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Navajo Area Curriculum Development Project (Language Arts--Social Studies); Language Arts

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Navajo Area Curriculum Development Project (Language Arts--Social Studies); Language Arts DOCUMENT RESUME ED 047 843 RC 005 057 AUTHOF Cogdill, Marsha; And Others TITLE Navajo Area Curriculum Development Project (Language Arts--Social Studies); Language Arts. INSTITUTION Bureau of Indian Affairs (Dept. of Interior) ,Window Rock, Ariz. PUB DATE 1 Aug 70 NOTE 144p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *American Indians, *Curriculum Guides, Educational Objectives, English (Second Language), *Language Arts, *Language Development, *Learning Activities, Listening Skills, Reading Skills, Speech Skills, Writing Skills IDENTIFIERS *Navajos ABSTRACT A language arts program for Navajo children is presented in this curriculum guide based on needs outlined in the Bureau of Indian Affairs' publication "Curriculum Needs of Navajo Pupils." The program should provide each Navajo pupil with an opportunity to acquire a basic mastery of the English language in order to integrate his own background experience and needs into those of an English-speaking society. The guide is divided into 4 skill areas: listening, speaking, reading, and writing. Each section consists of primary objectives for the language arts skill and a series of activities sequenced acc.=ding to level of difficulty. The teacher can select from the specific activities described in accordance with the needs and capabilities of the students, the integration possibilities from one section to another, and his own inclinations. Appendices give information for making and using specified instructional materials. Related documents are RC 005 056 and RC 005 056. (JH) ED047843 0057 NAVAJO AREA CURRICULUM DEVELOPMENT PROJECT PEAR"Iivmsu(COG io1971 (LanguageLANGUAGE Arts--Social ARTS StudieR) 0 THISDUCEDU.S. DOCUMENTEDUCATIONOFFICE DEPARTMENTEXACTLY OF AS HAS EDUCATION& RECEIVEDWELFARE OFBEEN HEALTH. REPRO- FROM CATIONREPRESENTIONSINATINGTHE PERSON STATED POSITION IT. POINTS OFFICIAL OR DO ORGANIZATION OR NOT OF POLICY. OFFICE VIEW NECESSARLY OR OF ORIGoPir,U- TheDr,Director UniversityTheodore Kaltsounis of Washington LynnMarshaWriters Hoff Cogdill and Consultants AssistantSeattle, WashingtonDirector ArthurJulia MooreNichols Arthur Nichols BUREAUDIVISIONNAVAJO OF INDIANAREAOF EDUCATION OFFICE AFFAIRS BRANCHMrs. OF FaralieCURRICULUM S. Spell,AJD INSTRUCTION Chief AbrahamWilliam I. J.Tucker, Benham,Graham Deputy Assistant Holmes, Assistant AreaArea DirectorAreaDirector Director (Education) (Education) INTRODUCTION The majority of children in the United States begin school with little The Listening Needs of the Navajo Child hesitancy.Englishtinguish letters; betweenGenerally andthe theyvariousthey arecan written ablespeak to English symbols;comprehend with they suchease; can of printthey what can somethey learn formshear. to of dis-The The WritingReadingSpeaking Needs Reeds of of the the Navajo Navajo Child.Child Child organizedbeforeNavajo advancingchild, language however, to arts the mustcurriculumstandard frequently academic based learn on expectations; the English English as languagetherefore,his second is alanguagevital well to the Curriculum"CurriculumEach ofDevelopment Needs the fourof Navajo sections Project Pupils." ofcorresponds this Eachlanguage sectionto one arts ofof booklet thethis four booklet of parts the is Navajoof divided Area Navajomeanacademic abandonment culture. progression ofThe the languageof Navajothe Navajo artslanguage programchild. nor shouldSuchdoes ait ideallylanguage mean a provide strippingarts program each of Navajo thedoes not difficulty.objectives,into the primary aThe series objectivesteacher of activities can set select for are eachspecific sequenced language activities according arts skill. in t,accord levelFor with eachof theof theseneeds Englishorderpupil towith speaking integrate an opportunity society. his own tobackground acquire aexperience basic mastery and needsof the into English those language of an in bookletandto another,capabilities are colorand his ofcoded theown forstudents,inclination: convenience. the integrationThe Eachfour sectionsections possibilities begins of this with fromlanguage the one basic sectionarts b.allprogram, hisSince instruction. the most language school artsEmphasissubjects curriculum beginsare dependent forwith the a strongonNavajo a sound listeningchild English becomes and language speakingthe core of outline,additionalpertaining which activitiesto eachincludes objective. to thebe recorded.statedSeveral objectives blankAppendices pages and givethein each numbersinformation section of the permitfor activities making programat higher in eachlevels."Atthe allprimaryother, levels asgrades wellthe integrationwithas with more the reading ofcontent the andlanguage