Teacher's Guide

Teaching a language is a specialized undertaking that requires resources, ingenuity, and devotion. The Level 2 Lakota language textbook can be a very important tool in your effort to teach Lakota. This Teacher’s Guide aims to impart many of the fundamentals of language instruction. And while no book or guide can replace experience, workshops, and a natural teaching ability, a careful reading of this Teacher’s Guide section and applying the instructional techniques described within, can go a long way in providing effective and successful teaching habits. Your students will honor and remember you for it.

Language Teaching Tips • If you carefully balance these two sets of activity types, you will have a better chance of keeping the children Young children are usually very eager and highly motivated and focused on learning. They are more motivated learners. Teaching them can therefore be very likely to enjoy Lakota classes and learn. rewarding. However, many teachers find it also very • Don't do any one activity for longer than 5–7 minutes. demanding. When teaching elementary school students, try Exercises that involve coloring or matching can be to keep patient, maintain a well-balanced class and longer. Young children are generally unable to motivate properly. Some basic advice when working with concentrate on a single activity as long as adults do. elementary school students is: • Monitor the children's behavior very closely in order to

determine when they are no longer able to concentrate • Be patient. Children naturally do certain things more on the given activity. If so, change to a different activity slowly. type. • Create an atmosphere of trust in your classroom. • Make the children personally involved. Have them talk Encourage the students to learn and allow them to make about their own interests and things they like and dislike. errors on their way. Make them feel that their personal response is welcome. • Be positive. Focus on what the children do right rather It often helps if they can display their work and be than on what they do wrong. praised for it. • Do not explain grammar rules. Instead, demonstrate or • Use commands and other repetitive contextual sentences have the children figure them out through contextual in Lakota. Try not to over-use Lakota in cases where the examples. The textbook is full of such activities. children could not guess the meaning – this could • Don’t push unwilling students to talk Lakota. Often their intimidate them. Don't hesitate to use English when you fear of failure comes from a lack of confidence. need to explain an activity. Inexperienced teachers sometimes misinterpret such • Make it clear that ridiculing another student's behavior and think that the child is completely performance is not tolerated in your class. disinterested or not intelligent enough. In fact, a child • Try to avoid rewards. Most research suggests that acting this way calls for extra help. Teachers should rewards make the child focus on external awards rather devote time and patience to positively encourage such than on their own feelings of success and satisfaction. In children. Show them that they can do the language addition, by giving rewards to some students you learning tasks. Help them develop a positive self-image. actually punish those that are not given any. At an early • Scolding or giving bad grades to elementary school stage it is extremely discouraging to be punished for not children in language classes does not make them study knowing something or for knowing less than others. harder. Children may end up disliking the teacher and • Whenever possible, use language learning activities that the subject irreparably. are appropriate to the students’ age and abilities. • Divide your instruction equally between stirring Activities that are too easy may quickly become activities (moving around the classroom, singing, unappealing, and those that are too difficult may interacting or being otherwise active) and calming discourage them. activities (coloring, drawing, writing, matching and • Don’t be discouraged if you’re not a fluent Lakota copying). The latter help children to process concepts speaker yourself. Fundamental teaching skills form the learned earlier and to rest between active periods. basis for any good language program. A teacher’s • Divide your instruction equally between head-up and fluency in Lakota language at these early stages is less head-down activities (head-up: students look at the important than the ability to motivate and inspire the teacher, at the board or at their classmate to receive children to learn. information or communicate; head-down: writing, The ultimate goal of your teaching should be to inspire and listening, reading, coloring, cutting-out and similar). make it possible for the children to eventually raise their

145 opáwiŋǧe sám wikčémna tópa akézaptaŋ own children in Lakota. Your good work is critical to suggestions for both outside the book and inside the book making this happen. activities. Moreover, the Lakota Language Consortium provides the teachers with additional materials for the Using the Textbook listening/writing exercises. These can be found on The exercises from each unit are described in detail in this www.lakhota.org under “Teacher Support”. Teacher's Guide. You can always find the matching Teacher’s Guide pages referenced at the beginning of each Types of Exercises and Activities unit within the main textbook section. The page number All units share similar exercises and activities designed to will be in the upper right corner of the page as in: fulfill the goals of the textbook. With very few exceptions, the exercises were designed to teach and practice Lakota TG: 148 vocabulary and sentences without translation to English. This textbook is designed to review and reinforce the The teachers should avoid translation whenever possible vocabulary and sentence structure introduced in the Level 1 since it is not considered an effective way of teaching. textbook. This approach helps young learners achieve lasting knowledge in the language. The units in Level 2 The contents of each unit consist of: broaden the Level 1 content through more active usage of Introducing vocabulary: each unit begins with a page or grammar rules. two that introduce the new vocabulary using visual context. Vocabulary reinforcement is realized by various Try to use this textbook in conjunction with the Level 1 exercises, such as matching words with pictures, matching textbook. Teachers should continue to employ the TPR pictures representing words that begin with the same letter, activities utilized in the Level 1 textbook. The Level 1 grouping words by various criteria, crossing out words that textbook emphasizes oral activities and serves to don't belong to a group, word-finds and crosswords. contextualize vocabulary through pictures and TPR Demonstration: in this type of exercise Bob and Lisa exercises. This textbook, on the other hand, is directed demonstrate the activity that the students (and sometimes towards having the students gradually grasp the written the teacher) should do in the classroom. form of Lakota. The four language skills are practiced: Reading and writing exercises: students learn how to read listening – speaking – reading – writing. The main focus is and write Lakota letters and diacritics. These exercises on understanding and recognizing words in their spoken should always be preceded by activities involving and written form (listening and reading). The textbook flashcards of Lakota letters. Teachers can download provides a large number of exercises and activities to printable sheets and flashcards of all Lakota letters from practice and check these language skills. the Lakota Language Consortium web-site: www.lakhota.org. Print and distribute them to students. Although it is important that students start speaking Students then raise the appropriate flashcard upon hearing relatively early, it is also necessary to allow what is called the letter. They also connect consonants with vowels to the "silent period." All children learning a language need a create the Lakota syllables they hear from the teacher or certain period of time when they only listen to the language from the CD. before they start speaking it themselves. In natural Before the writing exercises, demonstrate that diacritics language acquisition, the length of this period varies from 2 have to be written immediately after the letter they belong to 3 years. In the classroom environment we have to allow to is written, and not after the word is finished. Check that the young students to go through a silent period as well. It the students do this. can be done by using methods and activities that enable the Listen and fill in the missing letter: students to show that they comprehend without having to This type of exercise is designed to reinforce the students' speak. It enables them to feel safe and welcome in the recognition of Lakota sounds and allow them to practice learning process. This way they will be able to start writing the appropriate letters. The pictures keep the speaking with more confidence when the time comes. children interested in the exercise and also help in Many of the instructional exercises and activities take place reinforcing the vocabulary. outside the textbook. The "outside the textbook" activities, If you need longer pauses between individual words in such as TPR, games with flashcards, interaction with order for the students to fill in the missing sounds, pause student's personal involvement etc. have the biggest the CD manually. Alternatively, you can read the words impact. The exercises inside the textbook are only to yourself (they are given in the Teacher's Guide). reinforce and supplement what happens in the classroom. Deducing grammar rules: from Bob and Lisa's dialog, They are not designed to be used as a stand-alone method students should be able to deduce simple grammar rules of teaching. Effective instruction of Lakota requires and sentence structures. The questions in the textbook give considerable outside the textbook learning activities. This hints to the students. It is extremely IMPORTANT that the teacher's guide provides step-by-step instructions and teachers let the students deduce as many rules as possible

