Blackfoot Language and Culture 12Y K to 12

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BLACKFOOT LANGUAGE AND CULTURE TWELVE-YEAR PROGRAM KINDERGARTEN TO GRADE 12

This program of studies is intended for students who are beginning their study of Blackfoot language and culture in Kindergarten or Grade 1. It constitutes the complete Blackfoot Language and Culture Twelve-year (12Y) Program.

PHILOSOPHY Elders occupy a revered spot in traditional Blackfoot society because of the knowledge and “Our language is about connections and wisdom they possess. Many are keepers of relationships. This is the life and spirit of our specific knowledge about tribal customs, language. If we could teach our children this, they ceremonies and history. They are the link to the would gravitate toward it because it is nurturing. countless generations that have preceded them. The Blackfoot language is our universe and our university. If we could teach our children their On the Blackfoot Language and Culture Program language, it would open their lives and they will of Studies Committee, there was an Elder create their destinies over and over again.” representative from Piikani, Siksika and Kainai. – Dr. Betty Bastien, Keynote Address, Treaty 7 The three Elders were: Education Conference, Calgary, October 2004 • Nayisttaipoyiima (Louis English, Piikani) • OMAHKITAPI (ELDER) INVOLVEMENT Naatowaohkii (Mervyn Wolf Leg, followed by Alice Weasel Child, Siksika) Ayo, Iihtsipaitapiiyo’pa, ayo naapi Naato’si, ayo • Mia’nistohpoisskiaakii (Pauline Three Ksaahkommiitapiwa, kimmok nitomahkitapiiminn Persons, Kainai). Aana, naahksisamohpoka paitapiimannann. Ayo Creator, ayo Elder Sun, ayo Earth Spirits RATIONALE care for our old people, let them be part of our lives for a long while … The Blackfoot language predates English and French as a spoken language in Alberta by Every Blackfoot prayer includes mention of the thousands of years. Blackfoot is one of the two Elders, who are considered integral members of most commonly used indigenous languages in every family. As Elders age and become more Alberta. Within this language is a unique spiritual, they address every member of the tribe worldview. This alternative worldview is one of as their own and they become a member of every the reasons why Blackfoot should be studied and family. included in the Alberta curriculum. Not only does inclusion of Blackfoot in the curriculum help Blackfoot-speaking First Nation communities

Blackfoot Language and Culture Twelve-year Program (K–12) /1 ©Alberta Education, Alberta, Canada (2010) preserve and revitalize their language, but it also These values are reflected in our modern calendar, helps young Albertans, both First Nations and in which January is referred to as Ka’too or non-First Nations, become aware of the Blackfoot sharing time. Hospitality for visitors to one’s worldview. home is heavily emphasized and a protocol is well established for its practice. The development of greater cognitive skills is an – Bill Heavy Runner and Rosie Day Rider, from added bonus. By studying another language, Kipaitapiiwahsinnooni: Alcohol and Drug students increase their mental flexibility, their Abuse Education Program, Leo Fox and creativity, their divergent thinking and their Kainaiwa Board of Education (Edmonton, AB: higher-order thinking skills. Duval House Publishing, 2001), pp. 14–24.

OUR RELATIONSHIP WITH THE ASSUMPTIONS NATURAL WORLD The following statements are assumptions that The nature of the Blackfoot language and culture, have guided the development process of this which can be described as relational, is tied to the program of studies: Blackfoot belief that everything is interconnected. • Language is communication. Paramount is the belief that all of creation is • All students can be successful learners of sacred. Human beings, animals, plants and land language and culture, although they will learn features are a part of creation. Traditional in a variety of ways and acquire proficiency at Blackfoot prayer teaches respect for all of these. varied rates. The Sun, Naatso’si, provides life-giving light to • All languages can be taught and learned. all plant and animal life. The water that flows • Learning Blackfoot leads to enhanced learning from the mountains also provides sustenance to in both the student’s primary language and in the animals, to humans and to plant life. related areas of cognitive development and knowledge acquisition. This is true for When an animal or a plant is to be used for food students who come to the class with some or medicine, thanks is always given to the spirit of background knowledge of Blackfoot and that animal or plant. Conservation is a sacred develop literacy skills in the language. It is practice through this thanksgiving. also true for students who have no cultural or linguistic background in Blackfoot and are OUR RELATIONSHIP WITH ONE studying Blackfoot as a second language. ANOTHER NATURE OF THE BLACKFOOT In the past, people helped each other and behaved LANGUAGE altruistically. When times were hard, food and other necessities were shared without cost. In the The Blackfoot ~ Niitsi’powahssin ~ story of Makoyoohsokoyi (The Wolf Trail or Siksikai’powahssin language belongs to the Milky Way), the animals befriended a starving Algonquian family of North American First man and his family and saved them from sure Nations Languages. The Kainai, Piikani and death. Through this story the people were shown Siksika First Nations of Alberta share this the values of sharing and cooperation. language with their North American cousins the Amskaapipikani of Montana. Slight and minor variations occur in dialect and in terminology among the four.

2/ Blackfoot Language and Culture Twelve-year Program (K–12) (2010) ©Alberta Education, Alberta, Canada The recommended Roman orthography for this Community Membership aims to develop the program of studies is the Frantz orthography. This understandings, views and values of Blackfoot orthography uses the following: culture.

 alphabet sequences consisting of 12 English Strategies help students learn and communicate letters: a, h, i, k, m, n, o, p, s, t, w, y more effectively and more proficiently.  a glottal stop: represented by a single

quotation mark (’) Each of these components is described more fully  a, i, o vowels: at the beginning of the corresponding section of

 semivowels: w and y, which occur between this program of studies. vowels. A Spiral Progression CONCEPTUAL MODEL Language learning and cultural teachings are The Cree Language and Culture Twelve-year integrative, not merely cumulative. Each new Program, Kindergarten to Grade 12 provided element that is added must be integrated into the guidance in the development of the Blackfoot whole of what has gone before. The model that Language and Culture Twelve-year Program, best represents the students’ language and cultural Kindergarten to Grade 12. learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased The aim of this Blackfoot language and culture proficiency) but also horizontal (e.g., broader program of studies is to have students develop range of applications and experience with more communicative competence and cultural text forms, contexts and so on). The spiral also knowledge, skills and values in Blackfoot. It is represents how language and cultural learning important that the focus be on interaction and activities are best structured. Particular lexical meaningfulness, with special attention and fields, learning strategies or language functions are emphasis being given to oral communication. revisited at different points in the program, but from a different perspective, in broader contexts or Four Components at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened For the purpose of this program of studies, with each successive pass. communicative competence and the development of cultural knowledge, skills and values in Language Blackfoot are represented by four interrelated and Community Competence Membership interdependent components. Applications Strategies

Blackfoot Applications deal with what the students will be Language and Culture 30-12Y able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate. Blackfoot Language and Culture Grade 6 Language Competence addresses the students’ (Twelve-year knowledge of the language and their ability to use Program) that knowledge to interpret and produce meaningful texts appropriate to the situations in Blackfoot which they are used. Language and Culture Kindergarten (Twelve-year Program)

Blackfoot Language and Culture Twelve-year Program (K–12) /3 ©Alberta Education, Alberta, Canada (2010) ORGANIZATION OF THE PROGRAM Specific Outcomes OF STUDIES Each general outcome is further broken down into General Outcomes specific outcomes that students are to achieve by the end of each grade/course. The specific General outcomes are broad statements identifying outcomes are interrelated and interdependent. In the knowledge, skills and attitudes that students most classroom activities, a number of learning are expected to achieve in the course of their outcomes are addressed in an integrated manner. language learning experience. Four general outcomes serve as the foundation for this program The specific outcomes are categorized under of studies and are based on the conceptual model cluster headings, which show the scope of each of outlined previously. the four general outcomes. These headings are shown in the graphic on the following page. Applications [A] • Students will use and apply Blackfoot in The specific outcomes are further categorized by various situations at home, in school and in strands, which show the developmental flow of the community for different purposes. learning from the beginning to the end of the (Pookaiksi aakohtaomia’nistayissitapiiyaawa program. However, a learning outcome for a niitsi’powahssini.) particular grade/course will not be dealt with only in that particular year of the program. The spiral Language Competence [LC] progression that is part of the conceptual model • Students will be effective, competent means that activities in the years preceding will and comfortable as Blackfoot speakers. prepare the ground for acquisition and in the years (Pookaiksi aakaisokai’tsi’poyiiyaawa.) following will broaden applications.

Community Membership [CM] • Students will live peacefully with Mother Earth, others and themselves, guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

Strategies [S] • Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

4/ Blackfoot Language and Culture Twelve-year Program (K–12) (2010) ©Alberta Education, Alberta, Canada General Outcomes

Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information A–2 to express emotions and personal perspectives A–3 to get things done A–4 to form, maintain and change interpersonal relationships A–5 to enhance their knowledge of the Language world Competence Strategies A–6 for imaginative purposes and personal enjoyment Students will be effective, competent Students will know and use various and comfortable as Blackfoot speakers. strategies to maximize the effectiveness (Pookaiksi aakaisokai’tsi’poyiiyaawa.) of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi LC–1 attend to the form of the language aakaissksinima’tsoohsiiyaawa.) LC–2 interpret and produce oral texts LC–3 interpret and produce written and S–1 language learning visual texts S–2 language use LC–4 apply knowledge of the sociocultural S–3 cultural learning context S–4 general learning LC–5 apply knowledge of how the language is organized, structured and Community Membership sequenced

Students will live peacefully with Mother Earth, others and themselves, guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–1 Mother Earth CM–2 others CM–3 themselves

Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Blackfoot Language and Culture Twelve-year Program (K–12) /5 ©Alberta Education, Alberta, Canada (2010) Guide to Reading the Program of Studies

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa. )

cluster heading for specific LC–2 interpret and produce oral texts outcomes Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. understand the main a. understand a variety of a. understand a variety of point and some lengthy oral texts on lengthy oral texts on

supporting details of familiar topics, in familiar topics, in

lengthy oral texts on a guided situations guided and unguided 2.1

– variety of familiar situations LC

listening topics, in guided situations

a. produce lengthy oral a. produce lengthy oral a. produce a variety of texts on familiar texts on a variety of lengthy oral texts on topics, providing some familiar topics, familiar topics, in

details to support the providing some details guided situations 2.2

– main point, in guided to support the main LC

speaking situations point, in guided and unguided situations

expected the end at of each grade/course read each page for vertically the outcomes a. sustain lengthy a. converse, a. converse with ease in interactions spontaneously, on routine and nonroutine

comprehensibly, with unfamiliar and familiar situations

2.3 pauses to formulate topics, and participate – oral texts and to in discussions fluency LC

interactive self-correct

specific outcome statements for each grade/course

outcomesspecific for headings strand read each page horizontally for the developmental flow of outcomes from grade to grade/course to course

6/ Blackfoot Language and Culture Twelve-year Program (K–12) (2010) ©Alberta Education, Alberta, Canada

Applications

to express emotions and personal perspectives

to share information to get things done

Students will use and apply Blackfoot in various

situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

for imaginative purposes to form, maintain and change interpersonal and personal enjoyment

relationships

to enhance their

knowledge of the world

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /7 ©Alberta Education, Alberta, Canada (2010) APPLICATIONS

The specific outcomes under the heading Applications deal with what students will be able to do with the language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration on the preceding page. Under each of these headings there are one or more strands that show the developmental flow of learning from grade to grade/course to course. Each strand, identified by a strand heading at the left end of a row, deals with a specific language function; e.g., share factual information. Students at any grade level will be able to share factual information. Beginning learners will do this in very simple ways; e.g., “This is a dog.” As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

8/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. share basic a. identify people, a. ask for and provide a. describe people,

information places and things information places and things

1.1 b. respond to simple, – predictable A questions information share factual

A–2 to express emotions and personal perspectives

Students will be able to:

a. express simple a. express a personal a. identify favourite a. express a personal preferences response people, places or response to a things variety of situations

b. acknowledge the

2.1 ideas, thoughts and – preferences of A

share ideas, share ideas, others

thoughts, preferences thoughts,

a. express basic a. respond to and a. identify emotions a. express and respond emotions and express emotions and feelings to a variety of

feelings and feelings emotions and 2.2

– feelings A

feelings

share emotions, emotions, share

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /9 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A –1 to share information

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. ask for and provide a. describe series or sequences a. provide information on

information on a range of of events or actions several aspects of a topic

1.1 familiar topics – A

information share factual

A–2 to express emotions and personal perspectives

Students will be able to:

a. inquire about and express a. record and share thoughts a. inquire about and express likes and dislikes and ideas with others agreement and disagreement, approval and disapproval

2.1 – A

share ideas, share ideas,

thoughts, preferences thoughts,

a. inquire about and express a. record and share personal a. inquire about and express emotions and feelings experiences involving an emotions and feelings in a

emotion or feeling variety of familiar situations 2.2

– A

feelings

share emotions, emotions, share

10/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand and use a. share facts about past, a. share detailed information on

definitions, comparisons and present and future events a specific topic

examples

1.1 – A information share factual

A–2 to express emotions and personal perspectives

Students will be able to:

a. inquire about and express a. inquire about and express a. express and support their interest and lack of interest, probability, possibility and own opinions

satisfaction and certainty

dissatisfaction

2.1 – A

preferences

thoughts, thoughts, share ideas,

a. compare the expression of a. express emotions and a. compare the expression of emotions and feelings in a feelings in formal situations emotions and feelings in

variety of informal situations formal and informal

2.2 situations – A feelings

share emotions, emotions, share

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /11 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–1 to share information

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. ask and answer questions a. explain factual information a. discuss factual information about an informative text for a variety of audiences on a variety of topics in a read or heard variety of situations 1.1

