
a
80
wom
anIt'
s m
ine.
He
help
ed m
e.H
e se
es.
LIT
ER
AC
Y A
ND
LIT
ER
AC
Y S
KIL
L D
EV
ELO
PM
EN
T
TH
E B
LAC
KF
OO
T A
LPH
AB
ET
The
Bla
ckfo
ot w
ords
and
phr
ases
incl
uded
inth
iscu
rric
ulum
are
tran
scrib
ed in
an
alph
abet
ic s
yste
m w
hich
is b
ased
on
an a
naly
sis
of th
e so
und
syst
em o
f the
lang
uage
. Eac
h le
tter
repr
esen
ts a
dis
tinct
ive
soun
d un
it(c
onso
nant
or
vow
el)
of th
e la
ngua
ge.
Vow
els
The
re a
re th
ree
vow
els,
a, i
and
o.
The
ir ba
sic
soun
dsar
e as
follo
ws:
a so
unds
like
the
a of
Eng
lish
in fa
ther
, exc
ept b
efor
elo
ng c
onso
nant
s (w
ritte
n do
uble
see
belo
w)
whe
re it
ism
ore
like
the
a of
am
ong
or th
e u
of c
ut.
i var
ies
betw
een
the
soun
d of
the
i of p
ique
and
the
iof
sit;
it al
way
s ha
s th
e fo
rmer
sou
nd w
hen
long
(w
ritte
ndo
uble
see
belo
w),
and
alw
ays
has
the
latte
r so
und
whe
n fo
llow
ed b
y a
long
con
sona
nt.
o ha
s a
soun
d ve
ry s
imila
r to
that
of t
he o
in E
nglis
h no
,th
ough
occ
asio
nally
it m
ay s
ound
mor
e lik
e th
e oo
of
boot
.
Dip
htho
ng V
aria
nts
Whe
n vo
wel
s ar
e in
cer
tain
com
bina
tions
, the
res
ulta
ntso
unds
are
not
alw
ays
as o
ne m
ight
exp
ect.
One
suc
h co
mbi
natio
n is
ai, w
hich
rar
ely
has
the
expe
cted
dip
htho
ngal
qua
lity,
but
inst
ead
soun
ds li
ke th
eai
of E
nglis
h in
pai
d be
fore
the
glot
tal s
top
cons
onan
t(s
ee b
elow
), li
ke th
e ai
of s
aid
befo
re lo
ng c
onso
nant
s,an
d lik
e th
e ai
of p
laid
els
ewhe
re.
81
Ano
ther
suc
h co
mbi
natio
n is
ao,
whi
ch s
ound
s lik
e an
am
ade
with
rou
nded
lips
.It
is s
imila
r to
the
aw o
f daw
n in
dial
ects
of E
nglis
h w
hich
pro
noun
ce th
is w
ord
diffe
rent
lyth
an th
ey p
rono
unce
don
.
Con
sona
nts
The
con
sona
nts
are
h, k
, m, n
, p, s
,t,
w, y
and
'.T
heso
unds
they
rep
rese
nt m
ay b
e de
scrib
ed r
ough
ly a
sfo
llow
s:
The
con
sona
nt h
is a
"gu
ttura
l" fr
icat
ive,
muc
h lik
e th
eso
und
of th
e w
ritte
n ch
in G
erm
an. T
he a
ctua
l ton
gue
posi
tion
whi
le p
rono
unci
ng th
is s
ound
is a
ffect
ed b
y th
epr
eced
ing
vow
el.
The
con
sona
nts
k, p
, and
t ar
e m
ade
at th
e sa
me
poin
tof
art
icul
atio
n as
are
the
Eng
lish
cons
onan
ts k
, p, a
nd t.
How
ever
, the
y la
ck th
e pu
ff of
air
whi
ch u
sual
ly fo
llow
sth
ese
cons
onan
ts in
Eng
lish;
con
sequ
ently
they
are
mor
elik
e th
e co
rres
pond
ing
cons
onan
ts in
Fre
nch.
The
cons
onan
ts m
, n, s
, w a
nd y
are
nea
rly id
entic
al to
the
soun
ds u
sual
ly r
epre
sent
ed b
y th
e sa
me
lette
rsin
Eng
lish.
The
con
sona
nt '
[an
apos
trop
he] h
as n
o cl
ose
equi
vale
nt a
mon
g th
e di
stin
ctiv
e so
unds
of E
nglis
h.It
iskn
own
as a
"gl
otta
l sto
p,"
and
is a
n in
terr
uptio
n of
the
air
flow
by
a m
omen
tary
clo
sure
of t
he g
lotti
s (v
ocal
cho
rds)
.E
nglis
h sp
eake
rs g
ener
ally
mak
e th
is s
ame
kind
of s
top
betw
een
the
two
o's
of th
e ex
pres
sion
oh-
oh!.
Leng
th
All
thre
e vo
wel
s an
d al
l con
sona
nts
exce
pt h
and
' oc
cur
in tw
o di
stin
ctiv
e le
ngth
s:sh
ort a
nd lo
ng.
The
long
vers
ions
hav
e ap
prox
imat
ely
twic
e th
e du
ratio
n of
the
shor
t ver
sion
s.
Sho
rt s
ound
s ar
e w
ritte
nsi
ngly
,w
hile
thei
r lo
ngco
unte
rpar
ts a
re w
ritte
n as
dou
ble
lette
rs.
Str
ess
(pitc
h ac
cent
)
Eve
ry v
owel
has
the
pote
ntia
l for
acc
entu
atio
n (h
ighe
rpi
tch
than
adj
acen
t syl
labl
es).
Vow
els
so s
tres
sed
are
unde
rline
d or
mar
ked
by a
n ac
ute
acce
nt'
in th
eB
lack
foot
ort
hogr
aphy
.
Sug
gest
ions
for
Tea
chin
g Li
tera
cy
Giv
en th
e al
phab
etic
al s
yste
m o
utlin
ed a
bove
, the
re is
ano
n-ar
bitr
ary
spel
ling
for
ever
y w
ord
of B
lack
foot
.C
onse
quen
tly, t
he te
achi
ng o
f rea
ding
and
writ
ing
requ
ires
muc
h le
ss ti
me
than
is th
e ca
se fo
r a
lang
uage
with
a la
rgel
y ar
bitr
ary
spel
ling
syst
em s
uch
as E
nglis
h.T
he te
ache
r w
ho c
ontr
ols
the
Bla
ckfo
ot s
ound
sys
tem
(tha
t is,
has
flue
ncy
in B
lack
foot
), c
an te
ach
Bla
ckfo
otre
adin
g an
d w
ritin
g pr
imar
ily b
y te
achi
ng th
e so
unds
: the
lette
r co
rres
pond
ence
s de
scrib
ed a
bove
.T
his
is b
est
done
by
calli
ng a
ttent
ion
first
to th
e ba
sic
soun
d of
eac
hvo
wel
and
then
con
stru
ctin
g a
sylla
ble
char
t of t
he e
ight
cons
onan
ts w
hich
can
occ
ur a
t the
beg
inni
ng o
f asy
llabl
e in
Bla
ckfo
ot.
The
con
sona
nts
h
Vow
els
Syl
labl
e C
hart
vow
els:
and
'
a
alw
ays
follo
w
Con
sona
nts
kka
kiko
mm
am
im
on
nani
nop
papi
posa
siso
tots
ito
ww
aw
lw
oy
yayi
yo
1 ;
u
In v
iew
of t
he in
tegr
ated
app
roac
h of
this
cur
ricul
um,
the
wor
ds le
arne
d or
ally
sho
uld
be u
tiliz
ed fo
r lit
erac
y as
wel
l. H
owev
er, t
he in
itial
diff
icul
ties
of le
ngth
y w
ords
and
cons
onan
t clu
ster
s in
eve
n th
e be
ginn
ing
wor
ds a
ndph
rase
s su
gges
t tha
t the
firs
t wor
ds in
trod
uced
for
read
ing
and
writ
ing
shou
ld b
e sh
ort a
nd w
ithou
tun
nece
ssar
y co
mpl
exity
, suc
h as
thos
e in
the
follo
win
glis
t:
as saa
Oki
!am
oom
aom
iK
ako.
Aak
okaa
wa.
Aak
ooka
awa.
Afi
ssiiw
a.A
pssi
iwa.
mo'
tsiis
tsi
mot
tsiis
tsi
pono
kaaa
pina
kosi
naty
om
oyls
mat
api
poko
nok
ihM
oksi
sa.
Mo'
ksis
a.A
ikiiw
aats
iksi
?A
ikki
iwaa
tsik
si?
82
yes
no Hi!
/Hey
!th
isth
atth
atG
o ah
ead.
He
will
rop
e.S
he w
ill s
pons
or a
Sun
danc
e.It'
s an
arr
ow.
It's
a fig
.ha
nds
guts
elk
tom
orro
wly
nxlo
dge
pers
onba
llc'
rnon
It's
an a
wl.
It's
an a
rmpi
t.W
hat i
s he
doi
ng?
Is h
e w
hist
ling?
1 i'
SE
CT
ION
FO
UR
1171
10.1
1111
MM
MIN
GU
IDE
LIN
ES
AN
DS
UG
GE
ST
ION
S F
OR
IMP
LEM
EN
TA
TIO
N
SE
CT
ION
FO
UR
: GU
IDE
LIN
ES
AN
D S
UG
GE
ST
ION
S F
OR
IMP
LEM
EN
TA
TIO
N
PR
OG
RA
M D
EV
ELO
PM
EN
T A
ND
CO
MM
UN
ITY
INV
OLV
EM
EN
T
Rol
e of
the
Com
mun
ity
The
rol
e of
the
com
mun
ity is
one
of t
he p
rimar
y fa
ctor
s in
the
succ
ess
of th
e P
rogr
am. T
he P
rogr
am is
dep
ende
nton
com
mun
ity a
ccep
tanc
e an
d en
dors
emen
t, an
dco
mm
unity
mem
bers
are
nee
ded
to h
elp
with
cur
ricul
umde
velo
pmen
tT
here
fore
a c
onst
ant d
ialo
gue
mus
t be
esta
blis
hed
and
mai
ntai
ned
betw
een
the
scho
ol a
nd th
eco
mm
unity
.