opáwiŋǧe sám wikčémna tópa akéšakpe 146 on their own. Such an approach gives the children • Inside the book: Students listen to vowel a, and practice confidence that they can learn the language. It gives saying and writing it. Repeat with the other vowels. students the satisfaction of finding out something new and • If the children can't do all five vowels without getting makes them remember what they discover longer. bored, divide the activity into two sections with a Comprehension exercises serve to reinforce and practice different activity type in between. the learned grammar rules. They also provide feedback for NOTICE: make sure that you refer to Lakota vowels by the students and the teacher on the quality of the students' their Lakota pronunciation consistently. If you refer to "e" progress. and "i" the way they are called in English, the students will Each exercise with an audio version is marked with the be confused. Explain that the vowels have different names loudspeaker icon before the exercise number. in Lakota than they do in English. Additionally, you may want to do a TPR with cards of "e" and "i" only. Unit 1 p. 1 4. Listen and write a, e, i, o, u (oral vowels) p. 4 Introductory motivation: Talk briefly about your oyáŋke {reservation, community, place of residence}; ask the • Precede this exercise with a TPR from Level 1 using a children if they have any relatives on any other oyáŋke; ask flashcard activity from Level 1 or a similar "head-up", if they know the names of the other Lakota oyáŋke; tell "stirring" exercise or a "head-down" drawing activity. them they are going to learn the Lakota name of their • If the children can't complete the entire page at once, oyáŋke and home towns. They are also going to learn how divide it into smaller sections with activities of a to introduce themselves and say where they are from. different type in between. Inform them that all of these things are important to know. • Pause the CD after each letter if you feel the pauses It will help them know who they are, where they come between individual words are not long enough for the from and who are their tribal relatives. Notice: Unit one is children to fill in the letter. rather long and teachers should take their time to go Answers: čhápa, pispíza, ȟoká, matúška, khéya, through all the exercises carefully. hečá, tȟó, zí, khukhúše, wíyaka, Divide these motivations into sections employing them at ištá, wábloša, upížata, wóžapi, pheží the beginning of each class during Unit 1. sápa, ptegléška, matȟó, zičá, wíyukse 1. What are their names? p. 1 5. Reading and writing nasal vowels p. 5 The picture demonstrates what the teacher and the students • Precede this exercise with a TPR from Level 1, using the in the classroom should do. The activity starts with the flashcard activity from unit 13 or a similar "head-up", teacher introducing himself/herself as in [Mary] emáčiyapi. "stirring" type of exercise. {My name is [Mary].} This will demonstrate both the • Outside the book: Use cards with the nasal vowels. meaning of the sentence and the activity. Teacher then asks Raise the flashcard with aŋ and play the CD (or say it). individual students: Táku eníčiyapi hwo/he? {What is your Students repeat. Do the same with the other vowels. name?} • "Point at what you hear!" (Say the five vowels at 2. Saying your name p. 2 random, students react by pointing at the flashcard with the letter they hear). • Have the children look at the pictures. • Inside the book: Have the children listen to the vowel • Play the two dialogs from the CD. aŋ, repeat it, then practice writing it. Repeat with the • Ask the children if they notice any difference in the way other nasal vowels one by one. the boy and the girl ask, "What is your name?" • Have the children answer the written questions and 6. Listening: aŋ, iŋ, uŋ (nasal vowels) p. 6 check their answers by asking other students. • Precede this exercise with a TPR from Level 1 using a • Have the students ask each other their names. You may flashcard activity from Level 1 or a similar "head-up", or want to have a couple of better students demonstrate. "stirring" exercise. • If the children can't complete the whole activity, divide it 3. Reading and writing Lakota oral vowels p. 3 into smaller sections with activities of different types in • Outside the book: Use flashcards with the oral vowels between. (on the board or in your hand). Point at a and play the • Pause the CD if you feel the pauses between individual CD (or say it). Students repeat. Do the same with the words are not long enough for the children to write the other vowels. letter. • "Point at what you hear!" (Say the five vowels at Answers: waŋblí, íŋyaŋ, uŋčí, čháŋ random, students react by pointing at the flashcard with sáŋ, šúŋka, itȟúŋkala, siŋtéȟla the letter they hear). čhaŋpȟá, hiŋháŋ, waŋží, pȟahíŋ, huŋyákȟuŋ wíŋyaŋ, uŋzóǧe, šuŋgmánitu, háŋpa, siŋkpȟé

