INTRODUCTION Nuuc*aan~u> 5 to 12

INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

“Nuuc*aan~u> has a deep down heart [in the] T his Integrated Resource Package (IRP) sets language.” out the provincially prescribed curriculum for ~ Rose Michael Nuuc*aan~u> education, grades 5 to 12. The study of Nuuc*aan~u> language and culture is intended “With the language comes the history, the to enable learners to communicate purposefully Elders’ teachings, and that is called %iissaak , in Nuuc*aan~u> , and to provide opportunities for respect.” students to gain insights into their cultures and ~ Marilyn Brown to develop openness to cultural diversity. “Nuuc*aan~u> is very important. I want everyone PRINCIPLES OF LEARNING to learn it.” ~ Alban Michael Provincial education programs are based on three principles of learning that reflect current “We want our language taught so our culture views of how effective learning occurs. They and language don’t die. We want our younger have profound implications for all aspects of the generation to benefit from our teachings. Then program, such as the roles of student and we will be proud of ourselves as grandmothers teacher, the kinds of learning resources that are and grandfathers.” chosen, and the type of assessment that occurs. ~ Tanya Michael The development of this Nuuc*aan~u> 5 to 12 IRP has been guided by and incorporates these “Like the IRP, we want our language to be a principles of learning: living and growing language.” ~ N~`aaskusa+ ( Fidelia Haiyupis) • Learning requires the active participation of the student. “Without our language, our culture dies. It is • People learn in a variety of ways and at ours and ours alone.” different rates. ~ Margaret Amos • Learning is both an individual and a group process. “It is part of our place in the world and the voice in our world view.” RATIONALE ~ Waamiis^ (George Hamilton)

The people that have contributed to this “Learning my language means I would probably rationale are guardians of the Nuuc*aan~u> understand my culture a whole lot more; language. It is written in their legacy. knowing my own tongue would instill pride.” ~ Anne Cox “Without our language, who are we? – Really!” ~ P`egp`ig`lha (Verna Miller) The Nuuc*aan~u> language is highly endangered, because it is now spoken fluently by not more “Our language is important because it’s our than approximately 200 people, all over the age culture and it’s what we knew first … it’s us.” of 50. Offering Nuuc^aan`u> in the school system ~ Huu>@a%atu (Florence John) is an important step towards revitalizing the language and passing it on to future generations. “Our children need to know their language because we lost it and we need to now learn it It is important for Aboriginal students in BC to from our children.” have the opportunity to learn to speak and ~ H=ayuqum>c^ii> (Agnes John) understand the languages of their grandparents and great-grandparents. However, the study of NUUC *AAN ~U< 5 TO 12 · 3 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

Nuuc^aan`u> language and culture will benefit TTTHE NNNUUC AAN**** UUU~~~~ <<< PEOPLE Aboriginal and non-Aboriginal students alike: The Nuuc*aan~u> people live on the west coast of • The ability to communicate in Nuuc^aan`u> . Their overall population is encourages tolerance, acceptance and over 5000 people. The Nuuc*aan~u> language has respect toward Nuuc^aan`u> Nations and many dialects which are spoken in different toward other cultural groups, and communities, as shown on the map below. increases students’ awareness of their own cultures. This map is based on a map which appears in the Hupac~^as%ath= First Nation’s publication • Learning a second language enhances q#iq#inakqin %e%iic^a@inmis - The Things That intellectual development and supports the We Have, As Told By Our Elders, available at: learning of first and additional languages. http://www.hupacasath.ca/language/Hupacasath THINGSWEHAVE.pdf

Dialect names shown here and on the following pages are spelled as on page 2 of the T~aat`aaqsapa Cultural Dictionary (Nuu-chah- nulth Tribal Council, 1991) , except for:

• Che:k:tles7et’h’, Ka:’yu:’k’t’h – from their website, http://www.kyuquot.ca • Mac^>aath= – transcribed by Fidelia Haiyupis • Huu@ii%ath= – from the Nuu-chah-nulth Phrase Book & Dictionary - Barkley Sound Dialect , p.40 • Hupac~^as%ath= – from the Hupac~^as%ath= First Vancouver Nation’s publication q#iq#inakqin Island %e%iic^a@inmis - The Things That We Have, As Told By Our Elders • P~aac^iidautx= , Q#idis^c^^%aatx= - provided by Dr. Bernice Touchie

This map is intended to provide a general guideline as to where each Nuuc*aan~u> dialect is spoken. It is not to be used for Treaty purposes.