The
com
mun
ity m
ust p
lay
a le
ader
ship
rol
e in
pro
vidi
ngcu
ltura
l and
ling
uist
ic in
form
atio
n to
the
scho
ol. T
hey
will
help
to d
ecid
e up
on th
e or
thog
raph
y (R
oman
or
Syl
labi
c)an
d di
alec
t to
be ta
ught
in th
e sc
hool
and
ass
ist i
n th
etr
aini
ng o
f tea
cher
s in
the
dial
ect o
f the
reg
ion.
The
ym
ust e
nsur
e th
at th
e B
lack
foot
lang
uage
is b
eing
use
d in
the
hom
e an
d th
e co
mm
unity
.In
oth
er w
ords
, the
com
mun
ity h
as th
e re
spon
sibi
lity
of u
sing
the
Bla
ckfo
otla
ngua
ge w
ith th
e st
uden
ts in
the
Pro
gram
.T
he c
omm
unity
will
ass
ist i
n or
app
rove
the
deve
lopm
ent
of r
egio
nal a
nd lo
cally
rel
evan
t mat
eria
ls to
com
plem
ent
the
prog
ram
of s
tudi
es a
nd h
elp
to d
ecid
e up
on th
eco
nten
t of t
he e
lect
ive
com
pone
nt o
f the
Pro
gram
.
Mos
t im
port
antly
, the
com
mun
ity w
illpa
rtic
ipat
ein
aco
nstr
uctiv
e, p
erio
dic
eval
uatio
n of
the
Pro
gram
toen
sure
that
it is
mee
ting
com
mun
ity n
eeds
and
stu
dent
sar
e ac
hiev
ing
the
stat
ed g
oals
and
obj
ectiv
es.
The
com
mun
ity w
ill a
lso
prov
ide
guid
ance
inth
ese
lect
ion
of k
now
ledg
eabl
e co
mm
unity
res
ourc
e pe
ople
(Eld
ers,
vol
unte
ers,
par
ents
) an
d en
sure
thei
r av
aila
bilit
yto
ass
ist i
n th
e de
velo
pmen
t and
impl
emen
tatio
n of
the
Pro
gram
.E
spec
ially
impo
rtan
tis
the
role
ofth
e
1'/
85
resp
ecte
d E
lder
who
has
exp
ertis
e in
her
bal m
edic
ine,
cere
mon
ial k
now
ledg
e, k
now
ledg
e of
his
tory
or
grea
tst
oryt
ellin
g ab
ility
.In
the
past
, the
Eld
er p
laye
d a
key
role
in tr
ansm
ittin
g kn
owle
dge
from
one
gen
erat
ion
to th
ene
xt.
The
suc
cess
of t
he P
rogr
am u
ltim
atel
y de
pend
s on
com
mun
ity a
ccep
tanc
e of
the
Pro
gram
.It
is e
ssen
tial
that
the
com
mun
ity u
nder
stan
d th
e P
rogr
am a
nd s
uppo
rtit
by r
aisi
ng th
e st
atus
of t
he B
lack
foot
lang
uage
in th
eir
ever
yday
act
iviti
es.
The
Pro
gram
mus
t be
prom
oted
with
in a
nd o
utsi
de th
e co
mm
unity
with
stu
dent
s,co
mm
unity
peo
ple,
and
Eld
ers.
Com
mun
ity in
put i
nto
the
cultu
ral a
nd li
ngui
stic
con
tent
of t
he P
rogr
am w
ill r
efle
ctup
on th
e co
mm
unity
and
ther
eby
ensu
re th
at th
eco
mm
unity
is p
art o
f the
sch
ool a
nd th
e sc
hool
is p
art o
fth
e co
mm
unity
.
Rol
e of
Adm
inis
trat
or
As
with
all
othe
r ar
eas
of A
lber
ta c
urric
ulum
, the
rol
e of
the
adm
inis
trat
or in
the
Bla
ckfo
ot S
econ
d La
ngua
ge a
ndC
ultu
re P
rogr
am is
to p
rovi
de e
duca
tiona
l lea
ders
hip.
The
sch
ool i
s vi
ewed
as
the
vehi
cle
for
prom
otin
g,m
aint
aini
ng a
nd d
evel
opin
g th
e P
rogr
am.
The
adm
inis
trat
or w
ill n
eed
to a
ctiv
ely
seek
and
mai
ntai
na
coop
erat
ive
wor
king
rel
atio
nshi
p w
ith th
e co
mm
unity
,by
est
ablis
hing
a p
aren
t adv
isor
y co
mm
ittee
.T
head
min
istr
ator
will
hel
p to
find
res
ourc
e pe
ople
and
kee
pth
em in
volv
ed.
For
the
Pro
gram
to b
e su
cces
sful
, the
adm
inis
trat
or m
ust
view
it a
s an
inte
gral
par
t of t
he s
choo
l stu
dies
by
givi
ngit
prom
inen
ce a
nd s
tatu
s in
the
scho
ol.
The
re m
ust b
eac
tive
prom
otio
n of
the
Pro
gram
. The
adm
inis
trat
or w
illen
sure
that
qua
lifie
d te
ache
rs/in
stru
ctor
s ar
e hi
red
and
that
inse
rvic
e an
d tr
aini
ng o
n ho
w to
use
the
Pro
gram
ispr
ovid
ed. T
he a
dmin
istr
ator
will
pro
vide
opp
ortu
nitie
s fo
rco
ntin
ual t
rain
ing
of n
ew s
taff.
The
adm
inis
trat
or w
ill e
nsur
e th
ere
is a
mec
hani
sm to
eval
uate
the
Pro
gram
. Thi
s ev
alua
tion
shou
ld d
eter
min
eif
the
Pro
gram
is m
eetin
g co
mm
unity
nee
ds a
nd if
stud
ents
are
mee
ting
the
stat
ed g
oals
and
obj
ectiv
es.
Itis
impo
rtan
t tha
t the
adm
inis
trat
or u
nder
stan
d th
efle
xibi
lity
of th
e P
rogr
am.
The
Pro
gram
is d
esig
ned
toac
com
mod
ate
the
uniq
uene
ss o
f eac
h sc
hool
and
com
mun
ity. T
he a
dmin
istr
ator
with
the
help
of t
each
ers
and
com
mun
ity p
eopl
e, w
ill im
plem
ent t
he fr
amew
ork
for
the
Pro
gram
to m
eet l
ocal
nee
ds.
Rol
e of
Tea
cher
The
teac
her
is a
faci
litat
or.
In th
e pa
st, t
each
ers
wer
eof
ten
rega
rded
as
bene
vole
nt tr
ansm
itter
s of
kno
wle
dge.
In th
is P
rogr
am, i
tis
thro
ugh
the
teac
her
that
hum
anre
sour
ces
will
be
tapp
ed a
nd b
roug
ht in
to th
e cl
assr
oom
,an
d it
is th
roug
h th
e te
ache
r th
at th
e go
als
will
ref
lect
the
com
mun
ity's
nee
ds a
nd w
ishe
s.T
he te
ache
r m
ust b
eab
le to
com
mun
icat
e ef
fect
ivel
y w
ith m
embe
rs o
f the
com
mun
ity a
nd b
e w
illin
g to
hel
p fin
d re
sour
ce p
eopl
ean
d ke
ep th
em in
volv
ed.
The
teac
her
will
ass
ist i
nac
cess
ing
and
mai
ntai
ning
res
ourc
e pe
ople
.T
hete
ache
r sh
ould
be
open
and
acc
eptin
g of
com
mun
ity a
ndsc
hool
.
The
teac
her
shou
ld b
e flu
ent i
n th
e B
lack
foot
lang
uage
and
know
ledg
eabl
e ab
out t
he c
ultu
re.
The
teac
her
will
86
act a
s a
role
mod
el to
the
stud
ents
by
usin
g th
ela
ngua
ge, m
odel
ling
appr
opria
te b
ehav
iour
, pra
ctic
ing
and
activ
ely
prov
idin
g th
e st
uden
t with
app
ropr
iate
info
rmat
ion
abou
t the
cul
ture
.T
he te
ache
r is
the
faci
litat
or w
ho p
rovi
des
the
oppo
rtun
ity to
enr
ich
the
stud
ents
' life
acr
oss
a w
ide
rang
e of
exp
erie
nces
whi
leen
cour
agin
g af
fect
ive,
cog
nitiv
e an
d so
cial
dev
elop
men
t.
The
teac
her
shou
ld b
e fle
xibl
e en
ough
to p
rovi
de a
crea
tive,
ric
h le
arni
ng e
nviro
nmen
t and
var
ied
lear
ning
oppo
rtun
ities
to m
atch
the
stud
ents
' lea
rnin
g st
yles
.
The
teac
her
mus
t be
able
to p
lan
and
utili
ze c
omm
unity
hum
an r
esou
rces
, as
wel
l as
sele
ct a
ppro
pria
te le
arni
ngm
ater
ials
to e
nsur
e th
e in
form
atio
n pa
ssed
on
tost
uden
ts is
acc
urat
e an
d au
then
tic. T
he te
ache
r m
ust b
ere
spon
sive
to s
ocia
l and
tech
nolo
gica
l cha
nge
and
beab
le to
inco
rpor
ate
acce
ptab
le c
hang
es in
to th
ecu
rric
ulum
.
As
wel
l the
teac
her
will
ass
ist i
n th
e ev
alua
tion
of th
eP
rogr
am.
Rol
e of
Stu
dent
s
In th
is P
rogr
am, t
he r
ole
of th
e st
uden
t is
an a
ctiv
e,re
spon
sibl
e on
e.T
he s
tude
nt's
atti
tude
tow
ard
lear
ning
the
cultu
re a
nd la
ngua
ge w
ill h
elp
dete
rmin
e th
e de
gree
of s
ucce
ss fo
r th
e st
uden
t. T
he s
tude
nt m
ust b
e a
will
ing
part
icip
ant i
n th
e cu
ltura
l act
iviti
es a
nd u
se th
e B
lack
foot
lang
uage
at s
choo
l, at
hom
e an
d in
the
com
mun
ity.