–

A information share factual

A–2 to express emotions and personal perspectives

Students will be able to:

a. express and explain a. exchange and compare a. share ideas, thoughts, preferences opinions in a variety of opinions and preferences on situations a variety of topics in a

thoughts, thoughts, variety of situations

2.1

–

A preferences

share ideas, a. explore the expression of a. discuss the expression of a. share a range of emotions different emotions and emotions and feelings in a and feelings in a variety of

feelings in a variety of variety of media situations 2.2

– situations A

feelings

share emotions, emotions, share

12/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–3 to get things done

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. indicate basic needs a. ask for permission a. suggest a course of a. make and respond

and wants action and respond to a variety of

3.1 to a suggestion simple requests – A of others of guide actions actions guide

a. respond to offers, a. ask or offer to do a. indicate choice a. express a wish or a invitations and something from among several desire to do

instructions options something 3.2

– A actions

state personal state

a. engage in turn a. encourage other a. ask for help or a. suggest, initiate or taking group members to clarification of what direct action in

act appropriately is being said or group activities 3.3

– done in the group A actions

manage group group manage

A–4 to form, maintain and change interpersonal relationships

Students will be able to:

a. exchange simple a. exchange some a. initiate relationships a. identify kinship greetings and basic personal relationships simple social information expressions 4.1

– b. acknowledge basic

A kinship

relationships relationships manage personal personal manage

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /13 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–3 to get things done

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. relay simple messages and a. give and follow a simple a. make and respond to

encourage or discourage sequence of instructions suggestions in a variety of

3.1 others from a course of situations – action A of others of guide actions actions guide a. make and respond to offers a. express appropriate and a. state personal actions in the

or invitations inappropriate actions past, present or future

3.2 – A actions state personal state a. encourage other group a. negotiate in a simple way a. check for agreement and members to participate with peers in small-group understanding

tasks

3.3 b. assume a variety of roles and b. offer to explain or clarify b. express disagreement in an – responsibilities as group appropriate way A actions members manage group group manage

A–4 to form, maintain and change interpersonal relationships

Students will be able to:

a. talk about themselves, their a. initiate and participate in a. make and break social

family and their community casual and friendly engagements

and respond to the talk of exchanges with classmates

4.1 others by showing attention – and interest A

relationships

manage personal personal manage

14/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–3 to get things done

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. give, follow and respond to a. make and respond to a. express concerns and suggest

advice and warnings suggestions or requests in a solution community situations 3.1

– A

of others of

guide actions actions guide

a. learn consequences in a a. accept or decline an offer or a. express consequences in variety of situations invitation relation to their own actions

3.2

– A actions ate personalate

a. express appreciation, a. paraphrase, elaborate on and a. contribute effectively in enthusiasm, support and clarify another member’s small-group projects

respect for the contributions contribution

3.3 of others – A actions manage group group manage

A–4 to form, maintain and change interpersonal relationships

Students will be able to:

a. use routine means of a. give appropriate a. offer congratulations and

interpersonal compliments express regret

communications

4.1 – A

relationships

manage personal personal manage

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /15 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–3 to get things done

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. give and follow a sequence a. describe several courses of a. guide the actions of others in

of instructions action a variety of formal and

3.1 informal situations – A of others of guide actions actions guide a. express personal a. state and describe their own a. state their own actions in a expectations, hopes, plans, hopes, plans and goals variety of formal and

goals and aspirations informal situations 3.2

– A actions

state personal state

a. contribute and provide a. contribute to group activities a. manage the planning, positive feedback to group by clarifying task goals, functioning and assessment

members negotiating roles and of group activities 3.3

– suggesting procedures A actions

manage group group manage

A–4 to form, maintain and change interpersonal relationships

Students will be able to:

a. make suggestions or clarify a. participate in social a. form, maintain and change misunderstandings to handle exchanges in formal personal relationships in a a variety of situations situations variety of formal and 4.1

– informal situations

relationships manage personal personal manage

16/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–5 to enhance their knowledge of the world

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. investigate the a. investigate the a. investigate and a. make and talk about

immediate surrounding identify elements in personal

5.1 environment environment the immediate observations – environment A discover

and explore and

a. gather simple a. organize items in a. sequence items in a. share personal information different ways different ways knowledge of a topic

5.2

–

information

gather organize and

a. experience a. experience a. experience meaning a. experience meaning problem-solving problem-solving through a variety of through a variety of

situations situations moral teachings and moral teachings and

problem-solving problem-solving 5.3

– stories stories solve solve A problems

a. listen attentively a. respond sensitively a. make connections a. recognize and and respectfully to to the ideas and between behaviour respect differences

the ideas and products of others and values in ideas and thoughts expressed thoughts 5.4

–

A and values and

explore perspectives

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /17 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–5 to enhance their knowledge of the world

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. discover relationships and a. ask questions to gain a. explore classification

patterns in the environment knowledge and clarify systems and criteria for

5.1 understanding categories – A d explore discover

a. compare and contrast items a. gather information from a a. compose questions to guide

in simple ways variety of resources research

b. identify sources of

5.2 information and record – observations A

information

gather organize and a. experience and reflect upon a. experience, reflect upon and a. experience, reflect upon and

problem-solving stories discuss problem-solving discuss problem-solving

stories, legends and stories, legends and 5.3

– situations situations solve solve A problems

a. explore Blackfoot values on a. explore how the Blackfoot a. gather thoughts, ideas and a variety of topics within worldview influences values opinions on a topic within

their own experience and behaviour their own experience

5.4 – A

and values and

explore perspectives

18/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–5 to enhance their knowledge of the world

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. explore meaning in what a. explore and express the a. explore connections among they are doing meaning of what they are and gain new insights into

doing familiar topics

5.1 – A explore discover and and discover

a. gather information, using a a. organize and prepare a. share key ideas, summarize,

prepared format information, using a variety and paraphrase

of techniques

5.2 –

information

gather organize and a. reflect upon and discuss a. identify potential problems a. search for possible ways to personal problem-solving and their potential solve problems

experiences and stories consequences 5.3 – solve A problems

a. explore and discuss how the a. understand how the a. provide information and Blackfoot worldview and Blackfoot worldview and reasons for their own ideas values influence personal values influence their own and thoughts on an issue or a

behaviour and choices and others’ behaviour and topic choices 5.4 values –

A and

explore perspectives

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /19 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–5 to enhance their knowledge of the world

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. explore ideas presented in a a. compare their own insights a. use a broad range of skills to

variety of ways and understandings with discover and explore various

5.1 those of classmates media – A discover discover

and explore and

a. synthesize information from a. organize information to a. gather, evaluate, organize

ze several sources demonstrate relationships and synthesize information between ideas and sources about various topics from a variety of sources 5.2

–

information

gather and organi and gather

a. apply problem-solving skills a. apply problem-solving skills a. apply problem-solving skills

acquired in one situation to in the resolution of real-life in the resolution of a variety

5.3 other situations problems of real-life problems –

solve A

problems

a. examine how Aboriginal a. explore the portrayal of a. understand and examine cultures are portrayed in a Aboriginal cultures to differing perspectives and variety of contexts understand the underlying their underlying beliefs and

values and perspectives values; e.g., in the mass

5.4 media or among family, – Elders and peers A and values and

explore perspectives

20/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–6 for imaginative purposes and personal enjoyment

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the language for a. use the language for a. use the language for a. use the language for

fun fun fun in a variety of fun in a variety of

6.1 activities activities – A

humour/fun

a. use the language a. use the language a. use the language a. use the language creatively; creatively; creatively; creatively;

e.g., play-act e.g., participate in e.g., use movement e.g., create a picture

6.2 variations on activities that play to respond to songs story with captions – familiar stories on the sounds and and poems A purposes rhythms of the

creative/aesthetic creative/aesthetic language

a. use the language for a. use the language for a. use the language for a. use the language for personal enjoyment; personal enjoyment; personal enjoyment; personal enjoyment;

e.g., listen to e.g., listen to e.g., make a e.g., share a

6.3 favourite songs favourite stories personal dictionary collection of – of favourite words pictures or artifacts A personal personal

enjoyment with illustrations related to Blackfoot culture

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /21 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–6 for imaginative purposes and personal enjoyment

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the language for fun and a. use the language for fun and a. use the language for fun and to interpret humour to interpret humour to interpret humour in a 6.1

– variety of activities

humour/fun a. use the language creatively; a. use the language creatively a. use the language creatively e.g., employ models to create and for aesthetic purposes; and for aesthetic purposes;

cumulative or predictable e.g., experiment with the e.g., write poems based on

6.2 stories sounds and rhythms of the simple, repetitive and – language modelled language A purposes

creative/aesthetic

a. use the language for personal a. use the language for personal a. use the language for personal

enjoyment; e.g., play games enjoyment; e.g., listen to enjoyment; e.g., learn a craft

6.3 in Blackfoot with friends favourite songs in Blackfoot or a dance – A personal

enjoyment

22/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada General Outcome for Applications Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–6 for imaginative purposes and personal enjoyment

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the language for fun and a. use the language for fun and a. use the language for fun and

to interpret and express to interpret and express to interpret and express

humour humour in a variety of ways appropriate humour

6.1 and in a variety of situations – A humour/fun

a. use the language creatively a. use the language creatively a. use the language creatively and for aesthetic purposes; and for aesthetic purposes; and for aesthetic purposes;

e.g., write new words to a e.g., create and perform a e.g., speak or write from the

6.2 known melody skit viewpoint of a designated –

A character in a story purposes

creative/aesthetic a. use the language for personal a. use the language for personal a. use the language for personal

enjoyment; e.g., find a enjoyment; e.g., explore enjoyment; e.g., keep a

6.3 personal pen pal and Blackfoot culture on the personal journal – exchange letters Internet A personal

enjoyment

Applications Blackfoot Language and Culture Twelve-year Program (K–12) /23 ©Alberta Education, Alberta, Canada (2010) General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the

community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa

niitsi’powahssini.)

A–6 for imaginative purposes and personal enjoyment

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. use the language for fun and a. use the language for fun and a. use the language for fun and to interpret and express to interpret and express to interpret and express humour humour with different humour in a variety of 6.1

– audiences situations

humour/fun

a. use the language creatively a. use the language creatively a. use the language creatively and for aesthetic purposes; and for aesthetic purposes; and for aesthetic purposes in

e.g., write short stories e.g., create a multimedia a variety of situations

6.2 situated in a different time or production on a familiar – place topic A purposes

creative/aesthetic creative/aesthetic

a. use the language for personal a. use the language for personal a. use the language for personal

enjoyment; e.g., explore enjoyment; e.g., watch films enjoyment in a variety of

6.3 ways to use knowledge of or television programs situations – Blackfoot in community A personal personal

enjoyment activities/functions

24/ Blackfoot Language and Culture Twelve-year Program (K–12) Applications (2010) ©Alberta Education, Alberta, Canada

Language Competence

interpret and produce

oral texts

attend to the form of interpret and the language produce written and

visual texts

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

apply knowledge of how

apply knowledge of the the language is organized, sociocultural context structured and sequenced

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /25 ©Alberta Education, Alberta, Canada (2010) LANGUAGE COMPETENCE Note: The following abbreviations are used in the grammatical elements sections, under the Language competence is a broad term that cluster heading “attend to the form of the includes linguistic or grammatical competence, language”: discourse competence, sociolinguistic or sociocultural competence and what might be NA Animate noun called textual competence. The specific outcomes NI Inanimate noun under Language Competence deal with knowledge VAI Animate intransitive verb (with animate of the Blackfoot language and the ability to use subject) that knowledge to interpret and produce VII Inanimate intransitive verb (with inanimate meaningful texts appropriate to the situations in subject) which they are used. Language competence is VTA Transitive animate verb (with animate best developed in the context of activities or tasks object) in which the language is used for real purposes— VTI Transitive inanimate verb (with inanimate in other words, in practical applications. object) 1S First person singular (I/me) The various components of language competence 2S Second person singular (you) are grouped under five cluster headings—see the 3S Third person singular proximate (major illustration on the preceding page. Under each of third person) these headings there are several strands, identified (he/she/it/him/her not in focus) by strand headings at the left end of each row, 1P First person plural exclusive (we/us, not which show the developmental flow of learning including you) from grade to grade/course to course. Each strand 2I Second person inclusive (we/us, including deals with a single aspect of language competence. you; all of us) For example, under the cluster heading “attend to 2P Second person plural (all of you) the form of the language,” there is a strand for 3P Third person plural (they/them) phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the Blackfoot language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammar structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

26/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. recognize and a. pronounce some a. distinguish sounds a. pronounce familiar pronounce basic common words and k/g, p/b, t/d words, phrases and sounds phrases correctly expressions

properly

1.1 b. recognize – intonation and LC

phonology expressions common to Blackfoot

a. understand how text a. recognize and a. write some words a. recognize and use is oriented; e.g., left name some and phrases of some basic spelling

to right and top to elements of the personal patterns 1.2

– bottom writing system significance

orthography

a. use a repertoire of a. use a repertoire of a. use a repertoire of a. use a repertoire of words and phrases in words and phrases words and phrases words and phrases familiar contexts, in familiar in familiar contexts, in familiar within a variety of contexts, within a within a variety of contexts, within a lexical fields, variety of lexical lexical fields, variety of lexical including: fields, including: including: fields, including: • my family • my family • foods • my community • my daily routines • daily life • school and • seasons/weather • weather and • measurements neighbourhood

• my body seasons – time • music 1.3 – • any other lexical • my body – money • domestic lexicon LC fields that meet • clothing • pets animals their needs and • my house • any other lexical • extended family interests • things around fields that meet • games me their needs and • any other • any other interests lexical fields lexical fields that meet their that meet their needs and needs and interests interests

(continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /27 ©Alberta Education, Alberta, Canada (2010) General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the following grammatical elements: ......