4 · NUUC *AAN ~U< 5 TO 12 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

Contact information for each of the Nuuc*aan~u> Nations is provided below:

Ahousaht First Nation www.ahousaht.com GENERAL DELIVERY, AHOUSAHT, BC, V0R 1A0 (250) 670-9531 Fax: (250) 670-9696 www.ditidaht.ca PO BOX 340, PORT ALBERNI, BC, V9Y 7M8 (250) 745-3333 FAX: (250) 745-3332 ehattesaht.com Ehattesaht Tribe PO BOX 59, ZEBALLOS, BC, V0P 2A0

(250) 761-4155 Fax: (250) 761-4156

Hesquiaht First Nation PO BOX 2000, TOFINO, BC, V0R 2Z0 1-800-670-1181 Fax: (250) 670-1102 www.hupacasath.ca PO BOX 211, PORT ALBERNI, BC, V9Y 7M7 (250) 724-4041 Fax : (250) 724-1232 huuayaht.org Huu-ay-aht PO BOX 70, BAMFIELD, BC, V0R 1B0 (250) 728-3414 Ka:'yu:'k't'h'/Che:k:tles7et'h' First Nation www.kyuquot.ca GENERAL DELIVERY, KYUQUOT, BC, V0P 1J0 (250) 332-5259 Fax: (250) 332-5210 www.yuquot.ca Mowachaht/Muchalaht First Nations PO BOX 459, GOLD RIVER, BC, V0P 1G0 1-800-238-2933 Fax: (250) 283-2335 Nuchatlaht First Nation PO BOX 40, ZEBALLOS, BC, V0P 2A0 (250) 332-5908 Fax: (250) 332-5907 GENERAL DELIVERY, PORT RENFREW, BC V0S 1K0 (250) 647-5521 Fax: (250) 647-5561 tla-o-qui-aht.org Tla-o-qui-aht First Nations PO BOX 18, TOFINO, BC, V0R 2Z0 (2500 725-3233 Fax: (250) 725-4233 PO BOX 759, 1316 PINE STREET, UCLUELET, BC, V0R 3A0 (250) 726-4230 Fax: (250) 726-4403 www.tseshaht.com 5091 MISSION RD, PORT ALBERNI, BC, V9Y 8X9 1-888-724-1225 Fax : (250) 724-4385 Uchucklesaht First Nation PO BOX 1118, PORT ALBERNI, BC, V9Y 7L9 (2500 724-1832 Fax : (250) 724-1806 www.ufn.ca PO BOX 699, UCLUELET, BC, V0R 3A0 (250) 726-7342 Fax: (250) 726-7552

NUUC *AAN ~U< 5 TO 12 · 5 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

NNNUUC AAN**** UUU~~~~ <<< DIALECTS Dialects may change over time, and as peoples migrate from one area to another. A dialect is a unique version of speech used in a particular area. It is a variety of a language, The names of the Nuuc*aan~u> communities and generally based in local geography, that uses dialects are listed below. (Current and former non-standard vocabulary, pronunciation, or anglicized spellings of the names are also grammar. (Adapted from the Nuu-chah-nulth Phrase provided as a guide for non-Aboriginal Book and Dictionary: Barkley Sound Dialect , p.23) teachers.) The dialects may be divided into four dialect groups: Northern, Central, Barkley Dialect differences generally do not prevent Sound, and Southern. speakers from understanding one another.

Nuuc*aan~u> Current Other Northern Che:k:tles7et’h’ Checleseht Chiclesit Ka:’yu:’k’t’h Kyuquot %iih=atis%ath= Ehattesaht Ehetisat Nuc^aa>%ath= Nuchatlaht Nuchatlet Muwac~^ath= Mowachaht Mowachath Mac^>aath= Muchalaht Muchalat Central H=is^k#ii%ath= Hesquiaht Hesquiat @aah=uus%ath= Ahousaht +a%uuk#i%ath= Tla-o-qui-aht Clayoquot Barkley Sound C~is^aa%ath= Tseshaht Tsishaath, Sheshaht Hupac^~asath= Hupacasath Opetchesaht T`uk~#^aa%ath= Toquaht Toquart, Toquat Yuu>u%i>%ath= Ucluelet H=uuc^uq+is%ath= Uchucklesaht Uchucklesit Huu@ii%ath= Huu-ay-aht Ohiat, Ohiath Southern Diitiid%aa%tx= Ditidaht Nitinat P~aac^iidautx= Pacheedaht Pachenaht Q#idis^c^^%aatx= Niyaa%ath=

Q#idis^c^^%aatx= is spoken by the Makah Nation on the Northwestern tip of the Olympic Peninsula in Washington State. The ‘family tree’ below shows how all the dialects are historically related, based on linguistic reconstruction.