147 opáwiŋǧe sám wikčémna tópa akéšakowiŋ 7. Lakȟóta Makȟóčhe p. 8 9. Listening: oral or nasal vowels p. 9 • Have the students look at the page and ask them if they • This exercise is divided into three sections and recognize the map. reinforces the reading and writing of oral and nasal • Ask them which oyáŋke is their home and if they have vowels. relatives or friends on any of the other Lakota oyáŋke. • Focus on the proper recognition of oral and nasal vowels • Have the students listen to the CD and read the children's by the students. dialogs to find out the Lakota names of the oyáŋke. • Pause the CD according to their ability to recognize the • Ask the children to point at the oyáŋke you name in sound and write the proper letter in time. Lakota (name at random). Answers: sáŋ, ská, čhápa, čhaŋpȟá, tȟaspáŋ • Ask them to name the child that comes from the oyáŋke pšíŋ, sí, siŋkpȟé, íŋyaŋ, pheží, you name in Lakota (name at random). uŋzóǧe, pȟasú, osúŋ, huŋyákȟuŋ, hú • Listen again to find out what is Bob and Lisa's 10. What are their names? p. 10 hometown. • Have the students listen to the six children introducing • Ask the children to say where they live using themselves. constructions like [Porcupine] él wathí. {I live in • Play the CD again, pausing after each child, and ask the [Porcupine]}. students to write the names into the speech bubbles. The children should learn how to say the Lakota name of their oyáŋke and hometown and to say where they live in 11. Can you finish the sentences? p. 10 Lakota. This activity's goal is not to memorize the Lakota • Ask the children if they remember (from Level 1) how to names for all the oyáŋke, this will come at a higher level. say "boy" and "girl" in Lakota (hokšíla, wičhíŋčala). 8. Where did the itȟáŋčhaŋ settle? p. 8 • Say male and female names at random, have students A TPR or a break activity should precede this exercise. react with hokšíla or wičhíŋčala accordingly. A) • Inside the book: Explain that hokšíla kiŋ means "the Ask the children to look at the page and tell you if they boy" and wičhíŋčala kiŋ means "the girl." know any of the itȟáŋčhaŋ in the pictures. • Based on the previous activity, have students fill in the • Introduce them to the English translation of the names: names and translations in this exercise. Answers: Tȟatȟáŋka Íyotake {Sitting Bull}, Sitȟáŋka {Big Foot}, 1) Ben, 2) Mary, 3) Tom, 4) Tina, 5) Lucy, 6) Brian Maȟpíya Lúta {Red Cloud}, Siŋté Glešká {Spotted 12. Writing the stress mark p. 11 Tail}. • Explain that "stress" means that one part (syllable) of the • Ask the children to read the labels and listen to the CD word is pronounced with an emphasis. to find out the Lakota names of the headmen. • Add that in order for the students to know where the • Then ask them to point at the headman you name in stress is, it needs to be marked with a little line above the Lakota. It is not the purpose of this exercise, however, stressed vowel. It is called the "stress mark." that the students memorize the headmen's Lakota names • Then play the CD and have the students listen to the at this point. They should only recognize them. words with the stress on the first and the second syllable. B) • Have them practice writing vowels with the stress mark. • Ask the children if they know how many Lakota tribes • "Point at!" Do a TPR – put flashcards with numerals 1 (or bands) there are and if they know which of them they and 2 on each side of the board and ask the children to come from, or if they have relatives in the other Lakota point at them according to whether they hear the stress tribes. on the first or second vowel. • Talk about the seven Lakota tribes and where they live on the four large oyáŋke (plus some other smaller 13. Listen and write the first vowel stress mark p. 11 oyáŋke, such as Lower Brule). Have students listen to the CD and write the stress mark on • Have them listen to the CD and point at the tribal name the first vowel: píško, čhápa, šúŋka, tȟáȟča, khéya they hear. 14. Listening: second vowel stress p. 11 • Name the tribal names at random and have the children point at the oyáŋke which is the home of the named Have students listen and write the stress mark on the tribe. second vowel: maká, hiŋháŋ, igmú, gnašká, matȟó Older students should memorize both the Lakota names of 15. Listening: stress mark p. 12 the seven tribes and their oyáŋke. • Precede this exercise with a break or a TPR activity. Do a TPR activity from Level 1-Unit 15 between the two exercises (unless a class break occurs between them).

opáwiŋǧe sám wikčémna tópa akéšagloǧaŋ 148 • If the children can't concentrate for the whole activity, 21. Listen and write čh p. 15 divide it into smaller sections with "head-up" activities • answers: in between. • čhéǧa, čhaŋté, čhaŋwápe, čhápa, wičháša • Pause the CD according to their ability to recognize the sound and write the proper letter. 22. Listen, do you hear č or čh? p. 15 Answers: Answers: hečá, blóza, zičá, ȟoká, wábloša čhaŋpȟá, čhaŋkú, čháŋ, wikčémna, ičábu tópa, pahá, wóžapi, wáta, ȟóta čháŋčheǧa, uŋkčéla, tȟáȟča, čhuwígnaka wazí, kimímela, ištá, íčalu, ičábu waȟčá, waháčhaŋka, omníča, wakšíča ógle, háŋpa, maǧá, sápa, šiná čhéya, uŋkčékiȟa, čhegnáke, thiíkčeya 16. Read about Tina p. 13 Unit 2 p. 17 The exercise is self-explanatory. Children should be able to Introductory motivation: Talk with the children about do it on their own or with a little help from the teacher. animals. Ask if they know the animals of the plains. Tell This is a review of what they learned previously, except them that animals played an important part in the life of that the word hemátaŋhaŋ {I am from} is new. It is given Lakota people and that it is important to learn about them contextually here and the students don't have to use it on and to know their Lakota names. their own. 1. Repeat the sentences p. 17 17. Reading and writing č p. 14 • Lisa and Bob demonstrate the activity that is supposed to • Explain to the students that the Lakota č sounds a little be done "outside the book". harder than the English ch in rich but sounds not quite • Inside the book: Have the students point at the picture as hard as the English j in jar. Have them repeat č after of animals they hear in the recording. you or the CD. • Do the TPR activities with flashcards listed in the • Demonstrate how to mark the diacritic (the little wedge) Level 1 textbook to reinforce the animal vocabulary. If in č. the students are already familiar with the animals in this • Have them listen to the CD, repeat the syllables with č unit, use those in Level 1, units 13, 15, 23 and/or 24. and practice writing the letter and the diacritic. • Make sure that students write the diacritic wedge 2. Ask and answer as the kids in the picture p. 18 immediately upon writing c, and not after they finish the • Outside the book: Introduce the question Lé táku following vowel! hwo/he? {What is this?} by demonstrating it with some • Have students point at (or raise cards with) the various animal flashcards: Lé táku hwo/he? – Lé šúŋka héčha. syllables with č: ča, če, či, čo, čaŋ, čiŋ, čuŋ. This is to • Ask the question to individual students about various practice č and to reinforce the vowels. animal flashcards soliciting the reply Lé _____ héčha. 18. Reading and writing čh p. 14 • Inside the book: Children work in pairs and point at the animals drawn on the hide. Ask should each other "Lé • Explain to the students that the Lakota čh sounds like the táku hwo/he?" {What is this?} English ch in chair. • The traditional style of drawing should make children • Have them listen to the CD and practice writing the interested in the process of comparing these with the letter and the diacritic. more realistic illustrations on the previous page. • Make sure that students write the wedge immediately • Don't mind younger students answering with a single after they finish writing c and not after they write h. word, saying čhápa instead of Lé čhápa héčha. • Have students point at (or raise cards with) the various syllables with čh: čha, čhe, čhi, čho, čhaŋ, čhiŋ, čhuŋ. 3. Lakota s sounds like the English s in sit p. 19 19. Which do you hear? Point! p. 15 • Students listen to the recording and practice writing s. • Outside the book: use cards with s and the vowels to • Play the CD and have the children point at the syllable practice syllables with s. Students should connect two they hear. cards to create the syllable they hear or point at the card • Ideally, do this outside the book. Use flashcards with č on the board. and čh to practice the syllables with č and čh. Have students point at the flashcard with the letter they hear or 4. Lakota š sounds like the English sh in share p. 19 raise the flashcards with the correct letter. • Students listen to the recording and practice writing š. 20. Listen and write č p. 15 • Outside the book: use cards with š and the vowels to practice syllables with š. Students should connect two • answers: íčalu, zičá, hečá, uŋčí, wíčazo cards to create the syllable they hear.