• personal pronouns • amo, amoi to • personal pronoun • commands or requests (singular): distinguish and refer plural forms: (imperatives VAI) Niisto, kiisto, na to this specific Niistonnaan using action words for • amo, amoi to animate (NA) or to Kiistonnoon/kiisto you (2S), all of you distinguish and refer an inanimate (NI) -wawa (2P), and all of us (2I): to a specific animate noun Ostowawayi Miistapoot (NA) or to an • noun possession • anna, anni to Miistapook inanimate (NI) noun form for animate distinguish and refer Ahkonohkana • noun possession (NA) and inanimate to that specific yiistapaaop (NI) singular nouns animate (NA) or an • simple sentences using form for animate indicating my (1S), inanimate (NI) I (1S), you (2S), he/she (NA) and inanimate yours (2S), his/hers noun: (3S) subjects and (NI) singular nouns (3S): Anna ninaawa action words (VAI) in indicating my (1S), Nitomitaam Anni soopa’tsisi declarative statements yours (2S), his/hers nisoopa’tsis • noun possession form: (3S): Kitomitaam form for animate Nitaanikko Nitomitaam kisoopa’tsus (NA) and inanimate Kitaanikko Kitomitaam Otomitaam (NI) plural forms Na aanistawa; and

Na otomitaam otsoopa’tsis indicating my (1S), progressive action: Nisoopa’tsis • interrogatives, yours (2S), his/hers Nitaitapo Kisoopa’tsis simple questions: (3S): Kitaitapo Otsoopa’tsis tahka, (NA) Na aitapo

1.4 • interrogatives, Taya, tsa, tahka Niitomitaama • demonstrative – simple questions: • (VAI) declarative Kitomitaama pronouns

LC Tsa, tahkaa, takaa, statement, simple Otomitaami Anna Tsima, tska, taya sentences using I (NI) Annaak • aa, saa questions (1S), you (2S), Nisoopa’tsisi Amo grammatical elements using katai he/she (3S) subjects Kisoopa’tsisi Ama • (VAI) declarative and action words: Osoopa’tsisi Oma Nitaopi, kitaopi, na • (VAI) declarative Omi statement, simple aopiwa; and statement, simple Omik sentences using I progressive action: sentences using I to distinguish and refer (1S), you (2S), Nitaoyi (1S), you (2S), to that specific animate he/she (3S) subjects aopakiitsskii’pi he/she (3S) subjects (NA) or inanimate and action words: Kitaoyi and action words: (NI) noun Nitaopi aopakiitsskii’pi Nitaopi Kitaopi Na aoyiwa Kitaopi Na aopiwa; aopakiitsskii’pi Na aopiwa; and progressive and progressive action words: action: Nitaoyi Nitaoyi aopakiitsskii’pi aopakiitsskii’pi Kitaoyi Kitaoyi aopakiitsskii’pi aopakiitsskii’pi Na aoyiwa Na aoyiwa aopakiitsskii’pi aopakiitsskii’pi (continued)

28/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• commands or • commands or • commands or • noun possession requests (imperative requests (imperatives requests form for animate VAI) using action VAI) using action (imperatives VTA) (NA) and inanimate words for you (2S), words for you (2S), using action words (NI) plural nouns between two all of you (2P): all of you (2P), all of indicating my (1S), people: you→me yours (2S), his/hers Poohsapoot! us (2I): (2S→1S), (all of) Poohsapook! Poohsapoot (3S): you→me (NA) • colour descriptors Poohsapook (2P→1S): for a singular Ahkonohkanaitapaao’p Kokkit, kokkik Nitomitaamiksi • • locative noun acts Kitomitaamiksi animate noun commands or Otomitaamiks (VAI): requests (imperatives as a preposition in in the, on the, to (NI) Ksikkimiwa VTA) using action Nitsowahsiistsi Ksikkimiwa anna words between two the, at the, from the: Kitsowahsiistsi imitaawa; and people, Ipsst, itoh, ihk Otsowahsiistsi inanimate noun you→me (2S→1S), • demonstrative • colour descriptors (VII): (all of) you→me pronouns oma, omi for a singular Ksikksinaatsiwa (2P→1S): to distinguish and animate noun (VAI): Ksikksinaaatsiwa Kokkit, kokkik refer to this Ksikkimiwa Anni soopa’tsisi • personal pronouns specific animate Otahkoimiwa (singular): (NA) oma aakiiwa Siksaapiikaon; and Niisto or inanimate (NI) inanimate nouns: Kiisto nouns omi Ksikksinaattsiwa iitaisooyo’pi Siksinaattsiwa Na • colour descriptors • colour descriptors for • simple questions 1.4 for a singular

– using interrogatives: a singular animate animate noun noun (VAI): Tsa, tahka, tsima, LC (VAI): Sikimiwa, tska, taka, aahsa Iimahkihkinaa/siko- Sikohpokon; and • mahkihkinaa; and inanimate noun simple aa, saa (VII): siksinaatsiwa questions using grammatical elements inanimate noun • interrogative, kata’ (VII): • noun possession Iitaisokinakio’p/mao- simple questions: tsa, tahkaa, taka, form for singular hkitaisokinakio’p tsima, tska, aahsa animate (NA) and • simple aa, saa • answer forms, inanimate (NI) questions using katai- simple aa, saa nouns indicating my (1S), yours (2S), questions using his/hers (3S): kata’ (NA) • noun possession Nitomitaam form for singular Otomitaam animate (NA) and (NI) inanimate (NI) Nisoopa’tsis nouns indicating Kisoopa’tsis my (1S), yours Osoopa’tsis (2S), his/hers (3S): Nitomitaam Kitomitaam Otomitaam Nisoopa’tsis Kisoopa’tsis Osoopa’tsis

(continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /29 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• commands or • colour descriptors for a requests (imperatives singular animate noun VAI) using action (VAI): words for you (2S), all of you (2P), all of Ksikkimiwa/anna us (2I): Ponokaomitaawa apiit, apiik, Ksikkimiwa; and aahkonipio’p inanimate nouns (VII): • personal pronouns Ksikksinaattsiwa/anni (singular): Ihtaisinaakio’pi Niistowa Kiistowa Ksikksinaattsiwa

• simple questions using Na interrogatives:

tahka, taka, tsa, tska, tsima,

1.4 – • noun possession form

LC for singular animate (NA) and inanimate (NI) nouns indicating grammatical elements my (1S), yours (2S), his/hers (3S): (NA) Nitomitaam Kitomitaam Otomitaam (NI) Nisoopa’tsis Kisoopa’tsis Otoopa’tsis

30/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. recognize and pronounce a. recognize the rhythmic flow a. try to enunciate unfamiliar

basic sounds consistently of sounds words independently and

1.1 confidently – b. recognize the effects of LC

phonology sounds

a. recognize and use some a. recognize and use some a. recognize and use some

basic spelling patterns basic spelling patterns basic writing conventions

1.2 –

LC thography or

a. use a repertoire of words and a. use a repertoire of words and a. use a repertoire of words and phrases in familiar contexts, phrases in familiar contexts, phrases in familiar contexts, within a variety of lexical within a variety of lexical within a variety of lexical fields, including: fields, including: fields, including: • community roles and • health • relationships

occupations • leisure • plants and seasons

1.3 • activities • places/locations • entertainment – • nutrition • wild animals • shopping lexicon LC • modes of travel • any other lexical fields • other Aboriginal • dance that meet their needs and communities • any other lexical fields interests • world of work that meet their needs and • any other lexical fields interests that meet their needs and interests (continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /31 ©Alberta Education, Alberta, Canada (2010) General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the following grammatical elements: ......

• demonstrative pronouns amo, • affixes to indicate noun size: • (VTI) in declarative simple oma, ama, amoi, omi, anni to big/large (omahk-, soohk-); sentences involving a direct distinguish and refer to these small prefixes (i’nak-, ohpok-) object using we (1P), all of us (2I), all of you (2P), they (3P) and those animate (NA) and • indefinite pronouns to subject markers along with an inanimate (NI) specific nouns indicate nonspecific or action word involving an • affixes to indicate noun size: nonspecified animate or inanimate object: big/large (omahk-, soohk-); inanimate nouns for nitaissa’tsi’pinnaan amoi small prefixes (i’nak-, ohpok-) generalized meaning: sinaakia’tsisi, aissa’tsi’p • indefinite pronouns to naahkayi, tokskamma, amoi sinaakia’tsisi, indicate nonspecific or noohkiitsimma, mattstsika, kitaissa’tsi’powawa amoi nonspecified animate or maatsitstsi’pa sinaakia’tsisi, aissa’tsimiawa inanimate nouns for • preverbal particles attach amoi sinaakia’tsisi generalized meaning: commands/requests to • (VTI) nominalizer changing naahkayi, tokskamma, subject, action simple

an action word involving an noohkiitsimma, mattstsika, sentence: inanimate to a noun by adding maatsitstsi’pa isspommookit, –n: passkaan, o’kaan, • noun possessive form for noohksspommookit, • compounding a verb and noun

1.4 animate (NA) and inanimate kippsspommookit, – together to form a new action (NI) plural nouns indicating stamsspommookit word: LC ours (1P), all of ours (2I), • (VTI) in declarative simple nitayaaksistotoohs yours (2P), theirs (3P): sentences involving a direct nitayaaksstsitsik

grammatical elements (NA) object using I (1S), you (2S), nitayaaksinao’s nitomitaaminnaan he/she (3S) subject markers nitaisttsisookoan kitomitaaminnoon along with an action word • commands or requests otomitaamowawa involving an inanimate (NI) (imperatives VTI) for an (NI) object: action word involving an nisoopa’tsinnaan Nitayinni’p amoi soopa’tsisi, inanimate (NI) object for you kisoopa’tsinnoon kitayinni’p amoi soopa’tsisi, (2S), all of you (2P), all of us osoopa’tsowawa ayinnim amoi soopa’tsisi (2I): • simple sentences we, all of us, • demonstrative pronouns amo, issa’tsit omi kitsimi, issa’tsik all of you, they using subject amoi, anna, anni, anniksi, omi kitsimi, aahkonssa’tsi’p markers and action words in annistsi, amoksi, amostsi to omi kitsimi declarative statement form: distinguish and refer to these nitainihkihpinnaan, and those animate (NA) and ainihkio’p, kitainihkihpowa, inanimate (NI) specific nouns ainihkiiyawa

(continued)

32/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• commands or requests • noun possessive form for • commands or requests (imperatives VTA) using animate (NA) and inanimate (imperatives VTI) for an action words between two (NI) singular nouns indicating action word involving an people: you→me (2S→1S), ours (1P), all of ours (2I), inanimate (NI) object for you all of you→me (2P→1S): yours (2P), theirs (3P): (2S), all of you (2P), all of us kokkit, kokkik (NA) (2I): • preverbal particles attach nitomitaaminnaam issa’tsit omi kitsimi, issa’tsik commands/requests to kitomitaaminnoon omi kitsimi, aahkonssa’tsi’p subject, action simple kitomitaamowawa omi kitsimi sentence: otomitaamowawayi nitomitaaminnaaniksi, isspommookit • (VAI) declarative statement kitomitaaminnooniksi, noohksspommookit simple sentences using we kitomitaamowawaiksi, otomitaamowawaiksi kippsspommookit (1P), all of us (2I), all of you • (VTI) declarative simple stamsspommookit (2P), they (3P) subject sentences involving a direct • markers and action words and simple sentences involving a object using I (1S), you (2S), direct object using I (1S), you progressive action form: he/she (3S) subject markers Nitaokstakihpinnaan (2S), he/she (3S) subject along with an action word Aokstakio’p markers along with an action involving an inanimate (NI) Kitaokstakihpowawa word involving an inanimate object: 1.4 (NI) object (VTI) in Aokstakiiyawa – nitsiiksisato’p nisoopa’tsisi, declarative form: • commands or requests LC (imperatives VTA) using kitsiiksisato’p kisoopa’tsisi, nito’kspanohkio’tsi’p iiksisatoom osoopa’tsisi nisoopa’tsisi action words between two • affixes to indicate noun size: grammatical elements kito’kspanohkio’tsi’p people: big/large (omahk-, soohk-); kisoopa’tsisi you→me (2S→1S), all of small prefix (pok-) i’kspanohkio’tsim you→me (2P→1S): • indefinite pronouns to osoopa’tsisi kokkit, kokkik • • colour descriptors for plural colour descriptors for plural indicate nonspecific or animate nouns (VAI): animate nouns (VAI): nonspecified animate or ksikkimii, ksikkimii omiksi Sikimii nitomitaamiksi inanimate nouns for imitaiksi, ksikksinammi omiksi Ksikkimii noota’siksi generalized meaning: pokoiksi; and inanimate Maohksinammi noohpokoiksi; amohkayi, nihkayi, nouns (VII): and inanimate nouns (VII): amokskayi, niistsiskayi, ksikksinaatsi omistsi Siksinaattsi nisoopa’tsiistsi • preverbal particles attach soopa’tsiistsi Ksikksinaattsi natsikiistsi commands/requests to • personal pronoun plural: Maohksinaattsi nisinaakia’ subject, action (VAI) simple Niitstonnaan tsiistsi sentence: Kiistonnoon isspommookit Kiistowawa noohksspommookit Ostowawayi kipsspommookit stamsspommookit

(continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /33 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• noun possessive form for • personal pronoun plural: • tense markers: animate (NA) and inanimate Niistonnaan yaak oma aakiiwa (NI) singular nouns indicating Kiistonnoon aakota’po’takiwa future ours (1P), all of ours (2I), Kisstowawa imminent future ayaak yours (2P), theirs (3P): Ostowawayi nitayaakitapo perfective past (NA) • (VAI) declarative statement akaa omiksi pookaiksi nitomitaaminnaan simple sentences using I (1S), akaayakihtsiyawa variant kitomitaaminnoon you (2S), he/she (3S) subjects ikaa, oma saahkomaapiiwa kitomitaamowawa and action words: maatsikaitapoowa Otomitaamowawayi Nitaokska’s Sikoohkitoki (NI) Kitaokska’s • Nisoopa’tsinnaan Aokska’siwa demonstrative pronouns amo, Kisoopa’tsinnoon amoi, oma, omi, anna, anni, Kisoopa’tsowawa to distinguish and refer to Osoopa’tsowawayi these and those specific • (VAI) in declarative animate (NA) and inanimate statements simple sentences (NI) nouns using I (1S), you (2S), she/he • noun possessive form for (3S) subjects and action animate (NA) and inanimate words: (NI) singular nouns indicating ours (1P) all of ours (2I),

nitaopi, Kitaopi, aopiwa; and yours (2P), theirs (3P): 1.4 – progressive action: (NA)

LC nitaopihpinnaan Nitomitaaminnaan Kitaopihpowawa Kitomitaaminnoon Na aopiwa Kitomitaamowawa grammatical elements • colour descriptors for plural Otomitaamowaway animate nouns (VAI): (NI) ksikkimi, ksikkimi, Nisoopa’tsinnaan ponokaomitaiksi, Kisoopa’tsinnoon Ksikksinammi, Kisoopa’tsowaway ksikksinammi pokoiksi; and Osoopa’tsowawayi inanimate nouns (VII): • (VAI) declarative statement Ksikksinaattsi simple sentences using we Ksikksinaattsi soopa’tsiistsi (1P), all of us (2I), all of you • noun possession form for (2P), they (3P) subject animate (NA) and inanimate markers and action words: (NI) plural nouns indicating nitaokska’sspinnaan, my (1S), yours (2S), his/hers aokska’so’p, (3S): kitaokska’sspowa, (NA) aokska’siiyawa Nitomitaamiksi Kitomitaamiksi Otomitaamiksi (continued)

34/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

(NI) • commands or requests Nisoopa’tsiistsi (imperatives VTA) using Kisoopa’tsiistsi action words between two Osoopa’tsiistsi people: you→me (2S→1S), • commands or requests using all of you→me (2P→1S): (VAI) plural action words for kokkit, kokkik you, all of you, and all of us: • colour descriptors for plural Ma’kao’piit

1.4 animate nouns (VAI): – Ma’kao’piik sikimi, sikimiyawa, ksikkimi,

LC Aaka’kao’pao’p ksikkimiyawa; and inanimate • demonstrative pronouns nouns (VII): siksinaattsi, amo, anna, oma, anni siksinaattsiyawa, grammatical elements to distinguish and refer to that ksikksinaattsi, animate (NA) or inanimate ksikksinaattsiyawa (NI) specific noun

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /35 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. enunciate unfamiliar words a. use intonation, stress and a. speak clearly and coherently

independently and rhythm appropriately in in a variety of situations

1.1 confidently familiar situations –

pho nology

a. use basic spelling patterns a. apply basic spelling patterns a. apply spelling rules and

consistently in writing consistently in writing writing conventions

1.2 familiar words and phrases familiar words consistently and accurately –

LC orthography

• extracurricular activities • our land service/volunteering 1.3 – • cooking • family traditions • peoples that make up lexicon LC • living things • crafts Canada • any other lexical fields • any other lexical fields • safety that meet their needs and that meet their needs and • nature interests interests • any other lexical fields that meet their needs and interests

(continued)

36/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use the following grammatical elements: ...... • (VTI) declarative statement • weather verbs (VII) in past, • simple sentence involving an simple sentences involving a future tense: object/goal for I (1S), you direct object using we (1P), all iisopoowa, aaksopoowa, (2S), him/her (3S) subject and of us (2I), all of you (2P), they iisootawa, aaksootawa, I→you (1S→2S), you→me (3P) subject markers along with ihpotawa, aakohpotawa (2S→1S) markers along with an action word involving an • weather verbs (VII) in the an action word involving an inanimate object: subjunctive mode: for past animate (NA) his/her (3S) tense (kamikaisootasi, nitsitohkitaopihpinnaan anni nimaatakitapoohpa); for object/goal (VTA) in soopa’tsisi, iitohkitaopao’p anni future tense (kamaaksootasi declarative: soopa’tsisi, nimaatakitapoohpa) nitainowawa imitaawa, kitsitohkitaopihpowawa anni • days of the week along with kitainowawa imitaawa, soopa’tsisi, iitohkitaopiyawa past and future tense ainoyiwa imitayi, kitaino, markers for I and you: anni soopa’tsisi akattomiiksistsikoyi kitainook • compounding a verb and noun kitsiimiihk, aomiiksistsikosi • weather verbs in the together to form a new action kitaakotoomiihk subjunctive mode:

word: • (VTA) declarative for past tense (nitsitahkay aya’ksistotoohsiwa, statement simple sentence otaomataponooksiksistsikohsi); aya’ksisstsitsikiwa, involving an animate (NA) for future tense (nitaakitahkay aya’ksisttsomo’kiwa object/goal for I (1S), you aomataponooksiksistsikohsi)

1.4 • weather verbs in past, future

– (2S), him/her (3S) subject • descriptive words (VII) for tenses: markers along with an inanimate objects: LC iisootawa, ihpotawa, iisopoowa, action word involving an pohkohtssi, pokohtssiwa, ayaaksootawa, ayaakohpotawa, miistapohpokohtssi, ammatical elements ammatical animate (NA) his/her (3S) mattsiistapohpokohtssi,

gr ayaksopoowa object/goal: stohkanaohpokohtssi; • days of the week along with past nitsiinowayini otomitaam, iikoksipoko, o’tsitskoksipoko, and future tense markers for I kitsiinowayini otomitaam, miistapo’tsitskoksipoko, and you: iinoyiwa otomitaam; and stohkanaoksipoko • reflexive marker, doing an akattatoyiiksistsikoyi progressive form: action for oneself for action nitsiitaatsimoihk, anohk nitainowayini otomitaam, only (VAI) for I (1S), you naatoyiiksistsikosi kitainowayini otomitaam, (2S), he/she (3S), we (1P) all nitakotaatsimoihk ainoyiwa otomitaam of us (2I), all of you (2P), they • commands or requests (imperatives VTI) for an action (3P): word involving an inanimate nitsstsipisoohs object for you, all of you, all of kitsstsipisoohs us: isstsipisoohsiwa kokkit anni miistsisi, kokkik nitsstsipisoohsspinnaan anni miistsisi,aahkonohkanaohk isstsipisoohso’p -ottspa anni miistsisi kitsstsipisoohsspowaawa isstsipisoohsiiyaawa (continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /37 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• (VTI) declarative simple • descriptive words (VII) for • sentences that indicate who is sentences involving a direct inanimate (NI) objects both doing a certain action or object I (1S), you (2S), he/she singular and plural: specifies a particular noun (3S) subject markers along Pokitaisoopao’p with the help of demonstrative with an action word involving Pokitaisoopao’pistsi pronouns known as a relative an inanimate object: Omahkitaisooyo’p clause: nitaissa’tsi’p anni Omahkitaisooyo’pistsi anna innoisspiwa aakiiwa sinaakia’tsisi, kitaissa’tsi’p Sikohtaisinaakio’p iikaisoksinihkiwa, omistsi anni sinaakia’tsisi, na Sikohtainsinaakio’pistsi iimaisinatsikskoistsi miinistsi aissa’tsim anni sinaakia’tsisi Ksikksaapioyis iksskaomahksinokoyaawa • preverbal particles attach Ksikksaapioyiistsi • (VTI) declarative, simple commands/requests to • simple sentences involving a sentences involving a direct subject, action simple direct object using we (1P), us object using we (1P), all of us sentence: (2I), you (2P), they (3P) (2I), all of you (2P), they (3P) isspommookit, subject markers along with an subject markers along with an nohksspommookit, action word involving an action word involving an kipsspommookit, inanimate object (VTI) in inanimate object: stamsspommookit declarative statement form: nitaini’pinnaani naapioyiistsi, 1.4 • ani’pi naapioyiistsi, – tense markers (–iik): past nitsitski’pinnaani tense (iikska’siwa, nisoopa’tsinnaanistsi, iitski’pi kitaini’powayi naapioyiistsi, LC iikaitapowa, yaak-); future kisoopa’tsinnoonistsi, ainimmiaawa naapioyiistsi (ayaakokska’siwa, kitsitski’powawa • compounding a verb and a

grammatical elements ayaakihpiiwa) kisoopa’tsowawaistsi, noun together to form a new • noun affixes to indicate size: iitskimmiawa action word: big/large (omahk-, soohk); osoopa’tsowawaistsi aakotsi’tsi, aaksstsitsik, small prefix (pok-) • compounding a verb and noun aaksapskaohs • indefinite pronouns to together to form a new action • days of the week along with indicate nonspecific or word: past and future tense markers nonspecified animate or Nitayaksapskaohs for I and you: inanimate nouns for Nitayakotsi’tsi To’tohtaatoyiiksistsikoyi generalized meaning: Nitayaksistaahtsitsi Kitsitahkay, nohk naahkayi, tokskamma, Isttsinaiksistsikoyi noohkiitsimma, mattstsika, Nitsitota’pihkayi maatsitstsi’pa Nitsinaka’siimiksi Akattomiiksistsikoyi Nitakkaawa Iitatowa’pistotowawa

(continued)

38/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

• commands or requests for an aissikatoyiiksistsikosi action word involving an nitaakitsitapo aakaitapisskoyi, inanimate object (VTI) for aomiiksistsikosi nitaakitsoi you (2S), all of you (2P), all mamii, of us (2I): otomohtsisto’kissikatoyiiksists issa’tsit omi kitsimi, issa’tsik ikohpi aotstsiisi omi kitsimi, aahkonssa’tsi’p kitakitotoissksinima’tsooko, omi kitsimi aotstsiisi iitawaanaokso’ki’pi

• tense markers: nitakitsipaawan akaa—past tense • commands or requests for an (akaayo’kaayaawa; yaak-); action word involving an future (oma aakiiwa inanimate object (VTI) for 1.4

– aaka’po’takiwa); imminent you (2S), all of you (2P), all future (ayaak-nitayaakihpi) of us (2I): LC • nominalizer, changing an issa’tsit omi sa’pia’tsisi, action word involving an issa’tsik omi sa’pia’tsisi, grammatical elements inanimate to a noun by adding ahkonssa’tsi’p omi –n to the base form: sa’pia’tsisi okaan, passkaan • weather verbs (VII) in past, future tense: akaiksistohpotawa, matonni aisootawa, iiksiiksopoowa mistapotonni, ayaaksootawa apinakosi, naatoyiiksistsikosi aakohpotawa

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /39 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. produce, with ease, the a. produce, with ease and a. speak with clear,

essential sounds, stress, spontaneity, the essential comprehensible

rhythm and intonation sounds, stress, rhythm and pronunciation, intonation, 1.1

– patterns where rehearsal is intonation patterns stress and rhythm in

LC possible rehearsed and spontaneous phonology situations

a. read and write Roman a. read and write Roman a. read and write Roman

orthography orthography consistently and orthography consistently and

1.2 accurately accurately –

C L orthography

• caring for the land • social life • technology 1.3

– • family roles • hunting and gathering, • art lexicon LC • communicating trapping and fishing • environment • health practices • consumerism • independent living • any other lexical fields • any other lexical fields • any other lexical fields that meet their needs and that meet their needs and that meet their needs and interests interests interests

(continued)

40/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Blackfoot Language Blackfoot Language Blackfoot Language

and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. use the following grammatical elements: ......