subjects, writing arts skillsis witha prime occurring andpersons. usingThe sixspecifiedIt hundredwould bematerials. activities difficult toin listthis everyonebooklet representwho has contributed the work of his many time sequenceoneconcern. articulated, andAll graduallythe coherentlanguage expands (Chinle programarts intoshould Languagewhich a conceptualbe follows integratedArts Curriculum ascope." definite into Committee, thewouldand currentskill, be overlooked and,draft indeed, of ifthe such itlanguage isa listperhaps arts were impossibleactivities presented. tobrought Theguarantee procedure together that forpersons no preparingone whoperson programThe needs have of beenthe Navajooutlined child in thein regardBureauMay 3, toof 1970.) thisIndian developmental Affairs' publication language arts plannedandhave responsibilitydifferent before rolesthe writingfor in theadult ofeducation societythe activities. ofand Navajo at the children.The same Navajo time coeneunitehaveThe procedurea consn.,n knows was concernthe committees.basic"Curriculum language Needs arts of needs Navajo advanced Pupils." by theThis various document school, divides agency, into fourand Areaparts the Specialistslanguageexpectations arts and theyinstruction administrators have for to their fit are thechildren. responsible characteristicsClassroom for coordinatin4 of teachers their pupils. must the adaptum+ of man, v schools and for developing and maintaining curriculum pone,. During the fall of 1969, the project staff prepareda draft of the ofschool,Listening Navajo agency, Pupils."section and of Area Thethis entirelanguage booklet, staff arts following spent committees one the weekguidelinesas in given December in of "Curriculum theof various1969 Needs Universityvisitingleaders, eachteachers, of Washington,agency specialists, and receivingthey revised and the administrators. thecriticisms ListeningandWhen sectioncomments they in returned oflight community of tothe the backinfeedback March device andfrom was May the used. of school 1970.Members visits.Feedback of theAs was eachstaff obtained section returned on was the again written, final to sectionthe the Navajosomeduring feed-Area '4 significantstaffJune ofin 1970Seattle degree when preparing severalthen is languagethe combinedfinal arts working effortspecialistsdraft.of manyspentThis persons. bookletone week to with a the C4 forbeen tLe sensitiveIt benefitis hoped toof that theNavajo perceptionsthe boysproject and ofstaffgirls. the atmen theit andisUniversity alsowomen hoped who of work thatWashington dailythis bookletwith has and Navajoexperiencewill be Area. continually in adapting ..odified the activities by those tomen the and language women inarts light program of their for the August 1, 1970 T. K. TABLE OF CONTENTS LISTENING (Outline) Activities Page1 II-C. inferential Listening Skills. Activities 1128S I. DISCRIMINATIVEI-A. Readiness LISTENING. Skills. II-D. Evaluative(Making inferences Listeni2g and Skills. drawing conclusions)....(126-139) 21 A-2.A-I. IdentifyingFollowing simple sounds directions in general (25-42)(1-241 52 APPENDIX (Determining authenticity of what is heard)....(140-146) 2423 I-B. 8-1.PhonicsIdentifying Skills. sounds not in the native SPEAKINGSUGGEST YOUR(Outline) OWN ACTIVITIES 3127 B -2. endingIdentifyingtongue sounds beginning, middle, and (52-67)(43-51) 97 I. I-A.FUNDAMENTALSWord Pronunciation.OF SPEECH PRODUCTION. B-4.B-3. Identifying rhymingvoiced andsounds voiceless in words sounds (69-76)(68) 1211 A-1. (SegmentsNo clusters. -- vowels and consonants--in I-C. C-1.Word Skills.Identifying root and basic word forms....(77-89) 13 A-2. Clusters.(Initialsingle syllable and final words). consonant and (147-162) 32 I-D. C-2.SentenceBuilding Skills. vocabulary (90-104) 15 A-4.A-3.CeneralOthervowel affixessounds) word pronunciation (165-167)(163-164) 3635 D-2.D-1.DeterminingDetermining qualityquality speechspeech inin selfothers...(111-116)(105-110) 1817 I-B. Sentence(Stress andPronunciation. intonation) (169-173)(168) 3837 II.II-A.ASSOCIATIVE(DistinguishingInterrogative LISTENING. Listening between Skills.positive and II. ORALI-C. COMUNICATIONProduction of SKILLS. Grammatically Correct Sentenccs...(174-183) 39 II-B. Organizednegative statements)Listening Skills. (117) 19 11II-A. -B. VoiceFunctional Control Speaking Skills Skills (186-197)(184-185) 4342 (Listing events sequentially) (118-125) 20 vii II-C. Critical Speaking Skills (198-201) 45 Activities Page Activities Page APPENDIXII-D. Creative Speaking Skills (202-240) 5046 V.TYPESV-A. OF(BookRecreational READING. reports Reading.ar.d reviews) (386-395) 83 READINGSUGGEST (Outline)YOUR OWN ACTIVITIES 5551 V-B. (ReferenceExploratory works) Reading. (39E -406) 84 I. I-A.READINGAuditory(See READINESS Readiness Discrimination SKILLS. Skills in Skills. LISTENING) (241-243) 56 VI. READINGV-C. (ContentInformational METHODS. areas) Reading.
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