The
stu
dent
can
initi
ate
lear
ning
by
aski
ng q
uest
ions
.T
he s
tude
nt m
ay b
e ab
le to
ass
ist t
he te
ache
rin
iden
tifyi
ng k
now
ledg
eabl
e re
sour
ce p
eopl
e fr
om th
eco
mm
unity
.
Rol
es
It is
impo
rtan
t tha
t the
var
ious
grou
ps w
ork
co-o
pera
tivel
y to
dev
elop
and
impl
emen
t the
Bla
ckfo
ot S
econ
d La
ngua
geP
rogr
am s
ucce
ssfu
lly. T
he d
iagr
am o
utlin
es th
e re
spon
sibi
litie
s of
eac
hgr
oup.
Com
mun
ity
- P
rovi
de c
ultu
ral a
nd li
ngui
stic
info
rmat
ion
- G
uide
in th
e se
lect
ion
of th
e m
ost r
ecep
tive
and
know
ledg
eabl
e re
sour
ce p
eopl
e-
Ens
ure
func
tiona
l use
of t
he B
lack
foot
lang
uage
in th
eho
me
and
com
mun
ity-
Pro
vide
the
scho
ol w
ith a
mec
hani
sm o
r pr
oces
s fo
rac
cess
ing
Eld
ers.
res
ourc
e pe
ople
and
mat
eria
l res
ourc
es-
Pro
mot
e an
d su
ppor
t the
Pro
gram
insi
de a
nd o
utsi
deth
e co
mm
unity
with
stu
dent
s, c
omm
unity
peo
ple
and
Eld
ers
- A
ssis
t in
or a
ppro
ve th
e de
velo
pmen
t of r
egio
nal.
loca
llyre
leva
nt m
ater
ials
Ass
ist i
n th
e ev
alua
tion
of th
e P
rogr
am-
Dec
ide
whi
ch d
iale
ct is
to b
e us
ed in
the
Pro
gram
Stu
dent
- D
evel
op a
pos
itive
atti
tude
tow
ard
the
lang
uage
and
the
Pro
gram
- B
e w
illin
g pa
rtic
ipan
ts in
the
cultu
ral/l
ingu
istic
con
tent
- A
ctiv
ely
use
the
Bla
ckfo
ot la
ngua
ge in
sch
ool,
at h
ome
and
in th
e co
mm
unity
- A
ctiv
ely
seek
new
cul
tura
lllin
guis
tic in
form
atio
n-
Hel
p te
ache
rs to
iden
tify
Eld
ers
and
reso
urce
peo
ple
Irom
the
com
mun
ity-
Initi
ate
lear
ning
by
aski
ng q
uest
ions
Adm
inis
trat
or
- P
rovi
de e
duca
tion.
:) le
ader
ship
- S
eek
and
mai
ntai
n co
-ope
rativ
e w
orki
ngre
latio
nshi
p w
ith th
e co
mm
unity
- H
elp
to fi
nd r
esou
rce
peop
le a
nd k
eep
them
invo
lved
- A
ctiv
ely
prom
ote
the
Pro
gram
in th
e sc
hool
- V
iew
pro
gram
as
inte
gral
par
t of s
tudi
es-
Und
erst
and
the
flexi
bilit
y of
the
Pro
gram
and
acc
omm
odat
eth
is fl
exib
ility
- E
nsur
e qu
alifi
ed te
ache
rs/in
stru
ctor
s ar
e hi
red
- P
rovi
de in
serv
ice
and
trai
ning
for
teac
hers
to u
se th
e P
rogr
am-
Eva
luat
e th
e P
rogr
am to
ens
ure
it is
mee
ting
com
mun
ity n
eeds
and
stud
ents
are
mee
ting
the
stat
ed fi
nals
and
obj
ectiv
es-
Pro
vide
con
tinua
l tra
inin
g fo
r ne
w te
ache
rs a
nd a
dmin
istr
ator
son
how
to u
se th
e P
rogr
am
Tea
cher
- B
e flu
ent i
n th
e B
lack
foot
lang
uage
and
kno
wle
dgea
ble
abou
t thr
Bla
ckfo
ot c
ultu
re-
Be
open
and
acc
eptin
g of
com
mun
ity in
put
- A
ct a
s a
mod
el fo
r st
uden
ts-
Ass
ist A
dmin
istr
ator
in fi
ndin
g re
sour
ce p
eopl
e an
d ke
epin
g th
em in
volv
ed-
Pla
n an
d ut
ilize
the
com
mun
ity, h
uman
and
mat
eria
l res
ourc
esS
elec
t app
ropr
iate
mat
eria
ls fo
r le
achi
ng th
e P
rogr
am a
s th
ere
are
few
mat
eria
ls a
vaila
ble.
(It m
ay b
e ne
cess
ary
to m
ake
mat
eria
ls)
- E
ncou
rage
affe
ctiv
e. c
ogni
tive
and
soci
al d
evel
opm
ent o
f stu
dent
s-
Be
flexi
ble
enou
gh to
pro
vide
a c
reat
ive
lear
ning
env
ironm
ent a
ndne
w le
arni
ng o
ppor
tuni
ties
- P
rovi
de a
ccur
ate
and
auth
entic
info
rmat
ion
Ass
ist i
n th
e ev
alua
tion
of th
e P
rogr
amId
entif
y st
uden
ts' l
earn
ing
styl
es
87r,
,I,.
PLA
NN
ING
FO
R IN
ST
RU
CT
ION
Invo
lvin
g th
e E
lder
in th
e C
lass
room
To
acce
ss th
e w
isdo
m o
f the
Eld
ers,
one
mus
t app
roac
hth
em in
the
prop
er m
anne
r. O
ne m
ust s
how
res
pect
for
the
Eld
ers
and
the
cultu
re b
y sp
eaki
ng to
them
in th
eB
lack
foot
(m
othe
r) la
ngua
ge.
If th
is is
not
pos
sibl
e, it
will
be n
eces
sary
to p
rovi
de a
tran
slat
or. T
he E
lder
will
nee
dto
kno
w w
ho y
ou a
re, w
hat i
t is
you
are
aski
ng a
nd w
hat
your
inte
ntio
ns a
re.
An
expl
anat
ion
is n
eces
sary
toin
form
the
Eld
er th
at th
eir
assi
stan
ce is
bei
ng r
eque
sted
for
educ
atio
nal p
urpo
ses,
that
ther
e is
gre
at r
espe
ct fo
rth
em a
nd th
e cu
lture
, and
that
the
inte
ntio
ns a
re s
erio
usan
d ho
nora
ble.
In a
ppro
achi
ng a
n E
lder
the
offe
ring
of to
bacc
o or
sm
all
mon
etar
y gi
fts is
cus
tom
ary.
The
req
uest
for
assi
stan
ce m
ay b
e m
ade
but i
t is
left
toth
e E
lder
s to
dec
ide
the
man
ner
in w
hich
they
wis
h to
assi
st.
The
follo
win
g w
ill ..
eed
to b
e di
scus
sed
with
the
Eld
er:
the
purp
ose
of a
ppro
achi
ng th
at p
artic
ular
Eld
erth
e to
pic
of s
tudy
time
and
loca
tion
base
d on
mut
ual a
gree
men
tin
form
atio
n ab
out t
he c
hild
ren
and
clas
sroo
m (
ifcl
ass)
arra
ngem
ent o
f hon
orar
ium
(if
appr
opria
te)
tran
spor
tatio
n to
and
from
the
scho
olar
rang
emen
t of m
eal (
if ap
prop
riate
)
Whe
n an
Eld
er is
exp
ecte
d to
be
in th
e cl
assr
oom
, it i
sim
port
ant t
o pr
epar
e fo
r th
is in
adv
ance
.T
he te
ache
rsh
ould
cre
ate
an e
nviro
nmen
t for
suc
cess
.It
is n
oten
tirel
y up
to th
e E
lder
to m
ake
the
clas
sroo
m v
isit
asu
cces
s.
The
stu
dent
s w
ill n
eed
to b
e pr
epar
ed p
rior
to th
e vi
sit.
The
stu
dent
s w
ill n
eed
to k
now
pro
per
expe
cted
beh
avio
rsu
ch a
s si
tting
stil
l, pa
ying
atte
ntio
n, n
ot in
terr
uptin
g, a
ndas
king
and
ans
wer
ing
ques
tions
pol
itely
.T
he s
tude
nts
shou
ld b
e pr
epar
ed fo
r th
e to
pic
befo
reha
nd s
o th
at th
eyw
ill b
e m
ore
inte
rest
ed a
nd m
ore
open
to le
arn
abou
t it.
The
teac
her
shou
ld e
nsur
e th
at th
e E
lder
talk
s or
wor
ksw
ith s
mal
l gro
ups
unle
ss th
e E
lder
is c
omfo
rtab
le w
ithth
e en
tire
clas
s. T
he E
lder
can
be
invo
lved
in th
e ac
tual
lear
ning
act
ivity
and
con
tent
are
a, fo
r ex
ampl
e, in
the
intr
oduc
tion
of to
pics
, fie
ld tr
ips,
or
scho
ol c
erem
onie
s.
For
the
youn
ger
stud
ents
, a s
hort
er p
erio
d of
tim
e sp
ent
with
the
Eld
er is
sug
gest
ed.
If th
e E
lder
is ju
st s
peak
ing,
the
time
shou
ld b
e ke
pt fl
exib
le d
epen
ding
on
the
situ
atio
n. A
s st
uden
ts b
ecom
e ac
cust
omed
to th
is ty
peof
edu
catio
n, th
ey w
ill b
e ab
le to
pay
atte
ntio
n lo
nger
.in
Wor
k to
war
d in
crea
sing
the
time
spen
t with
Eld
ers
over
the
cour
se o
f the
Pro
gram
.