Northern Central Barkley Diitiid%aa%tx= Q#idis^c^^%aatx= Sound and P~aac^iidautx=

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INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

DIALECTS IN THIS INTEGRATED RESOURCE THE COMMUNICATIVE -EXPERIENTIAL PACKAGE APPROACH

Nuuc*aan~u> Elders and speakers recognize and The Nuuc*aan~u> 5 to 12 curriculum endorses respect dialect differences among members of what is commonly referred to as the the various communities. No dialect is more communicative-experiential approach. As “correct” than another. communication is the overriding reason for studying the Nuuc^aan`u> language, the suggested To honour all Nuuc*aan~u> dialects, this IRP instructional and assessment strategies does not prescribe particular words, phrases, emphasize the practical use of the language in or spellings. all its forms, to perform real-life tasks, share ideas, acquire information, and get things done. Fluent speakers from each of the four dialect Grammar instruction plays a supportive role groups have provided examples for the different only, to provide useful strategies to facilitate grades, as listed below: communication and comprehension.

Grade Dialect Dialect Group The communicative-experiential approach is 5 %iih=atis%ath= Northern guided by an educational philosophy that 6 Yuu>u%i>%ath= Barkley Sound includes the following principles: 7 Huu@ii%ath= Barkley Sound 8 +a%uuk#i%a th= Central • As much as possible, language learning will 9 Diitiid%aa%tx= Southern emulate authentic language use. 10 @aah=uus%ath= Central • The goal of language learning is 11 Muwac~^ath= / Northern performance with language rather than Mac^>aath= knowledge about the language. 12 Ka:’yu:’k’t’h Northern • Language learning is not additively sequential but recursive, and paced The Introductory Nuuc*aan~u> 11 curriculum differently at various stages of acquisition. includes a selection of examples from the above • Language develops in a series of dialects. approximations towards native-like norms. Language learning is not the accumulation The Nuuc*aan~u> words, phrases, and sentences of perfectly mastered elements of grammar included for each grade are simply examples, and vocabulary. Thus, learner errors are to and teachers are encouraged to modify them to be expected. reflect local pronunciation, spelling conventions • Language proficiency involves both and usage. Thus, the IRP can be used in any comprehension and production. system that desires to teach Nuuc*aan~u> , without Comprehension abilities tend to precede and imposing the dialect of one area on another. exceed productive abilities. • Language is inextricably bound to culture. This IRP is intended to guide the teacher in Language use requires an understanding of providing students with a rich continuum of the cultural context within which experiences as they become proficient speakers communication takes place. of Nuuc*aan~u> . It is a broad outline for • Language learning is complex. Instruction delivering a structured Nuuc^aan~u> language takes into account individual learning styles program throughout grades 5-12. This structure and rates, and also attends to teaching may be used successfully to teach any dialect of process strategies for successful language Nuuc^aan~u> at all levels. learning.

NUUC *AAN ~U< 5 TO 12 · 7 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

• The ability to perform with language is LANGUAGE -LEARNING STRATEGIES facilitated when students actively engage in meaningful, authentic, and purposeful Language-learning strategies are important language-learning tasks. components of a language program and are now • Assessment reflects instructional goals and recognized as an essential part of successful is performance oriented. language learning. Examples of such strategies • Technology and textbook materials play include using visual clues; recognizing, using, support roles for language-learning goals; and adapting language patterns; using a variety they should not determine curriculum. of writing processes such as brainstorming, sharing, revising, editing, and publishing; and (Adapted from “Teaching and Learning K-12 Authentic using context to support and extend language Instruction Communication,” Section 7.19, ASCD Curriculum Handbook , September 1994.) learning. When students apply a range of specific strategies to their language learning, PRESCRIBED LEARNING OUTCOMES they are better able to understand information, clarify and negotiate meaning, and generally Prescribed learning outcomes in this IRP are communicate more effectively. expressed in terms of tasks to be performed and not in terms of language items to be mastered. The Language-Learning Strategies chart on the Assessment and evaluation of language following page shows a cumulative range of acquisition focus on students’ abilities to strategies suggested for each grade. By Grade understand others and to express themselves 12, students should be using the full range of comprehensibly and appropriately. Assessment strategies. and evaluation do not focus on the mastery of grammar for its own sake.