149 opáwiŋǧe sám wikčémna tópa akénapčiyuŋka 5. Listening: s or š p. 20 • Answers: • Display flashcards with s and š in different places. zí, waŋží, záptaŋ, wóžapi, wažúšteča • Play exercise 5 and ask the students to point at the one pheží, pispíza, maǧážu, wazí, wagmíza they hear (play only about half of the words). upížata, tȟózi, hoyázela, zičá, tȟažúška • Have them listen to the CD again, this time filling in the zíškopela, wóžuha, uŋzóǧe, ožáŋžaŋglepi missing letter in the words. 12. Making negative sentences p. 25 Answers: Outside the book: demonstrate the negative sentence: ská, šá, asáŋpi, wábloša, wábloska • Ask the students about a flashcard with a cat: Lé šúŋka psíŋ, pšíŋ, ištá, istó, hokšíla héčha hwo/he? They reply with hiyá and you add: Lé šakówiŋ, siŋtéȟla, tȟaspáŋ, khukhúše, siŋkpȟé šúŋka héčha šni. Repeat with other flashcards. gnašká, píško, oíse yámni, wakšíča, čhúŋšoke • Inside the book: Bob and Lisa's dialog demonstrates 6. Háŋ and hiyá ("Yes" and "no") p. 21 how to create the negative sentences. • Outside the book: Demonstrate the usage and meaning • Play the CD, have students listen and follow in the book. of háŋ and hiyá. Detailed instructions on how to • Ask them to find out how to say "not" (šni) in Lakota demonstrate the words for "yes" and "no" are in Level 1, and where to place it (behind héčha or at the end). page 13. 13. Read Bob and Lisa's examples p. 25 • Inside the book: Bob and Lisa demonstrate how to • A) Bob and Lisa demonstrate the activity: students pick create a question and how to say "yes" and "no". a flashcard or point at a picture of an animal and say • Ask the students to look at Bob and Lisa and follow what it is "not": Lé igmú héčha šni. {This is not a cat.} what they say while you play their dialog. • B) The teacher shows pictures of animals and says • Based on the dialogs and the previous demonstrations sentences like this: Lé igmú héčha. {This is a cat}. If the they should be able to answer the questions below. sentence is true, students say Háŋ, if it is false they say: • Use Level 1 flashcards or illustrations on pages 17 and Hiyá, lé igmú héčha šni. 18 of this book. Show a flashcard or point at an animal and ask: "Lé [kimímela] héčha hwo/he?" {Is that a 14. Circle the correct sentence p. 26 [butterfly]?} – The students reply with háŋ or hiyá. • Have students circle the correct sentence. • Play one of the guessing games from Level 1, page 91. 15. Word-find with 22 animals p. 27 7. Repeat the dialog with your classmate p. 21 Answers can be found on www.lakhota.org Have students repeat Bob and Lisa's activity in pairs. 16. Which animals are big and which small? p. 27 8. Answer the questions (comprehension exer.) p. 22 • Outside the book: It helps if this activity is done with Self explanatory. animal-name cards first (see Level 1, p. 55), and later 9. Lakota z sounds like the English z in zero p. 23 followed by the textbook exercise or as homework. • Make the students feel that the decision is really up to • Students listen to the recording and practice writing z. them. Children usually base such decisions by • Outside the book: use cards with z and the vowels to comparing the size of an animal with themselves. practice syllables with z. Students should connect two Alternatively, you can make them agree that animals cards to create the syllable they hear. bigger than a dog are big, the rest are small. 10. Lakota ž sounds like the English z in azure p. 23 17. Connect the animals that begin with… p. 28 • Students listen to the recording and practice writing ž. Answers: šúŋkawakȟáŋ-šúŋka; maštíŋska-maká-matȟó; • Outside the book: use cards with ž and the vowels to igmú-iktómi-itȟúŋkala; tȟatȟáŋka-tȟáȟča; gnugnúška-gnašká practice syllables with ž. Have students connect two cards to create the syllable they hear. 18. Grass or meat? p. 28 • Outside the book: use word-cards with the animal 11. Listening: z or ž p. 24 names and have students match them with tȟaló or pheží A TPR activity with flashcards should precede. cards at the board. • Display flashcards with z and ž in different places. • Inside the book: Have students draw lines to tȟaló or • Play part of the exercise 11 audio and ask the students to pheží, and then color the circles red or green. point at the letter they hear. This exercise checks if the students know the vocabulary. It • Have them listen to the CD again, this time filling in the also reinforces additional knowledge of the natural world missing letter in the words. (what animals eat). You may also explain that some of the animals are not strictly carnivores or herbivores.