88
App
roac
hes
to S
econ
d La
ngua
ge T
each
ing
The
trad
ition
al p
roce
ss o
f edu
catio
n fo
r B
lack
foot
you
thw
as d
ynam
ic a
nd m
eani
ngfu
l bec
ause
it h
ad r
elev
ance
to th
eir
real
life
.W
hile
it is
impo
ssib
le to
rep
licat
e th
atpr
oces
s co
mpl
etel
y, th
e ai
m o
f the
Bla
ckfo
ot S
econ
dLa
ngua
ge a
nd C
ultu
re P
rogr
am is
to te
ach
the
lang
uage
and
cultu
re in
a s
imila
r m
anne
r.T
he m
echa
nics
of
utili
zing
this
holis
tic a
ppro
ach
are
desc
ribed
inth
eP
rogr
am.
The
cla
ssro
om te
ache
r w
ho u
ses
this
gui
de s
houl
d ke
eptw
o ph
rase
s in
min
d: 1
) te
achi
ng th
e "w
hole
chi
ld"
and
2)us
ing
the
"who
le la
ngua
ge"
appr
oach
tow
ards
ach
ievi
ngco
mm
unic
ativ
e co
mpe
tenc
y.
Tea
chin
g th
e w
hole
chi
ld in
volv
es a
ll le
vels
of s
tude
ntne
eds:
a) th
e "m
ind"
,w
hich
invo
lves
the
deve
lopm
ent o
f the
inte
llect
and
the
proc
ess
of "
thin
king
to th
ink"
or"le
arni
ng to
lear
n",
b)th
e "b
ody"
,w
hich
invo
lves
the
phys
ical
dev
elop
men
tof
the
stud
ent,
and
c) th
e"s
pirit
",
whi
ch in
volv
es e
mot
iona
l and
spi
ritua
lne
eds,
mor
e sp
ecifi
cally
the
emot
ions
:lo
ve a
ndca
ring;
the
pers
onal
gro
wth
and
dev
elop
men
tm
otiv
atio
n; th
e w
ili a
nd s
elf-
este
em; s
elf-
iden
tity
and
grou
p id
entit
y.
The
who
le c
hild
app
roac
h is
gea
red
to m
eetin
g in
divi
dual
need
s.It
is la
ngua
ge u
sing
sen
tenc
es a
nd "
com
plet
eth
ough
t" p
hras
es r
athe
r th
an is
olat
ed v
ocab
ular
y ite
ms.
It ad
dres
ses
all
lear
ning
thro
ugh
the
min
d, b
ody
and
spiri
t.
89
It is
impo
rtan
t tha
t the
ski
lls b
e de
velo
ped
conc
urre
ntly
,no
t sep
arat
ely
or in
isol
atio
n.T
he t.
.;:oh
er p
rovi
des
aco
ntex
t for
the
child
mov
ing
from
fam
iliar
con
tent
toun
fam
iliar
con
tent
and
from
the
know
n to
the
unkn
own.
The
env
ironm
ent i
s im
port
ant f
or it
set
s th
e ba
ckgr
ound
for
lear
ning
.La
ngua
ge m
ust b
e pl
aced
in c
onte
xt, t
opr
ovid
e a
posi
tive,
car
ing
and
heal
thy
atm
c-ph
ere
for
the
child
.
Lear
ners
can
not m
erel
y be
talk
ed to
in th
e ho
pe th
at th
eyw
ill a
cqui
re la
ngua
ge.
Inst
ead
they
mus
t be
activ
eco
nver
satio
nal p
artn
ers
who
neg
otia
te th
e qu
ality
and
quan
tity
of in
put t
hey
rece
ive
in o
rder
to a
cqui
re th
ela
ngua
ge.
Lear
ners
mus
t con
trol
the
inpu
t to
a gr
eat
degr
ee.
In th
e ea
rly s
tage
s th
e em
phas
is w
ill b
e on
pro
vidi
ng a
min
imum
inpu
t whi
ch is
mea
ning
ful a
nd in
tera
ctiv
e. T
hein
term
edia
te s
tage
wou
ld c
ontin
ue w
ith m
any
of th
e sa
me
activ
ities
, but
oth
er ty
pes
of a
ctiv
ities
are
add
ed.
Inpu
tan
d in
tera
ctio
n ar
e st
ill c
entr
al b
ut th
ere
is a
n em
ergi
ngfo
cus
on fo
rm (
accu
racy
).A
s le
arne
rs p
rogr
ess,
the
amou
nt a
nd v
arie
ty o
f int
erac
tion
with
inpu
t inc
reas
es.
As
wel
l, th
e nu
mbe
r of
opt
ions
for
defin
ing
and
appr
oach
ing
the
com
mun
icat
ion
situ
atio
n in
crea
ses.
Sum
mar
y
The
teac
hing
app
roac
h us
ed in
the
Pro
gram
sho
uld
allo
wth
e te
ache
r to
be
resp
onsi
ve to
lear
ner
need
s.It
need
sto
be
base
d on
exp
erie
nce,
pro
vidi
ng o
ppor
tuni
ties
for
s!ud
ents
to p
ract
ice
and
use
lang
uage
in a
ran
ge o
fco
ntex
ts th
at a
re r
elev
ant a
nd s
igni
fican
t to
the
Bla
ckfo
otcu
lture
. Lan
guag
e us
ed to
cre
ate
new
mes
sage
s sh
ould
be e
ncou
raae
d an
d ac
cept
ed.
It is
equ
ally
impo
rtan
t tha
tla
ngua
ge, c
ultu
re a
nd s
ituat
ion
be a
uthe
ntic
to th
eB
lack
foot
cul
ture
.T
he c
omm
unity
res
ourc
e pe
ople
are
vita
l to
the
succ
ess
of th
is P
rogr
am.
Invo
lvem
ent o
fco
mm
unity
res
ourc
e pe
ople
suc
h as
res
pect
ed e
lder
s,
gran
dpar
ents
, aun
ts, u
ncle
s, b
roth
ers,
sis
ters
and
pee
rsw
ill e
nhan
ce th
e au
then
ticity
of t
he c
ultu
ral c
onte
nt. T
heco
mm
unity
res
ourc
e pe
ople
are
the
link
to h
elpi
ng th
ete
ache
r en
sure
the
trad
ition
al e
duca
tiona
l pro
cess
will
be
kept
aliv
e an
d fu
nctio
ning
.
90
IMP
LIC
AT
ION
S F
OR
INS
TR
UC
TIO
N
Bec
ause
lang
uage
acq
uisi
tion
is a
con
tinuo
us, s
pira
lling
and
cum
ulat
ive
proc
ess,
stu
dent
s ac
quire
the
abili
ty to
com
mun
icat
e ef
fect
ivel
y as
the
rang
e of
ling
uist
icfu
nctio
ns, n
otio
ns a
nd c
onte
nt in
crea
ses
from
leve
l to
leve
l.
Stu
dent
s, a
s th
ey p
roce
ed th
roug
h th
is P
rogr
am, w
ill b
eab
le to
use
the
vario
us fu
nctio
ns a
nd n
otio
ns in
a g
reat
erva
riety
of w
ays.
The
gre
ater
the
expo
sure
to d
iffer
ent
lang
uage
con
text
s, th
e gr
eate
r th
e de
velo
pmen
t of
lang
uage
pro
ficie
ncy.
The
cul
tura
l and
ling
uist
ic c
onte
ntde
velo
p w
ith in
crea
sing
acc
urac
y.
Lang
uage
inst
ruct
ion
shou
ld b
e pr
actic
al.
It sh
ould
be
orga
nize
d in
term
s of
wha
t the
stu
dent
s ne
ed a
nd w
ant t
oco
mm
unic
ate.
Lang
uage
str
uctu
res
that
stu
dent
sac
quire
are
dic
tate
d by
wha
t the
y w
ant t
o do
with
the
lang
uage
.
List
enin
g -
List
enin
g sk
ills
enab
le th
e st
uden
ts to
der
ive
mea
ning
and
und
erst
andi
ng fr
om a
uthe
ntic
spe
ech.
As
early
as
poss
ible
, stu
dent
s sh
ould
be
expo
sed
toau
then
tic s
peec
h.T
o de
velo
p lis
teni
ng s
kills
stu
dent
sne
ed to
hea
r m
eani
ngfu
l lan
guag
e pr
esen
ted
in a
var
iety
of fo
rms.
The
stu
dent
sho
uld
be e
ncou
rage
d to
use
cogn
itive
pro
cess
es a
s ap
prop
riate
.
Spe
akin
g -
Spe
akin
g sk
ills
enab
le th
e st
uden
ts to
expr
ess
them
selv
es o
rally
.T
he c
omm
unic
atio
nsi
tuat
ions
sho
uld
be a
s re
alis
tic, a
uthe
ntic
, and
rel
evan
tas
pos
sibl
e.T
o de
velo
p sp
eaki
ng s
kills
the
teac
her
shou
ld e
ncou
rage
spo
ntan
eity
and
cre
ativ
ity w
here
byst
uden
ts h
ave
the
oppo
rtun
ity to
exp
ress
thei
r ow
nth
ough
ts, o
pini
ons
and
obse
rvat
ions
.
91
As
wel
l, st
uden
ts s
houl
d be
enc
oura
ged
to e
xper
imen
tw
ith c
reat
ing
new
mes
sage
s on
thei
r ow
n or
with
the
teac
her's
hel
p.C
orre
ctio
ns s
houl
d ne
ver
inte
rfer
e w
ithth
e dy
nam
ics
of d
evel
opin
g co
mm
unic
ativ
e pr
ofic
ienc
y.
Rea
ding
- R
eadi
ng s
kills
ena
ble
the
stud
ents
to d
eriv
em
eani
ng a
nd u
nder
stan
ding
from
prin
t.O
ral l
angu
age
prof
icie
ncy
is a
pre
requ
isite
for
deve
lopi
ng r
eadi
ng s
kills
.T
he s
tude
nt s
houl
d ha
ve a
firm
foun
datio
n in
list
enin
gan
d sp
eaki
ng s
kills
bef
ore
bein
g as
ked
to a
pply
them
ina
read
ing
cont
ext.