Where possible, the prescribed learning outcomes show progression through the grades.

8 · NUUC *AAN ~U< 5 TO 12

INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

Language-Learning Strategies Chart

As students progress through the grades, they should develop and apply a range of strategies to assist their comprehension and expression. Students need experiences that encourage them to:

Grade 5 Grade 6 Grade 7

• use visual aids, actions, lists, and • use prior knowledge of a topic to • look for less than obvious clues to pre-framed models predict meaning meaning when listening to a teacher • use visual and context clues to guess • use formula phrases, including or Elder speak meaning greetings and expressions of • recognize known Nuuc*aan~u> words • use mime, gesture, and props to help politeness and word-parts in new contexts convey meaning • actively seek help by asking for • ask for specific words in Nuuc*aan~u> , if • use repetition, alone or with others, to clarification and repetition necessary, while continuing practice and reinforce new language • connect new topics to their own communication • listen to and practice pronunciation experiences • listen to and practice pronunciation • record ideas or expressions with • respond voluntarily when spoken to • group new items into meaningful visual images and symbols • use some English or mother-tongue categories • derive meaning by listening words, if necessary, to maintain • self-evaluate progress by attentively and participating fully communication comparison with earlier performance in activities • develop and use personal notebooks or against goals they have set • listen for key words and dictionaries to record new • continue to record new vocabulary • recognize cognates vocabulary and phrases • make connections between new • voluntarily create messages words and words already learned • accept errors as normal, as long as they do not continually make the same errors

Grade 8 Grade 9 Grade 10

• guess at the purpose or intent of a • listen, view, or read selectively to • take risks with the language to message focus on key information extend language boundaries • recognize and use common patterns • tolerate ambiguity of meaning when • use a variety of references for to understand messages and unable to understand fully comprehension and production, construct new sentences • transfer and adapt known structures including dictionaries and • adjust the message in order to use to convey meaning in new contexts consultations with fluent speakers known expressions and vocabulary • use a variety of writing processes to • analyze the parts of an unfamiliar • use word webbing charts, tables, and convey meaning word to determine its meaning other graphic organizers to support • voluntarily initiate or end • use grammatical knowledge to oral and written expression conversations correct errors or improve their • reflect on learning by recording goals, • plan ahead for communicative language successful strategies, and new words activities by anticipating language • set goals in language skills and and phrases and resources needed monitor their progress • identify areas of difficulty and plan • self-correct if aware of errors in a how to work on the problem message

Grade 11 Grade 12 Introductory Grade 11

• guess meaning and then verify it by • negotiate meaning by using • use visual and context clues to reading or asking questions when questions in Nuuc*aan~u> and other derive meaning opportunity arises techniques for clarification • use mime, gesture, and props to help • rephrase in Nuuc*aan~u> to compensate • select the best form in which to convey meaning for unknown expressions express a message in a given • use prior knowledge of a topic to • make notes of useful language to use context predict meaning as a reference for oral and written • summarize information in oral, • listen to and practice pronunciation production graphic, and written form • recognize and use common patterns • actively review high-frequency, useful • use dictionaries, grammars, • tolerate ambiguity of meaning when expressions and patterns to refine consultations with fluent speakers, unable to understand fully communication and other reference materials for • transfer and adapt known structures • seek authentic language documents clarity of comprehension and to convey meaning in new contexts for research purposes expression • use a variety of reference materials, • self-monitor and correct recurring or • seek out and create opportunities to including dictionaries, for significant errors in communication hear and use Nuuc*aan~u> in and out of comprehension and production the classroom • set goals in language skills and monitor their progress

NUUC *AAN ~U< 5 TO 12 · 9 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

CURRICULUM ORGANIZERS Creative Works and Understanding Cultural Influences. For example, some First Nations The components of this IRP are categorized stories retold in English are listed as resources under four curriculum organizers. The for Experiencing and Developing Creative curriculum is divided into four organizers as it is Works , to give students ideas for developing understood in Nuuc*aan~u> culture that most their own stories in Nuuc*aan~u> . elements in nature come in groups of four, such as the seasons and the winds. Communicating Orally