opáwiŋǧe sám wikčémna záptaŋ 150 Unit 3 p. 29 6. Listen and write k, p or t p. 34 • Display flashcards with k, p, t in different places. 1. Listen and point at p. 29 • Play the exercise 6 audio and ask the students to point at the letter of the sound they hear. • TPR/flashcard activities from Level 1 (pp. 90–93) • Have them listen to the CD again, this time filling in the should be used to introduce or review the classroom missing letter in the words. vocabulary. Answers: • Play the CD and have the students point at the halháta, gnugnúška, ȟoká, siŋtéȟla word/picture they hear. Make sure you pause the CD to ská, ištá, sápa, išpá, čhaŋkú give them enough time to recognize the word. píško, šakówiŋ, istó, napé, heȟáka • Do some of the Level 1 (unit 1) TPR activities with háŋpa, pahá, kuŋkúŋ, wáta, čhaŋté flashcards to reinforce the classroom vocabulary. • Play the CD again and have the students point at the 7. When do we say lé (this) and hé (that)? p. 35 things in the large picture. • Do a demonstration of lé {this} and hé {that} with an object: First hold it in your hand or touch it and say: lé. 2. Find the halves and match them with words p. 30 Then step away from it and point at it saying lé. Repeat Self explanatory. with other objects. Do the same with the whole sentence: 3. Listen and write k, p, and t p. 31 Lé/Hé wíyatke héčha. Introduction: k, p, t (and č) are called plain stops. They • Bob and Lisa demonstrate the meaning and usage of are among the most common Lakota consonants and the lé {this} and hé {that}. most frequent of the four types of stops. Therefore, proper • Have the students make a rule by answering the and consistent practice of their pronunciation at an early questions at the bottom of the page. stage of learning Lakota is essential. Plain stops need • Hold objects or flashcards near or far from individual special attention also because they are very rare in English students and ask them to react with lé or hé (older or and so most students are not familiar with them. It is more skillful students can react with full sentences). important to teach Lakota plain stops before teaching 8. Write lé or hé p. 36 aspirated stops, whose pronunciation is closer to English Self-explanatory. stops. A detailed explanation of teaching plain stops can be found in Level 1 on page 96. The best way to demonstrate 9. Find a partner p. 37 the proper pronunciation of plain stops is to use English • Bob and Lisa demonstrate the students' activity. words where k, p or t follow s (skill, still, spill, skate, stake, spoon etc.) In this position the stops lack the puff of 10. Find a partner p. 37 air that follows aspirated stops (most English stops are • The students should ideally stand in a circle during this aspirated). activity using flashcards they hold in their hands. • Have the students listen and repeat the words and 11. Find a partner p. 38 syllables recorded for this exercise. Bob and Lisa demonstrate one of the guessing activities • Have them practice writing the stops. (explained also in Level 1 textbook). • Use flashcards with k, p, t placed in different spots of the classroom to have the children point at the one they 12. Commands p. 38 hear in a Lakota word (read or play the words from • Have the students listen to the CD and follow the exercise 6). pictures. They should be able to guess the commands. 4. Listen and write k, p and t p. 32 • Use these commands in your classes consistently. Answers: 13. Crossword p. 39 K: kimímela, čhaŋšká, gnašká, maká P: pispíza, píško, upížata, čhápa T: tópa, maštíŋska, matúška, iktómi 14. Word find p. 40 Answers can be found on www.lakhota.org 5. How many objects are there? p. 33 This is a comprehension exercise to check and reinforce the 15. Draw a circle around the animals … p. 40 knowledge of the classroom vocabulary. It should keep Self explanatory. students motivated by having them count and find all the objects. Have them compare the results with their classmates. Help them decide on the proper numbers.

151 opáwiŋǧe sám wikčémna záptaŋ akéwaŋží Unit 4 p. 41 • Ask individual students: Waníyetu nitóna hwo/he? They reply in Lakota. 1. Listen and write the numbers p. 41 10. How old are they? p. 48 • Have students listen to the CD and write the missing A comprehension exercise to reinforce understanding and numbers. Then they match the words with the digits. using the learned vocabulary, sentences and dialogs. • Detailed instructions on teaching Lakota numbers are in • Have the students read what the children say and fill in Level 1, page 17. the number of years in the sentences below. • When they are finished, ask the students: Mary waníyetu 2. Match the numbers with the things p. 42 tóna hwo/he? – They reply Mary waníyetu šákpe. Then • Have tudents match digits with pictures and descriptions. you can ask about the other characters or have the Notice: This is the first time they are exposed to the students ask each other about them. modifier position (number follows the noun). It will be demonstrated later on and there is no need to explain it in 11. What time is it? p. 49 this unit. Bob and Lisa demonstrate how to ask and tell the time. Owápȟe (or oápȟe) {hour} and mázaškaŋškaŋ {clock} are 3. Are the numbers correct? p. 43 equally correct. Comprehension exercise. • Have students listen to the CD and follow the dialogs in 4. How many words for numbers can you find? p. 44 the textbook. • Help them practice saying the new words and sentences. Answers on www.lakhota.org Have your skillful students ask each other about the time 5. Commands p. 44 using the clocks on the following page. Students listen to the recording and follow the pictures. Try 12. Write the numbers in Lakota p. 50 to use these commands consistently in your classes. Second graders might need some help with this writing 6. Reading and writing h p. 45 exercise. Older students should be able to write the Write the syllables and listen to them. numbers without a problem. 7. Reading and writing ȟ p. 45 13. What is your telephone number? p. 51 Write the syllables and listen to them. • Introduce the students to the word tákuni {nothing} for expressing the meaning of "zero". In fast speech it is 8. Listen and write h or ȟ p. 46 pronounced tágni. • This activity should be preceded by a break or a TPR • Have students read the dialog between Tina and Lucy. activity. • Then they convert the phone numbers from words to • Display flashcards with h and ȟ in different places. figures. • Play the CD and ask the students to point at the letter • They can add their friends' or their own phone-numbers they hear in the words. in Lakota. • Have them listen to the CD again, this time having them fill in the missing letter in the words (make sure to pause 14. Connect the numbers p. 52 the CD if the students need more time to fill in the • Have students connect the numbers to find out what letter). animal is hidden in the picture. Answer: 15. Can you add and subtract in Lakota? p. 52 hokšíla, ȟé, hoká, ȟoká, hú háŋpa, waȟčá, hoyázela, hečá, ȟóta Self-explanatory. maȟpíya, huŋská, wičháȟpi, hí, hiŋháŋ 16. Odd one out! p. 52 waȟpé, halháta, siŋtéȟla, mahéluŋpi Have students cross out the word that does not belong in 9. How old are they? p. 47 each line. The children in the illustrations demonstrate the question-and-answer dialog for age.