The
stu
dent
will
hav
e to
lear
n ne
wm
ater
ials
and
con
cept
s -
the
writ
ing
syst
em. T
o de
velo
psu
cces
sful
rea
ding
ski
lls, t
he te
ache
r sh
ould
em
ploy
stra
tegi
es w
hich
will
ass
ist t
he s
tude
nt in
rea
ding
for
mea
ning
. The
mat
eria
ls m
ust b
e m
eani
ngfu
l, in
tere
stin
gto
the
stud
ent,
and
cont
aini
ng ,v
ocab
ular
y th
e st
uden
t is
fam
iliar
with
. The
stu
dent
s w
ill n
eed
a lo
t of e
xpos
ure
topr
int.
Writ
ing
Writ
ing
skill
s en
able
the
stud
ent t
oco
mm
unic
ate
and
deriv
e m
eani
ng u
sing
a w
ritte
nsy
stem
.W
ritin
g re
quire
s a
high
deg
ree
of d
evel
opm
ent
in th
e or
al la
ngua
ge.
Writ
ing
shou
ld b
e pr
esen
ted
afte
rth
e st
uden
t has
a g
ood
oral
com
man
d of
str
uctu
res
and
voca
bula
ry. W
ritin
g is
a c
ompl
ex a
nd d
iffic
ult c
halle
nge.
To
mot
ivat
e st
uden
ts to
writ
e th
ere
mus
t be
a cl
ear
reas
on to
writ
e.T
he te
ache
r w
ill n
eed
to s
timul
ate
and
enco
urag
e th
e de
sire
to c
reat
e, s
hare
and
writ
e.T
his
may
be
acco
mpl
ishe
d by
link
ing
writ
ing
to r
eal l
ife u
se o
fw
ritin
g.W
ritin
g ac
tiviti
es s
houl
d re
flect
the
stud
ent's
inte
rest
s an
d ne
eds.
At f
irst,
stud
ents
sho
uld
been
cour
aged
to w
rite
for
com
mun
icat
ion.
Vie
win
g -
Vie
win
g sk
ills
enab
le th
e st
uden
ts to
unde
rsta
nd a
nd ta
kefu
llad
vant
age
ofvi
sual
expe
rienc
es.
The
stu
dent
lear
ns th
roug
h ob
serv
atio
n.T
he a
bilit
y to
see
and
rea
son
is im
port
ant t
o de
velo
ping
view
ing
skill
s in
Nat
ive
stud
ents
.
The
teac
her
can
prov
ide
visu
al e
xper
ienc
es th
roug
hdi
spla
ys, f
ilms,
slid
es, p
ictu
res,
vid
eota
pes,
film
strip
s an
dby
mod
elin
g bo
dy g
estu
res.
The
teac
her
shou
lden
cour
age
stud
ents
to u
nder
stan
d an
d ev
alua
te v
isua
lco
mm
unic
atio
n at
the
liter
al a
nd in
terp
reta
tive
leve
ls.
Vis
ual c
omm
unic
atio
n as
sist
s in
dev
elop
ing
and
re-
info
rc,
verb
al c
omm
unic
atio
n.
1h
Soc
io-c
ultu
ral,
affe
ctiv
e, a
nd c
ogni
tive
skill
s re
fer
to th
ew
ays
of th
inki
ng, a
ctin
g, d
oing
, and
feel
ing
that
are
char
acte
ristic
of t
he s
tude
nts.
The
se s
kills
var
y fr
omst
uden
t to
stud
ent.
To
enha
nce
furt
her
grow
th a
ndde
velo
pmen
t of t
hese
ski
lls, t
he s
tude
nt's
prio
rkn
owle
dge
and
expe
rienc
es n
eed
to b
e ta
ken
into
cons
ider
atio
n. T
hese
may
be
cogn
itive
or
affe
ctiv
e. T
heco
gniti
ve is
wha
t the
stu
dent
act
ually
kno
ws.
The
affe
ctiv
e re
alm
invo
lves
wha
t the
stu
dent
feel
s an
d ho
wth
ose
feel
ings
affe
ct in
terp
reta
tion.
The
teac
her
shou
lden
sure
that
the
stud
ent i
s eq
uipp
ed w
ith a
bas
ickn
owle
dge
of a
topi
c an
d re
aliz
e th
at a
chi
ld m
aype
rcei
ve th
e to
pic
and
its m
eani
ng a
ccor
ding
to h
is/h
erow
n ex
perie
nces
.
92
PLA
NN
ING
FO
R P
RO
GR
AM
US
E
Ent
ry P
oint
s to
the
Lang
uage
and
Cul
ture
Pro
gram
The
re a
re tw
o co
mpo
nent
s to
this
lang
uage
Pro
gram
:cu
lture
and
lang
uage
. The
se c
ompo
nent
s m
ay b
eco
mbi
ned
in a
ny w
ay to
mee
t stu
dent
nee
ds.
The
ent
ry p
oint
for
the
cultu
ral c
ompo
nent
sho
uld
beba
sed
upon
the
age
of th
e st
uden
t reg
ardl
ess
of w
heth
erth
e st
uden
t has
bee
n ex
pose
d to
suc
h in
stru
ctio
n.It
isad
visa
ble,
how
ever
, for
the
teac
her
to b
egin
at t
he s
tart
of o
ne o
f the
thre
e di
visi
ons
rath
er th
an in
the
mid
dle
of a
divi
sion
.
The
ent
ry p
oint
for
the
lang
uage
com
pone
nt s
houl
d be
base
d up
on th
e la
ngua
ge a
bilit
y of
the
stud
ent r
egar
dles
sof
his
age
.A
ll no
n-sp
eake
rs o
f the
Bla
ckfo
ot la
ngua
gesh
ould
beg
in a
t Div
isio
n O
ne. T
he la
ngua
ge le
vel o
f the
stud
ents
can
be
dete
rmin
ed b
y te
stin
g th
em w
ith th
eno
tions
and
func
tions
as
they
are
gra
ded
in th
is P
rogr
am.
The
cul
tura
l div
isio
ns d
o no
t hav
e to
mat
ch th
ela
ngua
ge d
ivis
ions
in te
rms
of le
vel.
It is
pos
sibl
e to
teac
h at
a lo
w la
ngua
ge le
vel u
sing
the
high
er le
vels
of
cultu
ral c
once
pts
or to
teac
h hi
gher
lang
uage
leve
ls in
conj
unct
ion
with
the
low
er le
vels
of c
ultu
ral c
once
pts.
Itis
up
to th
e te
ache
r to
inte
grat
e th
e ap
prop
riate
lang
uage
leve
ls w
ith th
e le
vel
of c
ultu
ral c
once
pts
chos
en.
93
Som
e ex
ampl
es o
f ent
ry p
oint
s:
A s
tude
nt is
8 ye
ars
old.
He
has
rece
ived
no
lang
uage
or
cultu
ral i
nstr
uctio
n bu
t he
know
s ho
w to
spea
k th
e B
lack
foot
lang
uage
som
ewha
t and
his
com
preh
ensi
on is
goo
d.T
his
stud
ent s
houl
d be
gin
lear
ning
abo
ut th
e B
lack
foot
cul
ture
at D
ivis
ion
One
;ho
wev
er, h
is la
ngua
ge le
sson
s sh
ould
beg
in a
tD
ivis
ion
Tw
o.
A s
choo
l whi
ch h
as n
ever
taug
ht th
e B
lack
foot
lang
uage
and
cul
tura
l les
sons
bef
ore
wis
hes
to b
egin
with
the
Gra
de 5
cla
ss b
ecau
se th
at is
the
leve
l at
whi
ch th
e av
aila
ble
teac
her
wis
hes
to te
ach.
The
stud
ents
do
not s
peak
any
Bla
ckfo
ot la
ngua
ge.
The
clas
s sh
ould
beg
in a
t Div
isio
n T
wo
of th
e cu
ltura
lco
ncep
ts a
nd a
t Div
isio
n O
ne o
f the
lang
uage
not
ions
and
func
tions
.
A B
lack
foot
teac
her
wis
hes
to b
egin
usi
ng th
e P
rogr
amw
ith h
is G
rade
7 c
lass
.H
is s
tude
nts
do n
ot s
peak
or
unde
rsta
nd a
ny o
f the
Bla
ckfo
ot la
ngua
ges.
He
shou
ldbe
gin
with
Div
isio
n T
hree
of t
he c
ultu
ral c
once
pts
and
with
Div
isio
n O
ne o
f the
lang
uage
not
ions
and
func
tions
.
Lear
ning
Res
ourc
es
A le
arni
ng r
esou
rce
is a
ny te
achi
ng a
id, p
rint o
r no
n-pr
int,
used
by
the
teac
her
or s
tude
nts
to a
ssis
t in
the
teac
hing
and
lear
ning
of a
sub
ject
.Le
arni
ng r
esou
rces
may
be
in th
e fo
rm o
f aud
io v
isua
l aid
s, p
rinte
d m
ater
ials
(boo
k, e
tc.)
, or
elec
tron
ic s
oftw
are,
etc
.
Lear
ning
res
ourc
es fa
ll in
to th
ree
cate
gorie
s:
Bas
ic le
arni
ng r
esou
rces
are
app
rove
d by
Alb
erta
Edu
catio
n as
the
mos
t app
ropr
iate
for
mee
ting
the
maj
ority
of g
oals
and
obj
ectiv
es o
f cou
rses
, or
subs
tant
ial c
ompo
nent
s of
cou
rses
out
lined
in th
epr
ovin
cial
pro
gram
of s
tudi
es, a
nd
Pro
duct
ivity
sof
twar
e pr
ogra
ms
(e.g
., w
ord
proc
esso
rs,
spre
ad s
heet
s, d
ata
base
s, in
tegr
ated
pro
gram
s)ap
prov
ed b
y A
lber
ta E
duca
tion
that
can
be
used
toac
hiev
e im
port
ant o
bjec
tives
acr
oss
two
or m
ore
grad
e le
vel s
ubje
ct a
reas
, or
prog
ram
s.
Rec
omm
ende
d le
arni
ng r
esou
rces
are
app
rove
d by
Alb
erta
Edu
catio
n to
com
plem
ent b
asic
lear
ning
reso
urce
s. T
hey
mak
e an
impo
rtan
t con
trib
utio
n to
the
atta
inm
ent o
f one
or
mor
e of
the
maj
or g
oals
of
cour
ses
outli
ned
in th
e pr
ovin
cial
pro
gram
of s
tudi
es.