• reflexive marker doing an • (VTA) declarative simple • doing an action for oneself a action for oneself for action sentences involving an reflexive marker (VAI) for only (VAI) for I (1S), you object/goal for we (1P→3S), action only for I, you, he/she, (2S), he/she (3S), we (1P), all all of us (2I→3S), all of you we, all of us, all of you, they of us (2I), all of you (2P), they (2P→3S), they (3P→3S) using “omoohs”: (3P): subject markers along with an nita’pao’tomoohs, nitsspommoohs action word involving an kita’pao’tomoohs, kitsspommoohs animate (NA) his/her (3S) a’pao’tomoohsiwa, isspommoohsiwa object/goal: nita’pao’tomoohsspinnaan, nitsspommoohsspinnaan Nitainowannaan na imitaawa, a’pao’tomoohsso’p, isspommoohsso’p ainowawa na imitaawa, kita’pao’tomoohsspowaawa, kitsspommoohsspowaawa kitainoawaawa na imitaawa, a’pao’tomoohssiiyaawa isspommoohssiiyawa ainoyiyaawa ni imitaayi • (VAI-VTA) benefactive • change in discourse: • weather verbs in the past changing an action-only word sentences that indicate who is tense: to an action word involving

doing a certain action or Kaakohtsitsipstaopiwa (3S) object/goal by the specify a particular noun with otsootahsi, ihtsaitapoyaawa addition of one of two the help of demonstrative Omahkoyisi suffixes –o and –mo~omoI:

1.4 pronouns known as a relative otsskao’ka’piksistsikohsi; and iihpommoyiiwayi onniki, – clause: future tense: apinakosi nitsiiyissksipistomoawa LC anna ninaawa aakssopoowa, nitakkaawa ota’siksi iimaohksisttohsisoka’simiwa mattatoyiiksistsikosi • change in discourse:

grammatical elements iiksstatsinihkiwa, kokkit anni ayaakitomatapsstoyiihk sentences that indicate who is maohksinattsi sinakia’tsisi • (VTA) simple sentence doing a certain action or • (VTA) simple sentences involving an object/goal for I, specify a particular noun with involving an object/goal for you, him/her subject markers the help of demonstrative we (1P), us (2I), you (2P), along with an action word pronouns known as a relative they (3P) subject markers involving an animate his/her clause: along with an action word object/goal: Anna saahkomaapiwa involving an animate (NA) nitainowayini oota’s, iimaohksisttohksisoka’simiwa his/her (3S) object/goal in kitainowayini oota’s, ikksstatsinihkiwa. Oma declarative form: ainoyiinayi oota’s aakiikoana iimainnoisspiwa iikaahsitapiiwa. nitsiinowannaan nahk • reflexive marker (VAI) doing

imitaawahk, an action for oneself for iinowawa nahk imitaawahk, action only for I, you, he/she, kitsiinowawaawa nahk we, all of us, all of you, they: imitaawahk, nitsstsipisoohs, iinoyiiyaawa niisk imitayissk kitsstsipisoohs, (continued)

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /41 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

isstsipisoohsiwa, • simple sentences involving an nitsstsipisoohsspinnaan, object/goal for we (1P-3S), all isstsipisoohso’p, of us (2I-3S), all of you (2P- kitsstsipisoohsspowaawa, 3S), they (3P-3S) subject isstsipisoohsiiyaawa markers along with an action • (VAI→VTA) benefactive word involving an animate changing an action-only word (NA) his/her (3S) object/goal to an action word involving (VTA) in declarative form: (3S) object/goal: nitsiinoannaan nahk iihpommaawa→iihpommoyii imitaawahk, iinoawa nahk wayi, imitaawahk, kitsiinoawaawa nitsskiitatoo’piaawa→nitsskii nahk imitaawahk, toawaistsi iinoyiiyaawa niisk imitaayisk;

• (VAI) (benefactive) someone and progressive form: doing an action for someone: nitainoannaan nahk for action-only words the imitaawahk, ainoawawa nahk element omo is added to the imitaawahk, action word and this changes kitainoawawaawa nahk

the meaning to an action word imitaawahk, ainoyiiyaawa

involving a (3S) object/goal: niisk imitaayisk nitsiiyissksipistomoawa 1.4 • simple sentence involving an – nitakkaawa ota’siksi object/goal for I, you, him/her LC • change in discourse: relative subject markers along with an clause in object noun phrase: action word involving Oma ninaawa ayo’kaawa grammatical elements animate his/her object/goal in ni’sa. Oma aakiikoana declarative form: ainihkiwa ayaakahkayiwa. nitsiinowa oma imitaawa, • sentences that indicate who is kitsiinowa oma imitaawa, doing a certain action or iinoyiwa omi imitaay specifies a particular noun • weather verbs in the with the help of demonstrative subjunctive mode: pronouns known as a relative for past tense clause: (ihtsaiikkayiskattsiiyaawa Anna aakiiwa otsootahsi, akattotakoyi iimaohksisoka’simiwa iksskaohpotawa); iksstatspiiwa. Anni for future tense iimayaahssi sitokihkiitaani (maatak sootawa asakohkokkit. miistapapinakosi, maatak ohpotawa aomahkatoyiiksistsikosi Iisiksipohsiiyaawa)

(continued)

42/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

(continued)

LC–1 attend to the form of the language

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

• descriptive words (VII) for • (VAI→VTA) (benefactive) inanimate objects: changing an action-only word pokohtssiwa iitaisoopao’pi, to an action word involving miistapohpokohtssiwa (3S) object/goal: iitaisoopao’pi, iihpommaawa→iihpommoyi- stohkanaohpokohtssiwa wayi, iitaisoopao’pi nitsskiitatoo’piaawa→nitskiit oawaistsi • someone doing an action for someone: for action-only

words the element omo is added to the action word and

this changes the meaning to an action word involving a 1.4 – (3S) object/goal (VAI→VTA)

LC (benefactive): nitsiiyissksipistomoawa nitakkaawa ota’siksi grammatical elements • change in discourse: sentences that indicate who is doing a certain action or specify a particular noun with the help of demonstrative pronouns known as a relative clause: anna ainihkiwa ninaawa ikaisstatsinihkiwa, kokkit anni maohksinattsi panokainattsi

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /43 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–2 interpret and produce oral texts

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand simple a. understand simple a. understand simple a. understand short,

spoken words and spoken sentences in spoken sentences in simple oral texts in 2.1

– phrases in guided guided situations guided situations guided situations LC

listening situations

a. produce simple a. produce simple a. produce simple a. produce simple

spoken words and spoken words and spoken sentences in spoken sentences in 2.2

– phrases in guided phrases in guided guided situations guided situations LC

speaking situations situations

a. engage in simple a. engage in simple a. engage in simple a. engage in simple

interactions, using interactions, using interactions, using interactions, using

2.3 isolated words short, isolated simple sentences simple sentences – phrases fluency LC

interactive

44/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–2 interpret and produce oral texts

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand a variety of short, a. understand short, simple oral a. understand a variety of short,

simple oral texts in guided texts in guided and unguided simple oral texts in guided 2.1

– situations situations and unguided situations LC

listening

a. produce a series of simple a. produce short, simple oral a. produce a variety of short,

spoken sentences in guided texts in guided situations simple oral texts in guided

2.2 situations situations –

LC speaking

a. engage in simple, structured a. engage in simple a. engage in short, spontaneous

interactions interactions, using simple exchanges, with pauses to

2.3 sentences and/or phrases formulate oral texts and to – self-correct fluency LC

interactive

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /45 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–2 interpret and produce oral texts

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand short oral texts a. understand short oral texts a. understand the main point

on familiar topics, in guided on unfamiliar topics, in and some supporting details

situations guided situations of lengthy oral texts on 2.1

– familiar topics, in guided LC

listening situations

a. produce short oral texts in a. produce a variety of short, a. produce short oral texts on

guided and unguided simple oral texts in guided unfamiliar topics, in guided

situations and unguided situations situations 2.2

–

LC speaking

a. manage short interactions a. manage simple, routine a. manage simple, routine

with ease, with pauses to interactions with ease, asking interactions with ease 2.3

– formulate oral texts and to for repetition or clarification fluency LC self-correct when necessary interactive

46/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–2 interpret and produce oral texts

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. understand the main point a. understand a variety of a. understand a variety of

and some supporting details lengthy oral texts on familiar lengthy oral texts on familiar

2.1 of lengthy oral texts on a topics, in guided situations topics, in guided and – variety of familiar topics, in unguided situations LC listening guided situations

a. produce lengthy oral texts on a. produce lengthy oral texts on a. produce a variety of lengthy

familiar topics, providing a variety of familiar topics, oral texts on familiar topics,

some details to support the providing some details to in guided situations 2.2

– main point, in guided support the main point, in

LC situations guided and unguided speaking situations

a. sustain lengthy interactions a. converse, spontaneously, on a. converse with ease in routine

comprehensibly, with pauses unfamiliar and familiar and nonroutine situations

2.3 to formulate oral texts and to topics, and participate in – self-correct discussions fluency LC

interactive

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /47 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–3 interpret and produce written and visual texts

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand simple a. understand simple a. understand a series a. understand short

written words and written sentences in of simple written simple written texts 3.1

– phrases in guided guided situations sentences in guided in guided situations reading LC situations situations

a. produce simple a. produce simple a. produce simple a. produce simple

written words and written words and written words and written sentences in

3.2 phrases in guided phrases in guided phrases in guided guided situations – situations situations situations writing LC

a. derive meaning a. derive meaning a. derive meaning a. derive meaning from visuals and from visuals and from a variety of from a variety of

other forms of other forms of visuals and other visuals and other 3.3

– nonverbal nonverbal forms of nonverbal forms of nonverbal LC viewing communication in communication in communication in communication in guided situations guided situations guided situations guided situations

a. use visuals and a. use visuals and a. use a variety of a. use a variety of

other forms of other forms of visuals and other visuals and other

nonverbal nonverbal forms of nonverbal forms of nonverbal

3.4 communication to communication to communication to communication to – express meaning in express meaning in express meaning in express meaning in LC guided situations guided situations guided situations guided situations representing

48/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–3 interpret and produce written and visual texts

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand a variety of short, a. understand short, simple a. understand a variety of short,

simple written texts in written texts in guided and simple written texts in 3.1

– guided situations unguided situations guided and unguided reading LC situations

a. produce simple written a. produce short, simple written a. produce a variety of short,

sentences in guided texts in guided situations simple written texts in

3.2 situations guided situations –

writing LC

a. derive meaning from the a. derive meaning from the a. derive meaning from the

visual elements of a variety visual elements of a variety visual elements of a variety

3.3 of media, in guided of media, in guided and of media, in guided and – situations unguided situations unguided situations LC viewing

a. express meaning through the a. express meaning through the a. express meaning through the

use of visual elements in a use of visual elements in a use of visual elements in a

3.4 variety of media, in guided variety of media, in guided variety of media, in guided – situations and unguided situations and unguided situations LC representing

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /49 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–3 interpret and produce written and visual texts

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand short written a. understand short written a. understand the main point

texts on unfamiliar topics, in texts on unfamiliar topics, in and some supporting details

3.1 guided situations guided situations of lengthy written texts on – familiar topics, in guided reading LC situations

a. produce short, simple written a. produce a variety of short, a. produce short written texts

texts in guided and unguided simple written texts in on unfamiliar topics, in 3.2

– situations guided and unguided guided situations writing LC situations

a. derive meaning from a. derive meaning from a. propose several

multiple visual elements in a multiple visual elements in a interpretations of the visual 3.3

– variety of media, in guided variety of media, in guided elements of a variety of LC viewing situations and unguided situations media, in guided situations

a. express meaning through the a. express meaning through the a. explore a variety of ways

use of multiple visual use of multiple visual that meaning can be

3.4 elements in a variety of elements in a variety of expressed through the visual – media, in guided situations media, in guided and elements of a variety of LC unguided situations media, in guided situations representing

50/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–3 interpret and produce written and visual texts

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. understand the main point a. understand a variety of a. understand a variety of

and some supporting details lengthy written texts on lengthy written texts on

3.1 of lengthy written texts on a unfamiliar topics, in guided familiar topics, in guided and – variety of familiar topics, in situations unguided situations reading LC guided situations

a. produce lengthy written texts a. produce a variety of lengthy a. produce lengthy written texts on familiar topics, providing written texts on familiar on a variety of familiar and some details to support the topics, in guided situations unfamiliar topics, providing

main point, in guided some details to support the 3.2

– situations main point, in guided and writing LC unguided situations

a. identify the purposes, a. identify some of the a. examine a variety of visual

intended audiences, techniques and conventions media, in guided and

3.3 messages and points of view used in a variety of visual unguided situations – of a variety of visual media, media, in guided and LC viewing in guided situations unguided situations

a. communicate thoughts, ideas a. communicate thoughts, ideas a. explore a variety of and feelings for specific and feelings for specific techniques and conventions

purposes and audiences, purposes and audiences, used to express meaning in 3.4

– through a variety of visual through a variety of visual visual media, in guided and

LC media, in guided situations media, in guided and unguided situations

representing unguided situations

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /51 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–4 apply knowledge of the sociocultural context

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. speak at a volume a. respond to tone of a. distinguish between a. recognize that some appropriate to voice formal and informal topics, words or classroom situations situations intonations are

inappropriate in 4.1

– b. recognize and use certain contexts register LC some forms of address denoting respect

a. imitate age- a. imitate age- a. understand and use a. understand and use

appropriate appropriate some simple a variety of simple

4.2 expressions expressions expressions as set expressions as set – phrases phrases LC

expressions

a. experience a variety a. experience a variety a. acknowledge a. accept individual

of voices of voices individual differences in

differences in speech 4.3

– speech

LC language

variations in

a. imitate and use a. use basic social a. use basic politeness a. use appropriate oral

simple routine expressions conventions forms of address for 4.4

– social interactions appropriate to the people frequently social

LC classroom encountered

conventions a. imitate some a. understand the a. experiment with a. recognize that some

common nonverbal meaning of and using some simple nonverbal

4.5 behaviours imitate some nonverbal means of behaviours may be – common nonverbal communication inappropriate in LC

nonverbal nonverbal behaviours certain contexts

communication

52/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–4 apply knowledge of the sociocultural context

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. experiment with and use a. use formal and informal a. identify socially appropriate

informal language in familiar language in familiar language in specific 4.1

– contexts situations situations gister re LC

a. use learned expressions in a. use learned expressions to a. use learned idiomatic

new contexts enhance communication expressions correctly

4.2 –

expressions

a. experience a variety of a. experience regional a. recognize some common

accents and variations in variations in language regional variations in

4.3 speech language –

LC language

variations in

a. recognize verbal behaviours a. recognize simple social a. recognize important social

that are considered impolite conventions in informal conventions in everyday

4.4 conversations interactions; e.g., shaking –

social hands LC conventions

a. recognize appropriate a. use appropriate nonverbal a. use appropriate nonverbal

nonverbal behaviours to use behaviours in a variety of behaviours in a variety of

with people frequently familiar contexts; familiar contexts 4.5

– encountered e.g., eye contact

LC nonverbal nonverbal communication

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /53 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–4 apply knowledge of the sociocultural context

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. explore formal and informal a. use suitable, simple formal a. explore differences in

uses of language in a variety language in a variety of register between spoken 4.1

– of contexts contexts expressions and written texts register LC

a. use learned idiomatic a. examine the role of idiomatic a. identify influences on

expressions in a variety of expressions in culture idiomatic expressions

4.2 contexts –

LC xpressions

a. recognize other influences a. recognize other influences a. recognize other influences resulting in variations in resulting in variations in resulting in variations in

language; e.g., age, gender, language; e.g., occupation, language; e.g., relationship 4.3