• Students listen to the CD and follow the dialogs in the

book. If they can't guess it, help them figure out the

meaning of Waníyetu nitóna hwo/he? {How old are

you?}

• Give them hints on how to write their age.

opáwiŋǧe sám wikčémna záptaŋ akénuŋpa 152 Unit 5 p. 53 Furthermore, aspiration can be either guttural or soft before Topic/vocabulary: groceries, mainly fruit and vegetables. the vowel e, depending on the individual speakers or local Teachers should broaden the vocabulary in this unit by speech habits. Thus the following pairs of pronunciation using units 10 and 12 of Level 1 textbook. can be heard: kȟéya-khéya, pȟehíŋ-phehíŋ, tȟéča-théča. Pronunciation of kȟ, pȟ, tȟ is very close to the English 1. Lisa and Bob went grocery shopping p. 53 stops, but with guttural aspiration. Students must practice • Have students listen to the CD and then match the these. groceries with their descriptions. They can figure out the • Have the students listen and repeat the words and correct match with the help of the numbers. syllables recorded for this exercise, one stop at a time. • Play the CD again and ask the students to point at the Show them how to pronounce kȟ by putting together k item they hear. and ȟ (both of which they learned in previous units). 2. Can you match the pictures with the words? p. 54 Have them pronounce the two letters as one sound. • Have them practice writing the stops. Demonstrate how • Do a flashcard-TPR activity from Level 1. the students must get into the habit of always writing the • The students should be able to match the pictures with diacritics above ȟ immediately and not waiting until they the words based on exercise 1 and the previous TPR finish the syllable or word. activity. • Place the kȟ, pȟ, tȟ flashcards in different locations 3. Mary likes plums p. 54 around the classroom to have the students point at the • Have students draw and write what they like. one they hear in a Lakota word (read or play the words from exercise 10 of this unit). • Practice saying waštéwalake {I like}. • Have the students point at the kȟ, pȟ, tȟ flashcard • Ask them to tell you their sentence (e.g. Tȟaspáŋ syllables. waštéwalake.) Note: This type of stop occurs only in Lakota dialect and in 4. What do they like? p. 55 the western Dakota dialect (Yankton-Yanktonai). In the • Play the CD, have students listen and follow along with eastern Dakota dialects (Santee-Sisseton) only the regular the dialogs in the book. aspirated stops (kh, ph, th) are pronounced. • Stimulate the students' understanding of the dialogs by 8. Listen and write kȟ, pȟ, and tȟ p. 58 eliciting questions, such as, "What do you think the boy Answers: is asking Tina?" and, "What do you think the girl is kȟ: kȟáŋta, kȟokȟóyaȟ’aŋla, kȟaŋǧí, makȟóčhe asking Brian?" pȟ: pȟahíŋ, pȟasú, čhaŋpȟá, pȟaŋǧí zizí • Help students answer the questions in the box below. tȟ: tȟatȟáŋka, tȟápa, tȟózi, matȟó 5. What do you like? p. 55 9. How many are there? p. 59 • Help the students practice saying waštéwalake {I like it.} • Have students count and then write the correct number • Ask individual students: Táku waštéyalaka hwo/he? next to the food words. {What do you like?} • They can check each other's answers or the teacher may • Have the students ask each other in pairs. check by asking, Zíškopela tóna he? {How many 6. Who likes what? p. 56 bananas are there?} A comprehension exercise. 10. Listen and write kȟ, pȟ, or tȟ p. 60 • Have students read what the children say. Match what • Display flashcards with kȟ, pȟ, tȟ in different places. the children say with the pictures of food and finish the • Play the CD and ask the students to point at the letter sentences below. they hear in the words. • Teachers should give appropriate help and check by • Have them listen to the CD again, this time filling in the asking as follows: Lucy táku wáštélaka hwo/he? missing letter. Make sure to pause the CD if the students 7. Reading and writing kȟ, pȟ, tȟ p. 57 need more time to fill in the letter. Intro: These are aspirated stops with guttural aspiration. Answers: They are the most frequent of the four types of Lakota Lakȟóta, wapȟóštaŋ, tȟápa, čhapȟúŋka, tȟó stops. They occur consistently before a, aŋ, o, uŋ and very kȟáŋta, tȟuŋkášila, kȟaŋǧí, tȟašnáheča occasionally before iŋ. Also, whenever e or iŋ are the tȟaspáŋ, pȟatkáša, tȟáȟča, siŋkpȟé, huŋyákȟuŋ results of ablauted final a, the aspiration before them is tȟaló, pȟahíŋ, tȟašíyagnuŋpa, makȟá, pȟéta guttural as in: epȟá {I said} => epȟé ló {I said} => epȟíŋ 11. Who likes milk? p. 61 kte {I will say}. • Ask the students: "What do you think Lisa is asking the children?" She is asking them: "Do you like milk?"