The four organizers are based on the common Learning outcomes listed under all of the reasons people have for wanting to learn an organizers provide opportunities for students to additional language, and have been used to use Nuuc*aan~u> to establish and maintain group the prescribed learning outcomes, relationships, share ideas and opinions, and suggested instructional strategies, suggested complete real-life tasks. Communicating Orally assessment strategies, and locally approved emphasizes speaking and listening skills in learning resources. The curriculum organizers keeping with the Nuuc*aan~u> oral tradition. It are: also embraces viewing, representing, and some reading and writing, in order to reach • Communicating Orally students with a wide range of abilities, • Acquiring Information language traditions, and backgrounds. • Experiencing and Developing Creative This organizer emphasizes authentic language- Works learning experiences and the application of a • Understanding Cultural Influences range of language-learning strategies. Teachers and students are encouraged to use an ever- These organizers are practical and purposeful. increasing amount of Nuuc*aan~u> in all activities They allow program developers to address such and interactions. In the process of matters as cross-curricular integration and communicating in Nuuc*aan~u> , students are diverse learning rates, styles, and needs. encouraged to take risks.

The curriculum organizers focus attention on the Acquiring Information most important purposes for studying Nuuc*aan~u> . In the classroom, they should not This organizer emphasizes acquiring be treated separately, but should be integrated information through listening and reading, and into most activities. conveying the information gathered in a variety of formats. Whenever possible, teachers should use and encourage the use of Nuuc*aan~u> . It is As Nuuc*aan~u> is an oral-based language, assumed that all the learning outcomes listed much of the acquired information will come are to be accomplished in Nuuc*aan~u> . There from Elders and fluent speakers in the are times, however, when English will be language community. necessary to complete a task or provide supporting detail for a learning activity. In this age of rapidly expanding information, it is important for students to develop the ability to Information sources should be in Nuuc*aan~u> understand and acquire information from for projects under the Communicating Orally authentic sources in Nuuc*aan~u> (e.g., recipes, and Acquiring Information curriculum menus, schedules, or internet sites) to complete organizers, although sources may be in meaningful tasks. A meaningful task is one that English for Experiencing and Developing engages students in thoughtful learning and is 10 · NUUC *AAN ~U< 5 TO 12

INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12 relevant to their lives. the community in social contexts and at special events. In the process of acquiring information from sources that are appropriate to their interests and Wherever possible, teachers are encouraged to age levels, students are encouraged to apply a explore cultural opportunities that may exist range of language-learning strategies to assist within their own community. (Please see page their comprehension and expression, and to take 16 for information on protocols for inviting risks. Nuuc*aan~u> Elders and community members into the classroom.) Experiencing and Developing Creative Works When students communicate with others in Nuuc*aan~u> and participate in cultural Students learn a language most effectively when experiences, they gain insight into the role of they experience and appreciate it through music, culture. Through exploring Nuuc*aan~u> , its dance, storytelling by Elders or members of the cultural context, and its world, students develop cultural community, film, video, art, literature, an understanding of diverse perspectives and and other forms of creative expression. This can better appreciate the role of other cultures as type of experience is interwoven into well as their own. Nuuc*aan~u> culture in social situations and celebrations. INTEGRATION WITH OTHER CURRICULA