– kinship level of education with others involved in the interaction LC language

variations in

a. interpret the use of social a. interpret and use important a. interpret and use appropriate conventions encountered in social conventions in oral and written forms of

oral expressions and written interactions address with a variety of 4.4

– texts audiences social

conventions

a. recognize nonverbal a. avoid nonverbal behaviours a. recognize various types of

behaviours that are that are considered impolite nonverbal communication considered impolite 4.5

–

LC nonverbal nonverbal communication

54/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–4 apply knowledge of the sociocultural context

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. identify differences in a. adjust language to suit a. use the appropriate level of

– written texts people in a variety of register LC contexts

a. interpret unfamiliar a. explore and interpret a. explore and interpret idiomatic expressions in a idiomatic expressions in unfamiliar idiomatic

variety of contexts popular, contemporary expressions and use learned 4.2

– culture idiomatic expressions

LC appropriately in a variety of expressions situations

a. identify some common a. experiment with some a. adapt to some variations in

regional or other variations variations in language language

4.3 in language –

LC language ariations in v

a. use politeness conventions in a. use politeness conventions in a. explore and use a variety of a variety of contexts; a variety of contexts; social conventions in a

e.g., use suitable language to e.g., interrupt politely in a variety of situations 4.4

– engage listeners’ attention conversation social

LC when beginning to speak conventions

a. use nonverbal a. use nonverbal a. use a variety of nonverbal communication techniques in communication techniques communication techniques

a variety of contexts appropriately in a variety of appropriately in a variety of 4.5

– contexts contexts

LC nonverbal nonverbal communication

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /55 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–5 apply knowledge of how the language is organized, structured and sequenced

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. follow speech that a. imitate speech that a. sequence elements a. link words or

uses simple link uses simple link of a simple story, groups of words in 5.1

– words words process or series of simple ways

LC events cohesion/ cohesion/ coherence a. experience a variety a. recognize some a. recognize some a. recognize some

of oral text forms simple oral text simple oral text simple oral text

5.2 forms forms forms and print text – forms LC

text forms

a. respond using very a. respond using very a. initiate simple a. initiate interactions simple social simple social social interaction and respond, using

interaction patterns interaction patterns patterns simple social 5.3 ction interaction patterns –

intera

patterns of social

56/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–5 apply knowledge of how the language is organized, structured and sequenced

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. link several sentences a. recognize common a. organize texts, using

coherently conventions to structure common patterns

5.1 texts – b. interpret simple references LC cohesion/ cohesion/ coherence within texts

a. recognize a variety of oral a. use some simple text forms a. recognize a variety of text

and print text forms in their own productions forms delivered through a

5.2 variety of media –

text forms

a. use simple conventions to a. initiate interactions and a. initiate interactions and open and close conversations respond, using a variety of respond, using a variety of

and manage turn taking social interaction patterns social interaction patterns

5.3 –

interaction

patterns of social

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /57 ©Alberta Education, Alberta, Canada (2010) General Outcome for Language Competence Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–5 apply knowledge of how the language is organized, structured and sequenced

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. organize texts to indicate a. use a variety of conventions a. interpret texts that use

steps in a procedure or to structure texts patterns or chronological

directions to follow sequencing 5.1

– b. interpret and use references

LC within texts cohesion/ coherence

a. analyze and identify the a. use a variety of familiar text a. use a variety of familiar text

organizational structure of a forms and media in their own forms and media in their own

5.2 variety of text forms productions productions –

text forms

a. initiate interactions and a. combine simple social a. combine simple social

respond, using a variety of interaction patterns to interaction patterns to social interaction patterns perform transactions and perform complex 5.3

– interactions transactions and interactions

interaction patterns of social

58/ Blackfoot Language and Culture Twelve-year Program (K–12) Language Competence (2010) ©Alberta Education, Alberta, Canada

General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers.

(Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–5 apply knowledge of how the language is organized, structured and sequenced

Blackfoot Language Blackfoot Language Blackfoot Language and Culture 10-12Y and Culture 20-12Y and Culture 30-12Y

Students will be able to:

a. use a variety of references a. use appropriate words and a. link a series of ideas

within texts phrases to show a variety of

5.1 relationships within texts –

LC cohesion/ cohesion/ coherence

a. recognize a variety of a. analyze the way different a. use their knowledge of text

extended text forms in a media and purposes lead to forms to aid interpretation

variety of media differences in the way texts and enhance production of 5.2

– are organized and presented texts

LC text forms

a. combine simple social a. use a wide range of simple a. use a wide range of social interaction patterns to social interaction patterns interaction patterns to deal

perform complex flexibly to deal with with routine and some

5.3 transactions and interactions transactions and interactions nonroutine transactions and – interactions LC

interaction

patterns ofpatterns social

Language Competence Blackfoot Language and Culture Twelve-year Program (K–12) /59 ©Alberta Education, Alberta, Canada (2010)

Community Membership

Ko’komiki’somma/kakato’siiksi/naato’siwa moon/stars/sun

Mia’nistsaissksii plants Aisiitomato’pi air

Iiko’siiksi parents

Pookaiksi Aissksinima’tstohkiiksi children teachers

Aohkii Students will live peacefully with Mother Earth, others and themselves, Pakoyittsiyi water  fire guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

Omahkitapiiksi A’sitapiiksi Elders youth

Mia’nistsipi’kssiiwa Sopoyi animals wind

Ksaahko Earth

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /61 ©Alberta Education, Alberta, Canada (2010) COMMUNITY MEMBERSHIP

The specific outcomes in the Community Membership section are intended to support many aspects of the students’ Blackfoot cultural development. These outcomes are grouped under three cluster headings: • Mother Earth • others • themselves.

Each cluster is further broken down into five strands, which strive to build a specific knowledge, skill or value from Kindergarten to Grade 12. The five strands are as follows: • relationships • knowledge of past and present • practices and products • past and present perspectives • diversity.

The terms Mother Earth and Creator are identified as discretionary terms in this program of studies. Communities may choose to use these terms or other related terms acceptable to them (e.g., nature, the environment) in order to teach the outcomes in this section.

62/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–1 Mother Earth

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. experience and a. listen to stories a. participate in a. take care of Mother explore Mother about Mother harmonious Earth

1.1  

– Earth Earth, and observe activities and and experience experiences related CM Mother Earth to Mother Earth relationships

a. participate in a. participate in a. participate in a. explore a

activities and activities and activities and past/present experiences that experiences that experiences that Blackfoot 1.2 – convey knowledge convey knowledge convey knowledge community   

CM of Mother Earth of Mother Earth of Mother Earth

knowledge o f knowledge (past and present) (past and present) (past and present) past and present and past a. experience practices a. observe and a. participate in a. explore the

and products related experience practices activities, practices and

1.3 

– to Mother Earth and products related experiences and products related to to Mother Earth practices related to Mother Earth of a CM products Mother Earth specific region or practices andpractices community a. listen to stories a. participate in a. participate in a. participate in

about Mother activities and activities and activities and Earth from the experiences that experiences that experiences that 1.4

– past and present, reflect past and reflect past and reflect past and and explore change present Blackfoot present Blackfoot present Blackfoot CM perspectives related perspectives related perspectives related perspectives    past and present present and past to Mother Earth to Mother Earth to Mother Earth

a. listen to stories a. participate in a. participate in a. participate in

about Mother activities and activities and activities and Earth from diverse experiences that experiences that experiences that 1.5 – Blackfoot origins reflect diversity in reflect diversity in reflect diversity in CM

diversity perspectives related perspectives related perspectives related to Mother Earth to Mother Earth to Mother Earth

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /63 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–1 Mother Earth

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. identify concrete ways in a. participate in activities that a. demonstrate leadership in which to show respect for show care and respect for caring for and respecting

1.1   

– Mother Earth Mother Earth Mother Earth

CM relationships a. explore past and present a. explore past and present a. identify and describe basic,

Blackfoot regions in Alberta Blackfoot regions in Canada key facts about some Blackfoot geographical 1.2

– regions or communities

CM knowledge of of knowledge

past and present and past

a. identify and describe some a. explore basic, key practices a. identify and describe basic,

practices and products and products related to key practices and products

1.3 related to Mother Earth of Mother Earth related to Mother Earth – specific regions and CM products communities practices andpractices a. compare past and present a. explore past and present a. identify and examine

Blackfoot perspectives about Blackfoot values related to traditional Blackfoot Mother Earth Mother Earth perspectives and values

1.4 related to Mother Earth –

CM perspectives

past and present present and past

a. compare diverse Blackfoot a. explore diverse Blackfoot a. identify and examine diverse

perspectives about Mother values related to Mother Blackfoot perspectives and Earth Earth values related to Mother 1.5

– Earth

CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

64/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada General Outcome for Community Membership Students will live peacefully with Mother Earth, others and themselves, guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–1 Mother Earth

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. examine their own treatment a. examine their own and a. examine community and

of, and attitudes toward, others’ treatment of, and societal treatment of, and Mother Earth attitudes toward, Mother attitudes toward, Mother 1.1 – Earth Earth

relationships

a. explore and examine aspects a. examine and identify a. examine and identify 

of Mother Earth changes that have occurred changes in other Blackfoot in their own community/land communities 1.2

–

knowledge of of knowledge past and present and past a. explore the significance of a. understand the meaning and a. understand the meaning and

practices and products significance of some significance of a variety of

1.3 related to Mother Earth practices and products practices and products – related to Mother Earth related to Mother Earth CM products practices andpractices a. examine their own a. examine and compare a. explore a variety of

perspectives and views perspectives and views perspectives related to the related to Mother Earth related to Mother Earth treatment of Mother Earth

1.4 –

CM perspectives

past and present present and past

a. examine diverse perspectives a. examine and compare a. explore a variety of

and views related to Mother diverse perspectives and perspectives related to

1.5  

– Earth views related to Mother Mother Earth Earth CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /65 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–1 Mother Earth

Blackfoot Language and Blackfoot Language and Blackfoot Language and Culture 10-12Y Culture 20-12Y Culture 30-12Y

Students will be able to:

a. explore and identify ways in a. reflect on personal beliefs, a. understand, respect and  which to live in harmony attitudes, understandings and value Mother Earth with Mother Earth practices related to

1.1 Mother Earth –

CM relationships

a. explore and examine the a. reflect on past traditional a. respect and understand how

impact of traditional treatment of Mother Earth knowledge of past and 

treatment of Mother Earth present interaction with on their own contemporary Mother Earth affects 1.2

– community Canada

knowledge of of knowledge past and present and past

a. identify, describe and a. understand and value the a. understand, value and practise protocols related to meaning of protocols related respect Blackfoot practices

Mother Earth to Mother Earth and products related to

1.3 Mother Earth –

CM products practices andpractices

a. examine a variety of a. identify and celebrate a. respect traditional and

perspectives related to the positive perspectives related contemporary views and

ives treatment of Mother Earth, to Mother Earth perspectives of 1.4 – and examine the impacts of Mother Earth these perspectives CM

perspect past and present present and past

a. accept others’ diverse a. value and respect others’ a. accept, value and respect viewpoints related to diverse viewpoints related to others’ diverse viewpoints 1.5 – Mother Earth Mother Earth related to Mother Earth

CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

66/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

 (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.) Creator.

CM–2 others

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. share with others a. listen respectfully to a. contribute to and a. practise

and recognize that others; cooperate in consideration and

2.1 others are a part of e.g., storytelling, activities with helpfulness toward – their own living counsel, sharing others, and practise others

CM world/kinship circle friendliness relationships system

a. participate in a. participate in a. explore a past and a. explore a past and

activities and activities and present Blackfoot present Blackfoot experiences that experiences that community; community; convey knowledge convey knowledge e.g., their people, e.g., its people, 2.2

– of historical and of historical and practices, products, practices, products, contemporary contemporary beliefs beliefs CM Blackfoot culture; Blackfoot culture; knowledge of of knowledge

past and present and past e.g., storytelling, e.g., storytelling, celebrations celebrations

a. observe and a. observe and a. observe, understand a. explore Blackfoot participate in a participate in a and participate in community cultural

s group in Blackfoot group in Blackfoot family and/or school practices and 2.3

– cultural cultural Blackfoot cultural products experiences, experiences, experiences, CM product practices and practices and practices and practices andpractices activities activities activities

a. listen to stories a. listen to stories a. observe and a. describe similarities from the past and from the past and participate in and differences

present, and explore present, and explore activities, between past and

change change experiences and present Blackfoot

2.4 product development community – that reflect the past experiences,

CM and present, and practices, products, perspectives explore change perspectives and past and present present and past values, and examine change

a. observe and explore a. observe and explore a. identify the unique a. identify and the unique qualities the unique qualities qualities of others; celebrate the unique

of others of others e.g., family qualities of others;

2.5 i.e., meeting the – needs of the CM diversity community by voluntarily fulfilling the roles

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /67 ©Alberta Education, Alberta, Canada (2010) General Outcome for Community Membership Students will live peacefully with Mother Earth, others and themselves, guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–2 others

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. respect others (e.g., property, a. form positive relationships a. form meaningful/special thoughts) and practise with others; e.g., peers, relationships with others;

2.1 humility family, Elders e.g., girl–aunt relationships, – joking relationships, same

CM name relationships a. explore past and present a. explore past and present a. explore key Blackfoot

Blackfoot people, practices, Blackfoot people, practices, historical and contemporary

products and beliefs in products and beliefs in events, figures and Alberta; e.g., tribes, Canada developments; e.g., treaties 2.2

– individuals

knowledge of of knowledge past and present and past

a. explore tribal or regional a. explore cultural practices and a. identify and describe key

Blackfoot cultural practices products of Blackfoot Blackfoot cultural practices and products peoples in Canada and products 2.3