153 opáwiŋǧe sám wikčémna záptaŋ akéyamni • Have the students read the children's answers and then 4. This is a black dog p. 65 circle the correct sentence below. Note: Modifiers, like color are positioned behind the noun • Additional: Name various groceries (or show their in Lakota. This is the first time it introduced. flashcards) and ask the students to react with • Outside the book: Use pairs of objects that have two waštéwalake {I like it} or waštéwalake šni {I don't like different colors (e.g. a yellow cup and a red cup) or it}. Do this activity at the beginning of every other class flashcards of colors and animals. asking about other favorites (colors, animals, clothes • Point at one and say: Lé šúŋka sápe. {This is a black etc). This is a good activity to create a positive mood at dog}, point at the other and say Lé šúŋka ská. {This is a the beginning of a class. white dog}. Continue with other pairs. 12. Match… p. 62 • Then ask the children to point at the objects or flashcards Answers: you name around the classroom and say e.g.: Oákaŋke wagmíza-waglékšuŋ, tȟaspáŋ-tȟatȟáŋka, kȟáŋta-kȟaŋǧí, tȟó {Blue chair}, Wówapi tȟózi {Green book}. zíškopa-záptaŋ, bló-blóza, wagmúšpaŋšni-wakšíča, • Then do some of the Level 1 flashcard/TPR activities wažúšteča-waŋží, thíŋpsila-thiyópa, pšíŋ-pispíza, that reinforce color in the modifier position. uŋžíŋžiŋtka-uŋčí, pȟaŋǧí zizí-pȟahíŋ, tȟaspáŋzi-tȟáȟča • Have the students draw an object (or an animal) on a sheet of paper and then ask the class what color it is, e.g. Unit 6 p. 63 Lé igmú ǧí. – {This is a brown cat.} Comments: • Inside the book: Bob and Lisa demonstrate the new 1) Some speakers use the word ȟóta {grey} with a sentence structure and the position of the color modifier. changeable a, thus it becomes ȟóte in certain positions in a • Students should deduce the rule match the words in the sentence. Other speakers do not make this change. white boxes. Provide them with adequate help or with 2) The variations for šásaŋ {pink} are šástaŋ and šamná. eliciting questions. Šásaŋ is easy for children to remember as it is a • Have students practice the rule by pointing at the combination of two colors. pictures below and saying sentences like Lé wóžuha tȟó. Motivation: The natural world is very colorful. Colors are Notice: This is the first time that the students are exposed everywhere around us and make the world beautiful. Ask to a sentence where the verb "to be" is not specifically the children about their favorite colors. Tell them that in present but still understood Lé šúŋka sápe. {This is a black this unit they are going to learn how to say colors in Lakota dog}. and how to describe things with colors. 5. Listen and repeat! p. 66 1. Repeat the colors p. 63 • Have students listen to the CD and repeat. These nouns • Have students listen to the CD, point at the colors and have been introduced in previous units or in Level 1. The repeat their Lakota names. combination of hearing and seeing the pictures reinforces the knowledge of the noun-color order. 2. Mixing colors p. 63 • After listening you may repeat as a reading or pointing Notice: Creating new colors by combining color names exercise. based on mixing real paints is very common in Lakota. Elders in the old days used this method even more 6. Number the sentences p. 60 frequently than is done today. Examples include získa • Have students use their knowledge of colors and nouns {faded yellow}, zíšapa {dark yellow} (zí {yellow}, šápa to match the written descriptions with the pictures by {dirty}) and šáǧi {auburn}. numbering them. Other common variants for pink are šástaŋ and šamná. 7. Reading and writing kh, ph, th p. 67 • Play the CD with the combined colors. Before you start the listening exercise tell the children that • Ask the children to look at the picture and think how the k, p and t are in some cases followed by a puff of air. Take Lakota terms are formed for green, purple, orange, dark a sheet of paper, hold it at the upper margin and place it in blue, light blue and pink, and if they know why. front of your mouth. Stand sideways to the children and say • If you can, let children experiment with mixing water- the words “kin,” “pin,” “till.” This demonstrates the puff colors to find out the outcome of mixing two colors. This of air following k, p, t and represented by letter h (as in čh, experience will help them remember the combined kh, ph, th). Ask the students to feel the puff of air by Lakota color terms. placing the palm of their hand near their mouth and saying 3. Fill the puzzle with colors p. 64 "kill", "pill", "till". Then explain that in Lakota we mark • A motivating activity to reinforce the students' this puff of air with the letter h. And it is called aspiration. knowledge of color terms. Go to Level 1 page 97 for detailed explanation.

opáwiŋǧe sám wikčémna záptaŋ akétopa 154 Notes: Aspirated stops are significantly less common than Demonstrate this grammar rule outside the book in a way plain stops (k, p, t) and stops with guttural aspiration (kȟ, similar to Bob and Lisa. Afterwards, ask the students to pȟ, tȟ). The soft (or glottal) aspiration occurs before these react with oówa tókča or híŋ tókča when you point at vowels: i, iŋ, u and sometimes e. flashcards of animals or things. As noted above in exercise 7, unit 5, aspiration before e can Provide the students with adequate help filling in the be either soft or guttural (khéya/kȟéya, pheží/pȟeží, thezí- missing words in the grammar box. tȟezí). This book uses some words with aspiration before e 17. Fur or color? p. 74 because there are few nouns beginning with aspirated stops well-suited as illustrations. Have students choose the proper type of question. 8. What do you hear? Listen and point p. 68 18. Listen and write kh, ph or th p. 75 Have students point at the syllables they hear. • Display flashcards with kh, ph, th in different places. • Play the CD and ask the students to point at the letter 9. Listen and write kh p. 69 they hear in the words. khukhúše, khuté, makhú, khéya, khušléča • Have them listen to the CD again, this time filling in the 10. Listen and write ph p. 69 missing letter in the words. Make sure to pause the CD if the students need more time to fill in the letter. phuté, phetížaŋžaŋ, pheháŋ, phežíȟota Answers: 11. Listen and write th p. 69 khukhúše, phetížaŋžaŋ, makhú, thiíkčeya thípi, thiíkčeya, thezí, thíŋpsila, thuswéčha pheží, thíŋpsila, kiŋyékhiyapi, khúža, pheháŋ ikhú, thuswéčha, mas’óphiye, phuté, thezí 12. What color is the outcome? p. 70 thípi, iphíyaka, theȟmúǧa, khéya, khušléča • As a review, have students color the images and write 19. Choose the correct sentence p. 76 the combined colors: zíša, tȟóša, tȟósaŋ, šásaŋ, tȟósapa and tȟózi. Review of lé {this} and hé {that}. Reinforcement of the new sentence structure: noun kiŋ lé color. 13. The dog is black p. 71 20. Commands p. 76 Bob demonstrates the following new grammar rules: 1) The sentence, "This is a dog" can be said without héčha Have the students look at the pictures as you say the at the end. Both of these sentence types are correct and commands. They should be able to guess their meaning. mean the same: Lé šúŋka. / Lé šúŋka héčha. Use these commands in your classes consistently. 2) Definite article kiŋ {the} follows the word it belongs to. 21. Can you find the differences? p. 77 3) The sentence, "The dog is black" is Šúŋka kiŋ sápe. It Self-explanatory. Alert the students that the words to fill in does not need a separate verb "to be". The verb is the color are on the next page. here; sápe = {it is black}. Do not explain these rules. Demonstrate them as is done in 22. Color the puzzle p. 78 the textbook. Self-explanatory. • Using flashcards or real objects students should say a 23. Odd one out! p. 78 pair of sentences, such as: Lé wówapi. {This is a book.} – Wówapi kiŋ tȟó. {The book is blue.} Self-explanatory. • After practicing many of these sentences, have students fill in the words in the white boxes of this section. Unit 7 p. 79

14. This chair is red p. 71 This matching comprehension exercise reinforces the 1. Listen and point at the color you hear p. 79 newly learned rules and sentence structure. It adds the • Ask the students to listen carefully to Lisa. When they pronoun lé {this} and shows that it follows kiŋ {the}. hear a word for color they should point at that color in Lisa's speech bubble. 15. The dog is NOT white p. 72 • Have them listen again, this time paying attention to the This is a comprehension exercise to check and reinforce the word for clothing as well. newly acquired knowledge. • Repeat with Bob's speech. 16. Read the two dialogs p. 73 • Have the students read or repeat the words for clothing Have students discover the different types of questions from the CD. used when either asking the color of things or the color of animals (especially those that have hair or fur).