Sup
plem
enta
ry le
arni
ng r
esou
rces
are
app
rove
d by
Alb
erta
Edu
catio
n to
sup
port
cou
rses
out
linr.
din
the
prov
inci
al p
rogr
am o
f stu
dies
.
94
The
y en
rich
or r
einf
orce
the
lear
ning
exp
erie
nce.
The
re a
re fe
w B
lack
foot
lang
uage
res
ourc
es a
vaila
ble.
A b
asic
res
ourc
e fo
r th
e B
lack
foot
Sec
ond
Lang
uage
Pro
gram
has
yet
to b
e id
entif
ied
and
appr
oved
by
Alb
erta
Edu
catio
n.B
ecau
se o
f the
var
iatio
n of
dia
lect
and
cultu
ral d
iver
sity
am
ong
the
Bla
ckfo
ot s
peak
ers
it m
ay b
ein
cum
bent
upo
n th
e co
mm
uniti
es o
fferin
g th
e pr
ogra
m to
iden
tify
and/
or d
evel
op le
arni
ng r
esou
rces
to a
ccom
pany
the
Pro
gram
.
The
follo
win
g ar
e id
eas
and
sugg
estio
ns to
ass
ist i
nid
entif
ying
or
deve
lopi
ng le
arni
ng r
esou
rces
.
The
res
ourc
es s
houl
d:
resp
ectfu
lly p
ortr
ay th
e cu
lture
use
auth
entic
rep
rese
ntat
ion
of th
e va
rious
asp
ects
of
cultu
rere
pres
ent t
he B
lack
foot
lang
uage
, not
mer
ely
a lit
eral
tran
slat
ion
of id
eas,
them
es, o
r se
nten
ces
refle
ct th
e la
ngua
ge u
sed
in th
e co
mm
unity
be fl
exib
le e
noug
h to
acc
omm
odat
e th
e co
mm
unity
and
the
stud
ents
' exp
erie
nce
have
con
tent
that
ref
lect
s th
e st
uden
t's e
very
day
life
and
inte
rest
s, a
s w
ell a
s th
e co
mm
unity
life
styl
e.
Edu
catio
nal T
echn
olog
y
Edu
catio
nal t
echn
olog
y in
clud
es a
udio
-vis
ual
cass
ette
s, a
udio
tape
s, v
ideo
tape
s, c
ompu
ter
softw
are
whe
re it
exi
sts
and
the
use
of th
e w
ord
proc
esso
r to
deve
lop
writ
ing
skill
s.B
y fa
r th
e m
ost d
ram
atic
chan
ges
are
occu
rrin
gin
com
pute
r-re
late
dte
chno
logi
es.
95
The
pot
entia
l of t
his
tech
nolo
gy to
hel
p st
uden
ts le
arn
the
Bla
ckfo
ot la
ngua
ge is
dep
ende
nt o
n th
e av
aila
bilit
y of
qual
ity s
oftw
are
and
know
ledg
eabl
e te
ache
rs. T
each
ers
are
enco
urag
ed to
mak
e us
e of
as
man
y te
chno
logi
cal
devi
ces
as p
ossi
ble
to m
eet t
he o
bjec
tives
of t
he c
ours
e.
I '9t
;
SE
CT
ION
FIV
E
AN
D L
ES
SO
N P
LAN
S
TH
EM
AT
IC U
NIT
FA
MIL
IES
(TR
AD
ITIO
NA
L C
ULT
UR
AL
CO
NT
EN
T)
CU
LTU
RA
L C
ON
TE
NT
EC
S a
nd D
ivis
ion
One
Div
isio
n T
wo
Div
isio
n T
hree
"Fam
ily M
embe
rs a
nd R
oles
""F
amily
and
Tra
ditio
nal S
easo
nal
Act
ivity
""F
amily
Kin
ship
and
Rel
atio
nshi
ps"
Sub
-top
ics:
Sub
-top
ics:
Sub
-top
ics:
Gra
ndpa
rent
s w
ere
teac
hers
and
advi
sors
The
fam
ily w
ithin
the
clan
/trib
eP
oliti
cal r
elat
ions
hips
; his
toric
al a
ndco
ntem
pora
ry
Mot
hers
and
aun
ts w
ould
coo
k, s
ewan
d ga
ther
ber
ries
Sum
mer
gat
herin
gs, e
.g.,
Sun
danc
eH
ow fa
mili
es h
ave
and
have
not
chan
ged
Fat
hers
and
unc
les
wou
ld h
unt a
ndm
ake
tool
sS
umm
er w
as th
e tim
e to
pre
pare
for
win
ter,
-.g
., ga
ther
ing
berr
ies
and
herb
s; g
athe
ring
and
stor
ing
woo
d;pr
epar
ing
mea
t; pr
epar
ing
hide
s
Impo
rtan
ce o
f kin
ship
LAN
GU
AG
E C
ON
TE
NT
Fun
ctio
nsF
unct
ions
Fun
ctio
nsG
reet
ing,
iden
tifyi
ng, d
escr
ibin
gD
escr
ibin
g, id
entif
ying
, ins
truc
ting
Iden
tifyi
ng, a
skin
g w
heth
er o
nekn
ows
or d
oes
not k
now
Not
ions
Not
ions
Not
ions
Eva
luat
ive,
phy
sica
l, ob
ject
sQ
uant
ity, q
ualit
y, a
ctio
n, e
valu
ativ
e,ob
ject
ive,
seq
uenc
e of
eve
nts,
agen
cy
Eva
luat
ive,
una
ccep
tabi
lity
99
SA
MP
LE L
ES
SO
N P
LAN
: EC
S a
nd D
IVIS
ION
ON
E
TH
EM
E:
Fam
ily M
embe
rs a
nd R
oles
EN
TR
Y P
OIN
T:
Div
isio
n O
ne c
ultu
re, D
ivis
ion
One
lang
uage
poor
exp
osur
e to
Bla
ckfo
ot c
ultu
re a
nd la
ngua
ge6
year
s ol
d
LAN
GU
AG
E U
SE
SIT
UA
TIO
N:
Stu
dent
s w
ill m
ake
a bo
ok a
bout
gra
ndpa
rent
s.
LEA
RN
ING
EX
PE
CT
AT
ION
S:
Con
cept
Obj
ectiv
eS
tude
nts
will
lear
n an
d un
ders
tand
that
gra
ndpa
rent
sw
ere
teac
hers
and
adv
isor
s.
Lang
uage
Obj
ectiv
eF
unct
ions
: gre
etin
g, id
entif
ying
, des
crib
ing
Not
ions
: eva
luat
ive,
phy
sica
l, ob
ject
s
Voc
abul
ary
-O
ki.
kipi
ta.'k
iiom
ahki
naa
naah
sa
naah
siks
i
kaah
sa
taka
'tsik
si/ta
hka
akai
kipi
ta'O
wa
U.,.
/
Hel
lo.
old
lady
old
man
my
gran
dmot
her/
gran
dfat
her
my
gran
dmot
hers
/gr
andf
athe
rsyo
ur g
rand
mot
her/
gran
dfat
her
who
isis
old
100
aist
tsiis
tom
iiwa
-ai
pohk
o'ta
kiiw
a-
ka'k
sim
iap
aiss
tota
kiw
aik
akoo
mita
amiw
aik
siki
mm
apiit
apiiw
a-
iikah
sita
piiw
a-
nita
isin
o'ss
kipo
ka-
aihk
iitaa
wa
-pi
itais
aam
i/saa
msi
ni-
aooy
o'si
wa
-an
ihki
iwa/
aini
hkiw
a-
nain
a'ni
iwa
ahko
yinn
imaa
nika
'kits
imoi
PR
EP
AR
AT
ION
:
Intr
oduc
tion
is s
ick
is g
athe
ring
sage
is m
akin
gha
s m
any
dogs
is k
ind
is k
ind
kiss
es m
eco
oks
eagl
e he
addr
ess
cook
ssi
ngs
owns
pipe
min
t
Tel
l stu
dent
s w
hat t
hey
are
goin
g to
do.
Ope
ndi
scus
sion
abo
ut g
rand
pare
nts
(naa
hsik
si=
gran
dpar
ents
). A
sk c
hild
ren
wha
t the
ir gr
andp
aren
ts'
nam
es a
re. W
rite
on c
ards
: the
nam
e of
the
child
and
the
nam
es o
f the
gra
ndpa
rent
s (f
or th
e ch
ildre
n to
keep
).
Who
is y
our
gran
dmot
her/
gran
dfat
her?
Tak
a'ts
iksi
naa
hsa?
Tah
ka K
aahs
a? (
Blo
od)
Mak
e a
list
of w
ords
that
they
rem
embe
r ab
out
gran
dpar
ents
.
Mak
e a
list o
f wor
ds d
escr
ibin
g gr
andp
aren
ts.
2,11
Und
erst
andi
ng/P
ract
ice:
Intr
oduc
e E
lder
.C
hild
ren
will
gre
et E
lder
in B
lack
foot
.H
ave
Eld
er te
ll a
stor
y ab
out h
is/h
er g
rand
pare
nts
and
how
it w
as w
hen
he/s
he w
as a
chi
ld. T
ape
the
Eld
er's
stor
ies
(with
per
mis
sion
) fo
r fu
ture
use
.
Fol
low
-up:
Dis
cuss
ion
abou
t the
sto
ry a
nd w
hat t
heir
own
gran
dpar
ents
do.
Mak
e a
book
abo
utgr
andp
aren
ts.
EX
PE
RIE
NC
E:
Lang
uage
Use
Situ
atio
n
Chi
ldre
n ca
n cr
eate
sen
tenc
es s
uch
as th
e fo
llow
ing:
My
gran
dmot
her
/gra
ndfa
ther
is o
ld.
Aka
ikip
ita'k
iiwa
naah
sa. (
Bla
ckfo
ot)
Naa
hsa
akai
kipi
taak
iiwa.
(B
lood
)
My
gran
dmot
her/
gran
dfat
her
is s
ick.