–

CM products

practices andpractices

a. examine past and present a. examine past and present a. identify and explore past and

perspectives and values, and perspectives and values, and present perspectives and examine change examine change values, and celebrate change

2.4 –

CM perspectives

past and present present and past

a. explore characteristics of a. compare characteristics of a. explore Blackfoot-speaking different Blackfoot-speaking Blackfoot-speaking peoples cultural groups as part of 2.5

– peoples in Canada in Canada larger Aboriginal communities CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

68/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–2 others

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. form and maintain authentic, a. accept and value differences a. participate in creating

respectful relationships with in group and individual consensus while working others; i.e., opposite sex settings and appreciate the with others and encourage 2.1

– skills and talents of others and help others

CM relationships

a. explore key Blackfoot a. identify key Blackfoot a. identify key Blackfoot

historical and contemporary historical and contemporary historical and contemporary

events, figures and events, figures and events, figures and developments; e.g., developments; e.g., local developments; e.g., 2.2

– residential schools, government, reserve system, government styles Crowfoot leadership styles CM

knowledge of of knowledge past and present and past

a. explore the significance of a. understand the meaning and a. understand the meaning and Blackfoot cultural practices significance of some significance of a variety of

and products Blackfoot cultural practices Blackfoot cultural practices 2.3

– and products and products CM products practices andpractices

a. explore and identify basic, a. examine basic, key a. explore traditional and

key Blackfoot perspectives Blackfoot perspectives and contemporary Blackfoot and values values perspectives and values 2.4 – CM perspectives past and present present and past

a. appreciate and respect a. identify and discuss a. examine and discuss similarities and differences similarities and differences similarities and differences 2.5 – in others in others and examine and examine stereotyping

CM stereotyping diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /69 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–2 others

Blackfoot Language and Blackfoot Language and Blackfoot Language and Culture 10-12Y Culture 20-12Y Culture 30-12Y

Students will be able to:

a. participate in following a. show leadership and mutual a. form positive and respectful

protocols relating to support relationships with a variety s interaction in the of other people

2.1 community; i.e., requesting – information from others

CM relationship

a. explore the impact of a. identify the impact of a. explore how historical

historical and contemporary historical and contemporary experiences of the Blackfoot

Blackfoot events, figures and Blackfoot events, figures and culture have shaped the developments on the developments on the contemporary Blackfoot 2.2 dge of of dge – immediate community; immediate community; culture e.g., Canada’s Indian Act e.g., residential schools CM

knowle past and present and past

a. reflect on the meaning and a. examine the meaning and a. respect and value the significance of a variety of significance of a variety of meaning and significance of

Blackfoot cultural practices Blackfoot cultural practices a variety of Blackfoot

2.3 and products to Blackfoot and products to Blackfoot cultural practices and – peoples peoples products to Blackfoot CM products peoples practices andpractices

a. describe and understand a. recognize and appreciate a. respect and value traditional

traditional and contemporary traditional values and culture in contemporary Blackfoot perspectives and perspectives and understand society 2.4

– values that Blackfoot culture has evolved CM

perspectives past and present present and past

a. accept others’ diverse a. value and respect others’ a. accept, value and respect viewpoints and practices diverse viewpoints, practices others’ diverse viewpoints 2.5 – and characteristics and celebrate the diversity of

CM Blackfoot-speaking peoples diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

70/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–3 themselves

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. represent a. tell and draw about a. express their own a. express their own themselves and themselves and concept of concept of

their family, their family, themselves and themselves and recognizing that appreciate their own extend that understand their 3.1 – they are part of the uniqueness, and understanding to own strengths and ionships

CM living world understand and include new ideas abilities

relat accept their own and perspectives; importance as e.g., home, school people

a. share about a. explore kinship a. explore kinship and a. explore and

themselves and community examine their family; i.e., family/community 3.2 – traditions, traditions and nicknames, practices CM

knowledge of of knowledge practices past and present and past a. observe and a. observe and a. observe and a. observe and

participate in participate in participate in participate in Blackfoot cultural Blackfoot cultural Blackfoot cultural Blackfoot cultural 3.3 – experiences, experiences, experiences, experiences, practices and practices and practices and practices and CM products

practices and practices activities activities activities activities

a. explore their own a. express their own a. express their own a. understand their

change and listen to understanding of understanding of own strengths and others’ views and themselves and themselves, their weaknesses

3.4 stories their family family and their – community, and

CM explore others’ perspectives

past and present present and past perceptions

a. explore and a. observe, celebrate a. identify and a. identify and

celebrate their own and recognize their celebrate unique celebrate unique uniqueness; e.g., own uniqueness; characteristics of strengths and 3.5 – themselves, their e.g., physical family and abilities

CM family characteristics, community diversity kinship

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /71 ©Alberta Education, Alberta, Canada (2010) General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–3 themselves

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. explore various sources of a. identify influences on the a. reflect on various facets of

information for development development of their own self-identity of their own self-concept and self-concept and self-identity 3.1 – learn and understand the importance of respect for CM

relationships themselves

a. explore their a. explore Blackfoot peoples in a. explore Blackfoot peoples in

family/community Canada Canada background—tribal 3.2 – affiliation/heritage, kinship

knowledge of of knowledge past and present and past a. explore Blackfoot cultural a. explore Blackfoot cultural a. explore and identify experiences, practices and experiences, practices and Blackfoot cultural

products products experiences, practices and

3.3 products –

CM products practices andpractices

a. explore others’ perceptions a. recognize that individuals a. recognize the effects of

of them change and that the way they positive and negative see themselves changes treatment on themselves;

3.4 i.e., stereotyping –

CM perspectives

past and present present and past

a. explore, identify and a. explore, identify and a. explore and celebrate their

celebrate the unique celebrate the unique own unique cultural heritage 3.5

– characteristics of their own characteristics of Blackfoot family and community peoples in Canada CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

72/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

General Outcome for Community Membership  Students will live peacefully with Mother Earth, others and themselves, guided by the Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–3 themselves

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. understand self-concept and a. examine their own identity a. understand self-concept and

the factors that may affect it and reflect on its possible its relationship to overall and understand the effect on personal development, achievement 3.1

– importance of developing a relationships and choices and decisions for the future positive self-concept and CM self-identity relationships

a. examine their own cultural a. examine and identify a. reflect on how knowledge of heritage changes that have occurred their own cultural heritage in their own specific culture helps them to understand 3.2

– themselves better

CM ge of of ge knowled

past and present and past

a. explore the significance, to a. understand the meaning and a. understand the meaning and themselves, of Blackfoot significance of some significance of a variety of

cultural practices and Blackfoot cultural practices Blackfoot cultural practices 3.3

– products and products and products CM products practices andpractices

a. explore changing a. examine changing a. explore the significance, to

perspectives of themselves perspectives of themselves themselves, of the Blackfoot (i.e., cultural, language, (i.e., peer groups, social culture

3.4 family, roles) and examine environments) and examine – stereotyping stereotyping

CM perspectives

past and present present and past

a. examine and celebrate their a. examine and celebrate a. identify and celebrate own unique cultural heritage changes in their own knowledge of their own 3.5 – perspectives about Blackfoot cultural heritage

CM culture diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

Community Membership Blackfoot Language and Culture Twelve-year Program (K–12) /73 ©Alberta Education, Alberta, Canada (2010)

General Outcome for Community Membership

Students will live peacefully with Mother Earth, others and themselves, guided by the

Creator. (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

CM–3 themselves

Blackfoot Language and Blackfoot Language and Blackfoot Language and Culture 10-12Y Culture 20-12Y Culture 30-12Y

Students will be able to:

a. understand that self-identity a. understand that self-identity a. understand, accept and

and self-concept change and self-concept can change celebrate their own over time, in various uniqueness and identity, their 3.1 – contexts and for various desire to live a balanced reasons lifestyle and their spirituality CM

relationships

a. apply their own cultural a. express understanding of a. value and respect their own

knowledge to learn more themselves through their cultural heritage about themselves own cultural knowledge of 3.2 – the past and present

knowledge of of knowledge past and present and past

a. reflect on the personal a. examine the personal a. respect and value the meaning and significance of meaning and significance of personal meaning and a variety of Blackfoot a variety of Blackfoot significance of a variety of

3.3 cultural practices and cultural practices and Blackfoot cultural practices – products products and products

practices and products and practices a. examine the personal a. identify with the Blackfoot a. recognize and engage in

significance of various culture activities that will promote aspects of Blackfoot culture their own lifelong Blackfoot 3.4

– cultural development

perspectives past and present present and past a. examine and celebrate the a. identify and celebrate their a. celebrate their own

significance of Blackfoot own unique understanding of uniqueness as

3.5 culture their cultural heritage Blackfoot-speaking peoples –

CM diversity

 Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

74/ Blackfoot Language and Culture Twelve-year Program (K–12) Community Membership (2010) ©Alberta Education, Alberta, Canada

Strategies

language learning language use

Students will know and use various strategies

to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

cultural learning general learning

Strategies Blackfoot Language and Culture Twelve-year Program (K–12) /75 ©Alberta Education, Alberta, Canada (2010) STRATEGIES Teachers need to know and be able to demonstrate a broad range of strategies from which students are Under the Strategies heading are specific then able to choose in order to communicate outcomes that will help students learn and effectively. Strategies of all kinds are best taught communicate more effectively. Strategic in the context of learning activities where students competence has long been recognized as an can apply them immediately and then reflect on important component of communicative their use. competence. The learning outcomes that follow deal not only with compensation and repair SAMPLE LIST OF STRATEGIES strategies, important in the early stages of language learning when proficiency is low, but Language Learning Strategies with strategies for language learning, language use in a broader sense, cultural learning, and general Cognitive learning strategies that help students acquire • listen attentively content. Although people may use strategies • perform actions to match words of a song, unconsciously, the learning outcomes deal only story or rhyme with the conscious use of strategies. • learn short rhymes or songs, incorporating new vocabulary or sentence patterns The strategies are grouped under four cluster • imitate sounds and intonation patterns headings—see the illustration on the preceding • memorize new words by repeating them page. Under each of these headings is a single silently or aloud strand that deals with three general categories of • seek the precise term to express meaning strategies. Language learning, cultural learning • repeat words or phrases in the course of and general learning strategies are categorized as performing a language task cognitive, metacognitive and social/affective. The • make personal dictionaries language use strategies are categorized by • experiment with various elements of the communicative mode: interactive, interpretive and language productive. • use mental images to remember new The strategies that students choose depend on the information task they are engaged in, as well as on other • group together sets of things—vocabulary, factors, such as their preferred learning style, structures—with similar characteristics personality, age, attitude and cultural background. • identify similarities and differences between Strategies that work well for one person may not aspects of the Blackfoot language and English be effective for another person, or may not be • look for patterns and relationships suitable in a different situation. For this reason it • use previously acquired knowledge to is not particularly useful to say that students facilitate a learning task should be aware of, or able to use, a specific • associate new words or expressions with strategy at a particular level. Consequently, the familiar ones, either in Blackfoot or in English specific outcomes make only general references to • find information, using reference materials strategies within each category. Specific strategies like dictionaries, textbooks and grammars for each category are included in the sample list of • use available technological aids to support strategies below. The specific strategies provided language learning in the sample list are not prescriptive but are • use word maps, mind maps, diagrams, charts provided as an illustration of how the general or other graphic representations to make strategies in the specific outcomes might be information easier to understand and developed. remember • place new words or expressions in a context to make them easier to remember

76/ Blackfoot Language and Culture Twelve-year Program (K–12) Strategies (2010) ©Alberta Education, Alberta, Canada • use induction to generate rules governing • understand that making mistakes is a natural language use part of language learning • seek opportunities in and outside of class to • experiment with various forms of expression, practise and observe and note their acceptance or non-acceptance • perceive and note unknown words and by more experienced speakers expressions, noting also their context and • participate actively in brainstorming and function conferencing as prewriting and postwriting exercises Metacognitive • use self-talk to feel competent to do the task • check copied writing for accuracy • be willing to take risks and try unfamiliar • make choices about how you learn tasks and approaches • rehearse or role-play language • repeat new words and expressions occurring in • decide in advance to attend to the learning task own conversations, and make use of these new • reflect on learning tasks with the guidance of words and expressions as soon as appropriate the teacher • reduce anxiety by using mental techniques, • make a plan in advance about how to approach such as positive self-talk or humour a language learning task • work with others to solve problems and get • reflect on the listening, reading and writing feedback on tasks process • provide personal motivation by arranging own • decide in advance to attend to specific aspects rewards when successful of input • listen or read for key words Language Use Strategies • evaluate own performance or comprehension at the end of a task Interactive • keep a learning checklist • use English to get meaning across • experience various methods of language • use a literal translation of a phrase in English acquisition, and identify one or more • use an English word but pronounce it as in considered to be particularly useful personally Blackfoot • be aware of the potential of learning through • acknowledge being spoken to with appropriate direct exposure to the language expression • know how strategies may enable coping with • interpret and use a variety of nonverbal clues texts containing unknown elements to communicate; e.g., mime, pointing at • identify problems that might hinder successful objects, gestures, drawing pictures completion of a task, and seek solutions • indicate lack of understanding verbally or • monitor own speech and writing to check for nonverbally persistent errors • ask for clarification or repetition when • be aware of own strengths and weaknesses, something is not understood identify own needs and goals, and organize • use the other speakers’ words in subsequent strategies and procedures accordingly conversations • assess feedback from a conversation partner to Social/Affective recognize when a message has not been • initiate or maintain interaction with others understood; e.g., blank look • participate in shared reading experiences • start again, using a different tactic, when • seek the assistance of a friend to interpret a communication breaks down text • invite others into the discussion • reread familiar self-chosen texts to enhance • ask for confirmation that a form used is understanding and enjoyment correct • work cooperatively with peers in small groups