Experiencing and Developing Creative Works When teachers and students see Nuuc*aan~u> as a provides opportunities for students to develop practical means of communication and not just a their listening, viewing, and reading skills as narrow field of language study, many they are exposed to a wide range of creative opportunities open up for integration with other works representative of Nuuc*aan~u> culture, curricula. The prescribed learning outcomes beginning with visual and aural works and are deliberately open-ended in nature to progressing to written works as students’ encourage teachers and students to make language skills develop. links to other areas of study such as job interviewing, mapping, graphing, music, or As students respond to these works and develop art. In secondary schools, teachers could make their own creative works, they build skills in efficient use of this open-endedness through writing, speaking, singing, storytelling and joint planning and joint evaluation tasks. (See visual art, as well as creating multi-media Appendix C for examples of integrated units.) responses. Integration in the elementary classroom is easier, and may begin with daily routines and Understanding Cultural Influences procedures conducted in Nuuc*aan~u> . In this way, students will see Nuuc*aan~u> as a useful Students will be motivated to continue their means of expression. language studies when they have frequent opportunities to view, listen to, and participate SPLIT CLASSES in Nuuc*aan~u> culture. Teachers are encouraged to use the same themes This organizer provides opportunities for for both grades if possible, alternating the set of students to explore Nuuc*aan~u> history, themes each year. The final task for each theme protocols and ceremonies, and consider should allow for a wide range of performances similarities and differences among First Nations so students at all levels of ability continue to cultures in Canada. It also emphasizes using learn and be successful. For example, a theme Nuuc*aan~u> to communicate with members of on clothing may have partners or small groups NUUC *AAN ~U< 5 TO 12 · 11 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12 working toward a fashion show with oral informative part of language development. presentation. Younger students might use less When students understand the role of errors, language and more props, or complete a they are able to make confident decisions about different task, such as role-playing a clothing when to take risks and when to edit carefully for purchase. accuracy.

SUGGESTED INSTRUCTIONAL STRATEGIES In grades 5 to 7, assessment places equal emphasis on three of the major communication Instructional strategies have been included for skills: listening, speaking, and reading. From each curriculum organizer and grade level. grades 8 to 12, equal emphasis is placed on These strategies are suggestions only, listening, speaking, reading, and writing. Such designed to provide guidance for generalist a balance in emphasis validates the oral and and specialist teachers planning instruction aural skills which are essential to oral-based to meet the prescribed learning outcomes. languages such as Nuuc*aan~u> . Final The strategies may be teacher-directed, student- evaluations in grades 8 to 12 should therefore directed, or both. There is no one-to-one base 50% of the total grade on oral and aural relationship between the learning outcomes and skills. the instructional strategies, nor is this organization intended to prescribe a linear In oral-based target languages such as means of course delivery. It is expected that Nuuc*aan~u> , these percentages may need to be teachers will adapt, modify, combine, and adjusted. organize instructional strategies to meet the needs of their students and to respond to ABOUT ASSESSMENT IN GENERAL local requirements. Assessment is the systematic process of SUGGESTED ASSESSMENT STRATEGIES gathering information about students’ learning in order to describe what they know, The assessment strategies in this IRP describe a what they are able to do, and what they are variety of ideas and methods for gathering working toward. From the evidence and evidence of student performance, and provide information collected in assessments, teachers examples of criteria for assessing the extent to describe each student’s learning and which the prescribed learning outcomes have performance. They use this information to been met. Teachers determine the best provide students with ongoing feedback, plan assessment methods for gathering this further instructional and learning activities, set information. Some assessment strategies relate subsequent goals, and determine areas for to particular activities, while others are general additional instruction and intervention. and could apply to any activity. It is expected Teachers determine the purpose, aspects, or that teachers will adapt, modify, combine, attributes of learning on which to focus the and organize assessment strategies to meet assessment. They also decide when to collect the needs of their students and to respond to the evidence and which assessment methods, local requirements. tools, or techniques are most appropriate.

ASSESSMENT IN NNNUUC AAN**** UUU~~~~ <<< Assessment focuses on the critical or significant aspects of learning that students will be asked to Since language is acquired in a spiraling and demonstrate. Students benefit when they clearly recursive process, students will thrive in a understand the learning goals and expectations. stimulating environment where risk-taking is nurtured and errors are viewed as a natural and Evaluation involves interpreting assessment 12 · NUUC *AAN ~U< 5 TO 12

INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12 information in order to make further prescriptive, most of these criteria can be decisions, such as setting student goals, usefully applied to instructional and assessment making curricular decisions, and planning activities as well as learning resources. See instruction. Teachers evaluate student pages 28 through 43 of the ministry document performance from the information collected Evaluating, Selecting, and Managing Learning through assessment activities. Teachers use Resources (2002) for brief descriptions of these their insight, knowledge about learning, and criteria, grouped under headings of Content, experience with students, along with the specific Instructional Design, Technical Design, and criteria they establish, to make judgements Social Considerations . This document has been about student performance in relation to distributed to all schools. Additional copies are learning outcomes. available from Government Publication Services, order number RB0142, or on the Students benefit when teachers provide ministry web site. evaluation on a regular, ongoing basis. When evaluation is seen as an opportunity to promote EXEMPTIONS FROM THE LANGUAGE POLICY learning rather than as a final judgement, it shows learners their strengths and suggests how Ministry of Education policy states that all they can develop further. Students can use this students must take a second language as part of information to redirect efforts, make plans, and the required curriculum in grades 5 to 8. establish future learning goals. Students may be exempted from the second language requirement. An exemption may The assessment of student performance is based apply to a student who is: on a wide variety of methods and tools, ranging from portfolio assessment to paper-and-pencil • identified as a student with special needs or tests. Appendix C includes a more detailed receiving English as a Second Language discussion of assessment and evaluation. service, and • unable to demonstrate his or her learning in INTEGRATION OF CROSS-CURRICULAR relation to the outcomes in a course or INTERESTS subject and grade for which the minister has prescribed an educational program guide. Throughout the curriculum development and revision process, the development team has ESL STUDENTS AND SECOND -LANGUAGE done its best to ensure that this IRP addresses STUDY relevance, equity, and accessibility issues. Wherever appropriate for the subject, these Teachers of students for whom English is a issues have been integrated into the learning second language will need to be sensitive to the outcomes, suggested instructional strategies, and varying rates at which these students develop suggested assessment strategies. Although an communication skills. ESL students are likely exhaustive list of such issues is neither practical to benefit from teacher modelling of nor possible, teachers are encouraged to expectations, real-life applications, direct continue to ensure that classroom activities and instructions, incremental introduction of resources also incorporate appropriate role language-learning skills, frequent review, and portrayals, relevant issues, and exemplars of use of graphic organizers (key visuals). themes such as inclusion and acceptance. Nuuc*aan~u> teachers are encouraged to use a wide range of appropriate adaptations to The ministry, in consultation with experienced instruction and assessment to meet the needs of teachers and other educators, has developed a individual students. When teachers provide set of criteria to be used to evaluate learning instruction in Nuuc*aan~u> , ESL students are resources. Although neither exhaustive nor placed on an equal footing with their classmates. NUUC *AAN ~U< 5 TO 12 · 13 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

STUDENTS WITH SPECIAL NEEDS AND SECOND - LANGUAGE STUDY • Adapt the Environment - Cluster students with particular gifts or Although ministry policy states that students needs. may be exempted from second-language study - Use community resources for extension because of special needs, not all students who and research. have been identified as having special needs - Make use of preferential seating to should be exempted. Second-language study enhance research. may actually enhance first-language - Create a space with minimum distractions. development for some students. - Change the location of the learning activity to optimize concentration. Students representing a wide range of special - Make use of co-operative grouping or needs could successfully participate in this pairing of learners. course because it uses a communicative- experiential approach. Teachers may need to • Adapt Presentation or Instruction adapt instructional strategies, activities, and - Provide extension activities for students evaluation methods for some students. For with special gifts and talents. example, students with sensory impairments - Offer choices for self-directed learning. may need amplification or additional description - Provide advance organizers of key to “view” videos. information. - Demonstrate or model new concepts. Decisions to exempt a student from taking a - Adjust the pace of activities as required. second language should be made only after - Change the wording of questions or considering assessment information about the instructions to match students’ level of student’s cognitive, sensory, or physical understanding. disabilities. - Provide functional, practical opportunities for students to practice skills. When an individual student is exempted due to special needs, the exemption must be • Adapt Materials and Equipment documented as part of the Individual Education - Make the organization of activities more Plan (IEP). For example, students who are deaf explicit (e.g., colour-code the steps used might have difficulty with oral sections of a to complete a task). second-language curriculum. Students who are - Use manipulatives and other support experiencing difficulty establishing materials. communication might concentrate on - Provide large-print charts or activity developing a communication system such as sheets. Bliss symbols or voice-activated technology. - Use opaque overlays for text pages to Students with language-processing disabilities reduce the quantity of visible print. may have difficulties that preclude second- - Highlight key points in written material. language study. Such exemptions should - Provide software that has variable font include consultation with parents or guardians sizes. as part of the IEP process. - Use adapted computer hardware and appropriate software. The following teaching strategies might be used - Provide alternative resources on the to assist students with special needs in the same concepts at an easier Nuuc*aan~u> -learning classroom. comprehension level. - Provide or arrange for opportunities for independent study (e.g., CD-ROM). 14 · NUUC *AAN ~U< 5 TO 12