Ais
ttsiis
tom
iiwa
naah
sa. (
Bla
ckfo
ot)
Ais
ttsiis
tom
iiwa
naah
sa. (
Blo
od)
My
gran
dmot
her/
gran
dfat
her
is g
athe
ring
sage
.N
aahs
a ai
pohk
o'ta
kiiw
a ka
'ksi
mi.
(Bla
ckfo
ot)
Naa
hsa
aipo
hkot
akiw
a ka
'ksi
mii.
(B
lood
)
My
gran
dfat
her
is m
akin
g an
eag
le h
eadd
ress
.N
aahs
a ap
aiss
tota
kiw
a pi
itais
aam
i. (B
lack
foot
)N
aahs
a ap
aist
otak
iwa
saam
sini
. (B
lood
)
My
gran
dfat
her/
gran
dmot
her
has
man
y do
gs.
lkak
oom
itaam
iwa
naah
sa. (
Bla
ckfo
ot)
Naa
hsa
iikak
aom
itaam
iwa.
(B
lood
)
My
gran
dfat
her/
gran
dmot
her
is k
ind.
Naa
hsa
iksi
kim
map
iitap
iiwa.
(B
lack
foot
)N
aahs
a iik
ahsi
tapi
iwa.
(B
lood
)
killk
r
101
My
gran
dmot
her/
gran
dfat
her
kiss
es m
e.N
itais
ino'
sski
poka
naa
hsa.
(B
lack
foot
)N
aahs
a ni
tais
inoi
sski
pok.
(B
lood
)
My
gran
dmot
her/
gran
dfat
her
cook
s.N
aahs
a ai
hkiit
aaw
a. (
Bla
ckfo
ot)
Naa
hsa
aooy
o'si
wa.
(B
lood
)
My
gran
dfat
her/
gran
dmot
her
sing
s.N
aahs
a ai
nihk
iiwa.
(B
lack
foot
)N
aahs
a ai
nihk
iwa.
(B
lood
)
My
gran
dfat
her
owns
a p
ipe.
Naa
hsa
nain
a'ni
iwa
ahko
yinn
imaa
ni. (
Bla
ckfo
ot)
Naa
hsa
iinan
iwa
ahko
yinn
imaa
ni. (
Blo
od)
My
gran
dmot
her/
gran
dfat
her
is g
athe
ring
min
t.N
aahs
a ai
pohk
o'ta
kiiw
a ka
'kits
imoi
. (B
lack
foot
)N
aahs
a ai
pohk
o'ta
kiw
a ka
'kits
imoi
. (B
lood
)
Act
iviti
es
Hav
e ea
ch s
tude
nt ta
lk a
bout
his
gra
ndpa
rent
s. W
rite
dow
n se
nten
ces
on c
ards
/pap
er s
o th
at c
hild
ren
can
draw
a p
ictu
re to
acc
ompa
ny th
eir
sent
ence
s.
RE
FLE
CT
:
Rev
iew
Pla
y re
view
gam
e us
ing
wor
ds th
ey le
arne
d in
the
sent
ence
s. F
or e
xam
ple:
Stu
dent
s si
t in
a ci
rcle
.C
lap
hand
s, c
lap,
cla
p, c
lap.
Eac
h st
uden
t tak
es a
turn
to s
ay a
sen
tenc
e w
ith a
diffe
rent
wor
d.
"My
gran
dmot
her/
gran
dfat
her
(act
ions
, des
crip
tions
, obj
ects
)
"Naa
hsa
The
se c
an b
e us
ed fo
r re
view
at a
late
r da
te.
Mak
ein
to L
angu
age
Mas
ter
Car
ds.
RE
PLA
Y:
Res
ourc
e pe
rson
- o
lder
per
son
(gra
ndpa
rent
s)P
repa
re s
tude
nts
to g
reet
and
mee
t the
Eld
er.
1.O
ki k
ipita
'kii
(Hel
lo, o
ld la
dy.)
2.O
ki o
rnah
kina
a(H
ello
, old
man
.)
Tap
e re
cord
er
Bef
ore
brin
ging
in th
e E
lder
, spe
ak to
chi
ldre
n ab
out
Eld
ers.
Tea
ch th
em w
hat t
o sa
y an
d ho
w to
beh
ave
whe
n gr
eetin
g an
Eld
er.
EV
ALU
AT
E:
Ask
stu
dent
s to
tell
clas
s ab
out t
heir
own
gran
dpar
ents
.
2 i
102
List
of w
ords
to b
e us
ed in
sen
tenc
es:
BLA
CK
FO
OT
EN
GLI
SH
BLO
OD
aini
hkiiw
asi
ngs
ainn
ihki
wa
aihk
iitaa
wa
cook
sao
oyo'
siw
a/ai
hkiit
aaw
a
nain
a'ni
iwa
ahko
yinn
imaa
naow
ns a
pip
eiin
aani
iwa
ahko
yinn
imaa
ni
iksi
kim
map
iitap
iiwa
is k
ind
iikah
sita
piiw
a
nita
isin
o'ss
kipo
kaI
kiss
es m
eni
tais
inoi
sski
pok
FO
LLO
W U
P:
Ext
ra h
elp
Use
Lan
guag
e M
aste
r C
ards
for
revi
ew.
Chi
ldre
nca
n lis
ten
to th
e ta
pe r
ecor
ding
s of
Eld
er's
sto
ry.
103
Enr
ichm
ent
Mak
e a
book
abo
ut g
rand
pare
nts
to s
hare
with
oth
erst
uden
ts u
sing
con
cept
s le
arne
d an
d m
akin
g ne
wse
nten
ces.
SA
MP
LE L
ES
SO
N P
LAN
: DIV
ISIO
N T
WO
TH
EM
E:
Fam
ilies
and
Sea
sona
l Act
ivity
Pre
parin
g O
okim
aani
EN
TR
Y P
OIN
T:
Div
isio
n T
wo
cultu
re, D
ivis
ion
Tw
o la
ngua
geth
ree-
year
exp
osur
e to
lang
uage
and
cul
ture
9 ye
ars
old
- G
rade
4
LAN
GU
AG
E U
SE
SIT
UA
TIO
N:
Stu
dent
s m
ake
pem
mic
an, o
okim
aani
.
LEA
RN
ING
EX
PE
CT
AT
ION
S:
Con
cept
Obj
ectiv
e-
Sum
mer
was
the
seas
on fo
r fa
mili
es to
pre
pare
for
win
ter
by h
untin
g an
d ga
ther
ing.
Stu
dent
s w
ill le
arn
how
ook
imaa
ni w
as m
ade
in th
e tr
aditi
onal
way
.
Lang
uage
Obj
ectiv
eF
unct
ions
: des
crib
ing,
iden
tifyi
ng, i
nstr
uctin
gN
otio
ns: q
uant
ity,
qual
ity,
actio
n, e
valu
ativ
e,ob
ject
ive,
sequ
ence
of e
vent
s, a
genc
y
Voc
abul
ary
ooki
maa
nipe
mm
ican
okon
okiis
tsi
sask
atoo
nsis
si/is
sisi
/issi
ifa
tis
siko
toyi
i'ksi
sako
/de
er m
eat
aaw
akas
so'k
sisa
kopa
kki'p
iists
i/ch
oke
cher
ries
pakk
io'p
ists
iA
ikks
skim
ao'p
a.W
e hu
nt.
Aoh
koht
ao'p
a.W
e co
llect
woo
d.
104
-A
ooyo
'sso
' pa
.
- A
yook
ima6
pa.
issk
ohts
iM
atoo
miit
sita
.
niis
tsi
i'ksi
sako
iists
iM
atoo
miit
sitts
imaa
t.
Inar
tsik
ssita
awal
Nai
tssk
ihsi
taaw
a.-
Inai
lsak
sisa
kiita
awa.
-A
i'hki
tsis
aaw
a...
-In
arto
hpa'
soko
htoo
ta...
-ki
i
PR
EP
AR
AT
ION
:
Intr
oduc
tion
We
pick
ber
ries.
We
mak
e pe
mm
ican
,lo
ng a
goF
irst,
slic
e in
to th
in, f
lat
strip
s.th
ose
mea
tsF
irst,
you
slic
e in
to th
in, f
lat
strip
s.T
hen
you
dry
them
.
The
n yo
u po
und
it.W
hen
it dr
ies.
..T
hen
you
mix
with
...an
d
Tel
l stu
dent
s w
hat t
hey
are
goin
g to
do.
Dis
cuss
with
stud
ents
the
vario
us tr
aditi
onal
fam
ily a
ctiv
ities
dur
ing
the
sum
mer
.S
tude
nts
will
mak
e a
list
of th
eir
resp
onse
s.
e.g.
, We
hunt
.W
e co
llect
woo
d.W
e pi
ck b
errie
s.W
e m
ake
pem
mic
an.
Und
erst
andi
ng/P
ract
ice
Aik
kssk
imao
'pa.
Aoh
koht
ao'p
.M
oyo'
sso'
pa.
Ayo
okim
ao'p
a.
Brin
g in
tool
s/in
gred
ient
s us
ed fo
r m
akin
g oo
kim
aani
.S
how
the
stud
ents
the
tool
s an
d as
k:"W
hat d
o yo
u th
ink
this
is?"
"Aam
o ts
a ni
stap
iiwa?
" 2,r
;
Afte
r di
scus
sion
exp
lain
:"W
e w
ill le
arn
how
ook
imaa
ni w
as m
ade
long
ago
.""A
skoh
kois
sksi
nirp
niit
ayoo
kim
o'pi
issk
ohts
i."
EX
PE
RIE
NC
E:
Lang
uage
Use
Situ
atio
n
Chi
ldre
n m
ay c
reat
e se
nten
ces
for
inst
ruct
ions
suc
has
thes
e:
Inst
ruct
ions
: OO
KIM
AA
NI
You
will
firs
t cut
the
mea
t int
o th
in, f
lat s
trip
s.M
atoo
miit
sitts
ita n
iists
i i'k
sisa
koiis
tsi.
(Bla
ckfo
ot)
Mat
oom
iitsi
ttsim
aat.
(Blo
od)
The
n yo
u ha
ng-d
ry th
em.
Kii
inai
'tsik
ssita
awa.