Strategies Blackfoot Language and Culture Twelve-year Program (K–12) /77 ©Alberta Education, Alberta, Canada (2010) • use a range of fillers, hesitation devices and • use a variety of resources to correct texts; gambits to sustain conversations e.g., personal and commercial dictionaries, • use circumlocution to compensate for lack of checklists, grammars vocabulary • take notes when reading or listening to assist in producing own text Interpretive • revise and correct final version of text • use gestures, intonation and visual supports to • use circumlocution and definition to aid comprehension compensate for gaps in vocabulary • make connections between texts on the one • apply grammar rules to improve accuracy at hand and prior knowledge and personal the correction stage experience on the other • compensate for avoiding difficult structures by • use illustrations to aid reading comprehension rephrasing • determine the purpose of listening • listen or look for key words Cultural Learning Strategies • listen selectively based on purpose • make predictions about what is expected to be Cognitive heard or read, based on prior knowledge and • observe and listen attentively personal experience • actively participate in culturally relevant • use knowledge of the sound–symbol system to activities; e.g., storytelling, ceremonies, berry aid reading comprehension picking, feasts, fish scale art, sewing • infer probable meanings of unknown words or • imitate cultural behaviours expressions from contextual clues • memorize specific protocols; e.g., prayers, • prepare questions or a guide to note songs, stories information found in a text • seek out information by asking others; e.g., • use key content words or discourse markers to parents, teachers, Elders follow an extended text • repeat or practise saying or doing cultural • reread several times to understand complex practices or traditions; e.g., prayers, songs, ideas words, actions • summarize information gathered • make/create cultural learning logs • assess own information needs before listening, • experiment with and practise various cultural viewing or reading practices and elements • use skimming and scanning to locate key • use mental images to remember new cultural information in texts information; e.g., teepee teachings • group together sets of things with similar Productive characteristics; e.g., cultural practices, objects • mimic what the teacher says • identify similarities and differences between • use nonverbal means to communicate aspects of Blackfoot culture and other cultures • copy what others say or write • look for patterns and relationships • use words visible in the immediate • use previously acquired knowledge to environment facilitate cultural learning • use resources to increase vocabulary • associate new cultural learnings with previous • use familiar repetitive patterns from stories, knowledge songs, rhymes or media • use available technological aids to support • use illustrations to provide detail when cultural learning producing own texts • use mind maps, webs or diagrams • use knowledge of sentence patterns to form • place new cultural learning in a context to new sentences make it easier to remember

78/ Blackfoot Language and Culture Twelve-year Program (K–12) Strategies (2010) ©Alberta Education, Alberta, Canada • use induction to generate rules governing • participate several times in favourite cultural cultural elements; e.g., values, traditions, experiences and activities to enhance beliefs, practices, relationships understanding and enjoyment • seek out opportunities in and outside of class • work cooperatively with peers in small groups to practise, observe and participate in cultural • understand that making mistakes is a natural activities/elements part of learning about culture • perceive and note unknown cultural elements • experiment with various cultural behaviours and practices and practices, noting acceptance/support or non-acceptance/lack of support by members of Metacognitive the culture • make choices about how you learn • participate actively in the traditions of the • rehearse or role-play a cultural experience culture; i.e., storytelling, sharing circle • decide in advance to attend to the cultural • be willing to take risks and try new/unfamiliar learning task things • reflect on cultural learning tasks • apply new cultural learnings as soon as • think in advance about how to approach a possible after learning/observing them cultural learning task • reduce anxiety by using mental techniques, • reflect on own learning or inquiries such as positive self-talk or humour • decide in advance to attend to specific aspects • work cooperatively with others, and get of a cultural event feedback on own work • listen for or observe key cultural elements • provide personal motivation by arranging own • evaluate own performance or comprehension rewards when successful at the end of a cultural task or activity • keep a cultural learning/teachings checklist General Learning Strategies • experience various methods of learning about culture, and identify one or more considered to Cognitive be particularly useful personally; e.g., by • classify objects and ideas according to their doing it, observing it and reading about it attributes; e.g., red objects and blue objects, or • be aware of the potential of learning through animals that eat meat and animals that eat direct exposure to the culture plants • know how strategies may enable coping with • use models new cultural experiences containing unknown • connect what is already known with what is elements being learned • identify obstacles that might hinder successful • experiment with and concentrate on one thing participation in cultural experiences, and see at a time ways to overcome these obstacles • focus on and complete learning tasks • monitor own cultural behaviours and practices • record key words and concepts in abbreviated • be aware of own strengths and weaknesses, form—verbal, graphic or numerical—to assist identify own needs and goals, and organize with performance of a learning task strategies and processes accordingly • use mental images to remember new information Social/Affective • distinguish between fact and opinion when • initiate and maintain participation in the using a variety of sources of information culture • formulate key questions to guide research • participate in shared cultural experiences • make inferences, and identify and justify the • seek the assistance of a friend, teacher, Elder evidence on which these inferences are based or parent to understand cultural elements • use word maps, mind maps, diagrams, charts or other graphic representations to make

Strategies Blackfoot Language and Culture Twelve-year Program (K–12) /79 ©Alberta Education, Alberta, Canada (2010) information easier to understand and • monitor own level of anxiety about learning remember tasks, and take measures to lower it if • seek information through a network of necessary; e.g., deep breathing, laughter sources, including libraries, the Internet, • use social interaction skills to enhance group individuals and agencies learning activities • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive • reflect on learning tasks with the guidance of the teacher • choose from among learning options • discover how own efforts can affect learning • reflect upon own thinking processes and how you learn • decide in advance to attend to the learning task • divide an overall learning task into a number of subtasks • make a plan in advance about how to approach a task • identify own needs and interests • manage own physical working environment • keep a learning journal; e.g., a diary, a log • develop criteria for evaluating own work • work with others to monitor own learning • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective • watch others’ actions and copy them (the actions of Aboriginal students, maybe, more than others) • seek help from others • follow own natural curiosity and intrinsic motivation to learn • participate in cooperative group learning tasks • choose learning activities that enhance understanding and enjoyment • be encouraged to try, even though mistakes might be made • take part in group decision-making processes (consensus) • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise and ideas • take part in group problem-solving processes • use self-talk to feel competent to do the task • be willing to take risks and try unfamiliar tasks and approaches

80/ Blackfoot Language and Culture Twelve-year Program (K–12) Strategies (2010) ©Alberta Education, Alberta, Canada General Outcome for Strategies Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning

Kindergarten Grade 1 Grade 2 Grade 3 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. use simple cognitive, a. use simple cognitive, a. use a variety of a. use a variety of

, metacognitive and metacognitive and simple cognitive, simple cognitive,

social/affective social/affective metacognitive and metacognitive and strategies, with strategies, with social/affective social/affective 1.1 –

S guidance, to enhance guidance, to enhance strategies, with strategies, with

cognitive, cognitive, language learning language learning guidance, to enhance guidance, to enhance metacognitive social/affective language learning language learning

S–2 language use Students will be able to: a. use simple interactive, a. use simple interactive, a. use a variety of a. use a variety of interpretive and interpretive and simple interactive, simple interactive, productive strategies, productive strategies, interpretive and interpretive and 2.1

– with guidance, to with guidance, to productive strategies, productive strategies, S enhance language use enhance language use with guidance, to with guidance, to productive interactive, interpretive, enhance language use enhance language use

S–3 cultural learning Students will be able to: a. use simple cognitive, a. use simple cognitive, a. use a variety of a. use a variety of metacognitive and metacognitive and simple cognitive, simple cognitive,

social/affective social/affective metacognitive and metacognitive and strategies, with strategies, with social/affective social/affective 3.1 –

S guidance, to enhance guidance, to enhance strategies, with strategies, with

cognitive, cognitive, cultural learning cultural learning guidance, to enhance guidance, to enhance metacognitive, social/affective cultural learning cultural learning

S–4 general learning Students will be able to:

a. use simple cognitive, a. use simple cognitive, a. use a variety of a. use a variety of

, metacognitive and metacognitive and simple cognitive, simple cognitive,

social/affective social/affective metacognitive and metacognitive and

4.1 strategies, with strategies, with social/affective social/affective –

S guidance, to enhance guidance, to enhance strategies, with strategies, with

cognitive, cognitive, general learning general learning guidance, to enhance guidance, to enhance

metacognitive social/affective general learning general learning

Examples of language learning, language use, cultural learning and general learning strategies are available on pages 76 to 80.

Strategies Blackfoot Language and Culture Twelve-year Program (K–12) /81 ©Alberta Education, Alberta, Canada (2010) General Outcome for Strategies Students will know and use various strategies to maximize the effectiveness of learning and

communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning

Grade 4 Grade 5 Grade 6 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

a. identify and use a variety of a. identify and use a variety of a. identify and use a variety of , cognitive, metacognitive and cognitive, metacognitive and cognitive, metacognitive and

social/affective strategies to social/affective strategies to social/affective strategies to

1.1 enhance language learning enhance language learning enhance language learning –

S cognitive, cognitive, metacognitive

social/affective

S–2 language use Students will be able to: a. identify and use a variety of a. identify and use a variety of a. identify and use a variety of

, interactive, interpretive and interactive, interpretive and interactive, interpretive and productive strategies to productive strategies to productive strategies to ctive, 2.1

– enhance language use enhance language use enhance language use S productive intera interpretive

S–3 cultural learning Students will be able to:

a. identify and use a variety of a. identify and use a variety of a. identify and use a variety of , cognitive, metacognitive and cognitive, metacognitive and cognitive, metacognitive and social/affective strategies to social/affective strategies to social/affective strategies to

3.1 enhance cultural learning enhance cultural learning enhance cultural learning –

S cognitive, cognitive, metacognitive social/affective S–4 general learning Students will be able to:

, a. identify and use a variety of a. identify and use a variety of a. identify and use a variety of cognitive, metacognitive and cognitive, metacognitive and cognitive, metacognitive and social/affective strategies to social/affective strategies to social/affective strategies to 4.1

– enhance general learning enhance general learning enhance general learning

S cognitive, cognitive, metacognitive social/affective

Examples of language learning, language use, cultural learning and general learning strategies are available on pages 76 to 80.

82/ Blackfoot Language and Culture Twelve-year Program (K–12) Strategies (2010) ©Alberta Education, Alberta, Canada General Outcome for Strategies Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning

Grade 7 Grade 8 Grade 9 (Twelve-year Program) (Twelve-year Program) (Twelve-year Program)

Students will be able to:

, a. select and use a variety of a. select and use a variety of a. select and use appropriate cognitive, metacognitive and cognitive, metacognitive and cognitive, metacognitive and social/affective strategies to social/affective strategies to social/affective strategies to 1.1

– enhance language learning enhance language learning enhance language learning in S a variety of situations cognitive, cognitive, metacognitive social/affective S–2 language use Students will be able to: a. select and use a variety of a. select and use a variety of a. select and use appropriate

, interactive, interpretive and interactive, interpretive and interactive, interpretive and productive strategies to productive strategies to productive strategies to 2.1

– enhance language use enhance language use enhance language use in a S variety of situations productive interactive, interpretive

S–3 cultural learning Students will be able to:

– enhance cultural learning enhance cultural learning enhance cultural learning in S a variety of situations cognitive, cognitive, metacognitive social/affective S–4 general learning Students will be able to:

a. select and use a variety of a. select and use a variety of a. select and use appropriate

, cognitive, metacognitive and cognitive, metacognitive and cognitive, metacognitive and

social/affective strategies to social/affective strategies to social/affective strategies to

4.1 enhance general learning enhance general learning enhance general learning in a –

S variety of situations

cognitive, cognitive, metacognitive

social/affective

Examples of language learning, language use, cultural learning and general learning strategies are available on pages 76 to 80.

Strategies Blackfoot Language and Culture Twelve-year Program (K–12) /83 ©Alberta Education, Alberta, Canada (2010) General Outcome for Strategies Students will know and use various strategies to maximize the effectiveness of learning and

communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning

Blackfoot Language and Blackfoot Language and Blackfoot Language and Culture 10-12Y Culture 20-12Y Culture 30-12Y

Students will be able to:

, a. select and use appropriate a. use appropriate cognitive, a. use appropriate cognitive, cognitive, metacognitive and metacognitive and metacognitive and social/affective strategies to social/affective strategies social/affective strategies 1.1

– enhance language learning in effectively to enhance effectively to enhance S a variety of situations language learning in a language learning in a cognitive, cognitive, variety of situations variety of contexts metacognitive social/affective S–2 language use Students will be able to: a. select and use appropriate a. use appropriate interactive, a. use appropriate interactive, interactive, interpretive and interpretive and productive interpretive and productive productive strategies to strategies effectively to strategies effectively to 2.1

– enhance language use in a enhance language use in a enhance language use in a S variety of situations variety of situations variety of contexts productive int eractive, interpretive,

S–3 cultural learning Students will be able to: a. select and use appropriate a. use appropriate cognitive, a. use appropriate cognitive,

cognitive, metacognitive and metacognitive and metacognitive and

social/affective strategies to social/affective strategies social/affective strategies gnitive, 3.1 enhance cultural learning in effectively to enhance effectively to enhance –

S a variety of situations cultural learning in a variety cultural learning in a variety

cognitive, cognitive, of situations of contexts metaco social/affective

S–4 general learning Students will be able to: a. select and use appropriate a. use appropriate cognitive, a. use appropriate cognitive,

cognitive, metacognitive and metacognitive and metacognitive and

social/affective strategies to social/affective strategies social/affective strategies

4.1 enhance general learning in a effectively to enhance effectively to enhance –

S variety of situations general learning in a variety general learning in a variety

cognitive, cognitive, of situations of contexts metacognitive, social/affective

Examples of language learning, language use, cultural learning and general learning strategies are available on pages 76 to 80.