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• Adapt Methods of Assistance Ministry Procedures for Selecting - Train and use peer tutors to assist Recommended Resources students with special needs. - Arrange for teacher assistants to work The Ministry of Education promotes the with individuals or small groups. establishment of a resource-rich learning - Collaborate with support teachers to environment of educationally appropriate develop appropriate strategies for materials intended for use by teachers and individual students with special needs. students. The media formats include, but are not limited to, materials in print, video, and • Adapt Methods of Assessment digital resources, as well as combinations of - Allow students to demonstrate their these formats. Resources that support understanding of concepts in a variety of provincial curricula are identified through an ways (e.g., murals, displays, models, evaluation process that is carried out by oral presentations). practicing teachers. It is expected that - Match assessment tools to student needs classroom teachers will select resources from (e.g., oral or open-book tests, tasks those that meet the provincial criteria and that performed without time limits, teacher- suit their particular pedagogical needs and student conferencing). audiences. Teachers who wish to use other - Set short-term, achievable goals with resources to meet specific local needs must have frequent feedback. these resources evaluated through a local district - Provide opportunities for students to approval process. assess their progress and set their own goals. Students may be expected to have some choice in materials for specific purposes, such as LEARNING RESOURCES independent reading or research. Teachers are encouraged to use a variety of resources to The fundamental aim of this curriculum is to support learning outcomes at any particular enable students to communicate in Nuuc*aan~u> . level. A multimedia approach is encouraged. The curriculum focuses on the purposeful use of language to perform real-life tasks, share ideas, The ministry considers special-needs audiences acquire information, and enhance the in the evaluation and annotation of learning understanding of culture. The kinds of learning resources. As well, special-format versions of resources available for students to use while Grade Collection resources (Braille and taped- learning the language are vital to achieving this book formats) are available. aim and implementing this approach. Interaction with fluent Elders and community Learning resources for use in BC schools fall resource people can enhance language into one of two categories: provincially acquisition and provide opportunities to recommended materials or locally evaluated communicate in Nuuc*aan~u> . materials .

In order to help students achieve communication Provincially Recommended Materials goals and carry out real-life tasks while learning Nuuc*aan~u> , learning resources should reflect the These materials have been evaluated through the language at work in daily life. The term realia provincial evaluation process and have received is often used to describe such resources, which Minister’s Order. They are listed in Appendix could include web sites, newsletters, menus, B of the relevant IRP. information about employment, holidays and celebrations, and artwork and artifacts reflecting the culture of the Nuuc*aan~u> community. NUUC *AAN ~U< 5 TO 12 · 15 INTRODUCTION TO NNNUUC AAN**** UUU~~~~ <<< 5 TO 12

Locally Evaluated Materials It is important to ask before a meeting for permission to make audio or video recordings, Learning resources may be approved for use or take photographs. Note that permission to according to district policies, which provide for listen to or tape a story does not give you any local evaluation and selection procedures. right to rebroadcast or write down the story without further permission. The locally evaluated resources listed in this IRP have been approved for use according to Appropriate gestures of thanks to your guests district policies. include letters, pictures, and story-booklets prepared by the class. If you ask an Elder to speak to your class more than once, the school SAMPLE PROTOCOLS FOR INVITING ELDERS should provide a stipend AND COMMUNITY RESOURCE PEOPLE INTO THE CLASSROOM For further inquiries about protocols it is always appropriate to ask at your local First Nation’s The most valuable resources for learning office, or consult Nuuc*aan~u> staff working in Nuuc*aan~u> are Elders and fluent speakers from your school. the local community. The following protocols are provided as guidelines to assist teachers in (Adapted from Tlingit Moon and Tide: Teaching Resources, Elementary Level , by Dolly Garza, pp. 6-8. inviting these resource people into the This document is available at http://www.ankn.uaf.edu/ classroom and working with them respectfully. Curriculum/Tlingit/Salmon/graphics/moonandtides.pdf )

• Contact your local First Nation’s office (see page 5 above), to ask about protocols, or ask who can tell you what procedures to go “Elders do not preserve culture – they live it.”

through. ~Dolly Garza (

A visit from an Elder or community resource person is a learning opportunity for both the students and the teacher. The teacher should show respect by remaining in the classroom the whole time when a guest from the community is present. 16 · NUUC *AAN ~U< 5 TO 12