(B
lack
foot
)K
ii na
itssk
ihsi
taaw
a. (
Blo
od)
The
n yo
u po
und
it w
hen
the
mea
t drie
s.K
ii in
ai'ts
a'ks
isak
iitaa
wa
ai'h
kits
isaa
wa.
(B
lack
foot
)K
ii in
ai'ts
a'ks
isak
iitaa
wa
ai'h
kits
isaa
wa.
(B
lood
)
The
n yo
u m
ix it
with
sas
kato
ons
or c
hoke
cher
ries
and
fat.
Kii
inai
'tohp
a'so
koht
oota
niis
tsi
okon
okiis
tsi/p
akki
' bis
tsi k
ii is
si. (
Bla
ckfo
ot)
Kii
inai
'tohp
a'so
koht
oota
niis
tsi
okon
okiis
tsi/p
akkr
pist
si k
ii is
si (
Blo
od)
210
5
RE
FLE
CT
:
Ask
stu
dent
s to
pre
pare
rec
ipe
card
s an
d m
ake
illus
trat
ions
dep
ictin
g th
e in
stru
ctio
ns.
Ingr
edie
nts:
Bla
ckfo
otB
lood
okon
okiis
tsi
sask
atoo
nsok
onok
ists
i
issi
fat
issi
si/is
sii (
non-
part
icul
ar)
issi
koto
yii'k
sisa
kode
er m
eat
aaw
akas
so'-
ksis
ako
(non
-pa
rtic
ular
)
pakk
i'piis
tsi
chok
eche
rrie
spa
kkio
'pis
tsi
RE
PLA
Y:
Stu
dent
s re
-use
ski
lls a
nd k
now
ledg
e fr
om p
revi
ous
situ
atio
ns a
nd a
pply
to n
ew s
ituat
ions
. The
y re
sear
ch th
em
oder
n m
etho
ds u
sed
to p
repa
re o
okim
aani
.
EV
ALU
AT
ION
:
Stu
dent
s m
ake
acco
mpa
ny th
eir
ooki
maa
ni.
FO
LLO
W-U
P:
audi
otap
es o
f the
sen
tenc
es to
illus
trat
ions
.If
poss
ible
, the
y m
ake
Stu
dent
s ca
n re
sear
ch th
e nu
triti
onal
val
ue o
f ook
imaa
ni.
(Cal
l on
com
mun
ity h
ealth
nur
se.)
2I
SA
MP
LE L
ES
SO
N P
LAN
: DIV
ISIO
N T
HR
EE
TH
EM
E:
Fam
ilies
, Kin
ship
and
Rel
atio
nshi
pIm
port
ance
of K
insh
ip
EN
TR
Y P
OIN
T:
Div
isio
n T
hree
cul
ture
, Div
isio
n T
hree
lang
uage
nine
-yea
r ex
posu
re to
cul
ture
and
lang
uage
14 y
ears
old
- G
rade
9
LAN
GU
AG
E U
SE
SIT
UA
TIO
N:
Stu
dent
s m
ake
a ge
neol
ogy
char
t lis
ting
Bla
ckfo
otw
ords
to id
entif
y ea
ch m
embe
r of
ext
ende
d fa
mily
.
LEA
RN
ING
EX
PE
CT
AT
ION
S:
Con
cept
Obj
ectiv
eS
tude
nts
will
lear
n th
e im
port
ance
of t
radi
tiona
lki
nshi
p re
latio
ns, w
hich
may
incl
ude:
a ch
ild "
belo
ngin
g" to
the
who
le fa
mily
exte
nded
fam
ily p
rovi
ding
bas
ic n
eeds
for
child
the
fam
ily s
urvi
ving
or
peris
hing
toge
ther
chan
ces
of s
urvi
val b
ecom
ing
grea
ter
with
sha
ring
and
co-o
pera
tion
impo
rtan
ce o
f kno
win
g w
ho y
ou c
ould
cou
nt o
nno
inte
rmar
riage
.
Lang
uage
Obj
ectiv
e-
Fun
ctio
ns: i
dent
ifyin
g (s
tude
nts
will
iden
tify
thei
r ow
nre
lativ
esas
far
back
intim
e as
106
poss
ible
), d
escr
ibin
g (s
tude
nts
will
desc
ribe
the
impo
rtan
ce o
f kno
win
g w
ho is
one'
s fa
mily
; stu
dent
s w
ill d
escr
ibe
fam
ilym
embe
rs),
sta
ting
attit
udes
(w
hich
rel
ativ
esar
e lik
ed, w
hich
rel
ativ
es a
re in
tere
stin
g)
Not
ions
: exi
sten
tial/e
xist
ence
(The
se a
re m
yre
lativ
es.)
, eva
luat
ive/
unac
cept
abili
ty(I
t is
not a
ccep
tabl
e to
mar
ry y
our
rela
tive.
),lo
gica
l rel
atio
ns (
caus
e an
d re
ason
)
Voc
abul
ary:
tahk
aki
kso'
kow
anno
ona
kaa'
hsin
noon
iks
kisi
nnoo
niks
kiks
okow
anno
onik
sts
ska
ihna
issk
sino
waw
a/ih
tais
sksi
now
awa
Aoh
kana
oko'
sim
miiy
aaw
a.po
okai
ksch
ildre
nA
nnih
kai.
Tha
t is
the
reas
on.
Ihna
issp
omm
otsi
yaaw
al T
hey
help
eac
h ot
her.
lhta
issp
omm
otsi
yaaw
a.A
issp
omm
oots
iiyaa
wa.
Hel
p ea
ch o
ther
.A
issk
sino
way
iW
e kn
ow th
ose
who
will
aaks
spom
moo
'kiik
si.
help
.N
aata
ohpo
kaop
iimaw
a./ W
e do
not
mar
ry.
Maa
taoh
poka
opiim
awa.
/N
imaa
taoh
poka
opiim
awa.w
hoex
tend
ed fa
mily
/rel
ativ
eou
r gr
andp
aren
tsou
r ol
der
brot
hers
our
rela
tives
why
to k
now
that
per
son
It is
all
thei
r ch
ildre
n.
2tf
PR
EP
AR
AT
ION
:
Intr
oduc
tion
Brin
g yo
ur g
eneo
logy
cha
rt o
r ph
oto
albu
m to
cla
ss to
disc
uss
with
stu
dent
s.D
iscu
ss, i
nB
lack
foot
, you
rva
rious
rel
ativ
es.
Why
is it
impo
rtan
t to
know
who
is r
elat
ed to
you
?T
sska
ihto
tota
map
ii'w
a ah
kssk
sino
'hsi
kiks
o'ko
wan
noon
iksi
?
Rel
atio
ns h
elp
with
the
upbr
ingi
ng o
f chi
ldre
n be
caus
eth
e ch
ild b
elon
gsth
e w
hole
fam
ily.
Kik
so'k
owan
noon
iksi
ihta
issp
omss
taya
aah
ksis
staw
atoh
i pok
aiks
i, m
aa m
atap
iwa
mik
ksst
aohk
anao
kosi
mm
oki.
The
fam
ily h
elpe
d ea
ch o
ther
sur
vive
.A
sspo
mm
oots
iiyi k
itsita
pim
inno
onik
sim
ahko
htai
soka
wat
tohs
a.
You
wou
ld k
now
who
you
can
turn
to/a
sk fo
r he
lp.
Kita
kssk
sino
wa
maa
kita
kssp
omm
oka
aiss
tsim
ahka
thki
.
It is
not
acc
epta
ble
to m
arry
you
r re
lativ
e.M
aata
hkoh
poka
opiim
awa
maa
kik
so'k
owan
noon
a.
The
se a
re m
y re
latio
ns.
Aam
oksi
nik
oso'
kow
aaya
awa.
Aam
oksi
nik
so'k
owaa
yaaw
a.
Und
erst
andi
ng/P
ract
ice:
Stu
dent
s ha
ve a
dis
cuss
ion
on fa
mili
es.
2+
107
EX
PE
RIE
NC
E:
Lang
uage
Use
Situ
atio
n
Who
mak
es u
p th
e ex
tend
ed fa
mily
/rel
ativ
es?
Tah
ka k
ikso
'kow
anno
ona?
The
y in
clud
e gr
andp
aren
ts, a
unts
, unc
les,
cou
sins
,di
stan
t cou
sins
, in-
law
s, n
iece
s, n
ephe
ws,
etc
.K
aahs
inno
onik
s, k
iksi
ssts
inno
onik
s, k
iisin
noon
iks,
kiks
okow
anno
onik
s, k
aahs
inno
onik
s.
Hav
e st
uden
ts r
esea
rch
thei
r ow
n ex
tend
ed fa
mily
and
mak
e a
gene
olog
y ch
art.
RE
FLE
CT
:
Des
crib
e in
shor
t sen
tenc
es y
our
vario
us r
elat
ions
.D
iscu
ss w
ith a
noth
er p
erso
n w
ho is
in y
our
fam
ily.
RE
PLA
Y:
Tea
cher
pre
pare
s a
gene
olog
y ch
art a
bout
his
/her
fam
ily.
If st
uden
ts d
o no
t kno
w y
our
rela
tives
, brin
g a
fam
ily p
hoto
alb
um w
ith k
insh
ip te
rms
writ
ten
on th
epi
ctur
es.
EV
ALU
AT
ION
:
Iden
tify
lead
ers
and
clan
s hi
stor
ical
ly. S
tude
nts
rese
arch
to s
ee if
they
are
rel
ated
to a
ny o
f the
m.
Fin
d ou
t abo
ut fa
mily
teep
ee d
esig
n an
d w
hat s
ymbo
lsm
ean.
Rea
d H
ugh
Dem
psey
's R
ed C
row
(E
dmon
ton:
Hur
tigP
ublis
hers
, 197
2), C
row
foot
,C
hief
of t
he B
lack
feet
(Edm
onto
n: H
urtig
Pub
lishe
rs, 1
979)
or
Cha
rcoa
l's W
orld
(Sas
kato
on:
Wes
tern
Pro
duce
r P
rairi
e B
ooks
, 197
9) to
gain
bet
ter
unde
rsta
ndin
g of
trad
ition
,ki
nshi
p an
dre
latio
ns.
2,';