155 opáwiŋǧe sám wikčémna záptaŋ akézaptaŋ 2. Match the words with the pictures p. 80 9. True or false? p. 84 • Have students match the correct colors. This reinforces Students circle háŋ or hiyá. the new vocabulary for clothes. 10. My shirt is yellow p. 85 • Do TPR/flashcard activities (Level 1, page 90–93) to Lisa and Tom introduce new rules: reinforce the clothes vocabulary. 1) The Lakota word for "my" is mitȟáwa. • Additional activities with clothing vocabulary can be 2) mitȟáwa follows the noun it belongs to: ógle mitȟáwa found in Level 1, page 32–33. {my shirt}. 3. Lakota g p. 81 3) The sentence Ógle mitȟáwa kiŋ šá means {My shirt is Have students listen to the syllables and practice red}. pronunciation and writing. Note that Lakota g never occurs Have the students practice the word mitȟáwa {my}. before vowels. Teachers demonstrate these rules and sentence structures outside the book first, using real clothes. Then they provide 4. Lakota ǧ p. 81 adequate help in filling in the missing words in this Have students listen to the syllables and practice exercise. pronunciation and writing. Demonstrate the writing of the diacritic and explain that the students should write it 11. Point at your things and say… p. 86 immediately after they finish g. Have students say sentences like this: Lé [ógle] mitȟáwa, Help the students practice pronouncing ǧ. Explain that it is {This is my [shirt]} while pointing at the mentioned pieces almost the same as ȟ, but is a little stronger (ǧ is voiced, ȟ of clothing at the same time. is voiceless). 12. What color are your clothes? p. 86 Note that Lakota ǧ occurs only before vowels. • Have students color the items and then finish the 5. Listen and write g or ǧ p. 82 sentences with the matching color term. • Make sure this exercise does not follow immediately • After they are finished, ask them about their things like after the previous one. A TPR activity should precede this: Ógle nitȟáwa kiŋ oówa tókča he? => They answer: this exercise. Ógle mitȟáwa kiŋ zí. • Place the g and ǧ flashcards in separate spots. • They can also question-and-answer the same way in • Play the CD and ask the students to point at the letter pairs. they hear in the words. 13. Who is who? p. 87 • Have them listen to the CD again, this time filling in the This is a comprehension exercise that reinforces new missing letter in the words. Make sure to pause the CD if vocabulary and sentence structure. Students are seeing the the students need more time to fill in the letter. word tȟáwa {his/her} for the first time, but should be able Answers: to guess it from the context. gnašká, ǧí, waglékšuŋ, aǧúyapi, núŋǧe Precede this exercise with a TPR activity (this and the uŋzóǧe, šuŋǧíla, wagmíza, tȟašíyagnuŋpa, hoǧáŋ following five exercises should not be done in a row but wáǧačhaŋ, igmú, čhuwígnaka, kȟaŋǧí, maǧáksiča with other types of activities (TPR) between them). wičhítegleǧa, maǧá, ógle, wáglotapi, čháŋčheǧa 14. His shirt is blue p. 88 6. Match clothes with things or animals… p. 83 Precede this exercise with a TPR activity. Have students Have students match words based on the beginning letter. use the text of the previous exercise to find out how to say Note: the match for uŋzóǧe {pants} is uŋčí {grandmother} his and her (tȟáwa). which will be introduced in the next unit. Students can easily match the pictures as “pants” is the last one to pick. 15. Paul's shirt is blue p. 88 While there is a specific word for "T-shirt" in Lakota (ógle- Precede this exercise with a TPR activity. Have students zigzíča), native speakers most often refer to it with the finish the sentences based on the pictures of children on the generic term for shirt, which is ógle. left hand page. 7. Word-find p. 84 16. Are the following sentences true? p. 88 Search for words for clothing. Precede this exercise with a TPR activity. Students circle Answers at www.lakhota.org háŋ or hiyá based on the pictures of children on the left 8. Odd one out! p. 84 hand page. Self explanatory.

opáwiŋǧe sám wikčémna záptaŋ akéšakpe 156 17. Mary's and Lucy's clothes p. 89 5. Lakota l, m, n p. 95 Precede this exercise with a TPR activity. This is Have students listen to the syllables with l, m and n and aomprehension exercise. Have students read what the girls practice their pronunciation and writing. Practice say and match clothes based on the color. pronouncing and creating the individual syllables by using flashcards. 18. True or false? p. 90 This first time that the word lená (plural form of lé {this}) 6. Draw members of your family… p. 95 is used. Try to have the students guess its meaning from the Have students draw their family members or family tree context. and write how they address their relatives using Lakota kinship terms. 19. Commands p. 90 • Have the students read the commands as you say them 7. Listen and write l, m or n p. 96 and follow the pictures. They should be able to guess • Have the students listen to the CD again and fill in the their meaning. Use these commands in your classes missing letter in the words. These letters have almost consistently. identical pronunciation in Lakota and English, so they should not be difficult for the students. Unit 8 p. 91 Answers: Introductory motivation: Briefly talk about the núŋǧe, omníča, miméla, oblótȟuŋ, napíŋkpa importance of kinship in Lakota culture. Ask the children maǧážu, waŋblí, ógle, napčíyuŋka, gnašká to tell you if they have many relatives. Tell them that in šiná, pȟéstola, maȟpíya, blóza, nitéhepi this unit they will learn how to address their relatives in waglékšuŋ, mní, maǧá, íčalu, omás’apȟe Lakota. Also tell them, that in the traditional way it was 8. Who is who? p. 97 customary to address relatives with kinship terms rather than personal names. By doing so, one showed his/her • Have students learn the names of Bob's siblings and fill respect and love for their relatives. Ask the students if they them in the speech bubbles and in the boxes saying Lé know any Lakota kinship terms already. Most should know Rick é. {This is Rick}. at least uŋčí, kaká/lalá and tȟuŋkášila. • Ask the male students about their brothers' and sisters' names; Čhiyéyaye kiŋ táku ečíyapi hwo/he? {What is 1. Listen to how Bob addresses his relatives p. 91 your older brother's name?}. => Čhiyéwaye kiŋ [Jeff] • Ask the students to listen carefully to Bob and decide ečíyapi. {My older brother's name is [Jeff]}. whom he is addressing each time. 9. Who is who? p. 98 • Pause after each of Bob's greetings and ask the students to identify whom Bob is addressing; e.g. Háu [até]. => • A TPR or other outside the book activity should precede "He is greeting his [father]." this exercise. • Pause after each response to Bob and ask the students • Same activity as 8. Make sure you don't do the two what kinship term is used: Háu [čhiŋkší]. => "Son." activities in a row. • After you finish playing all the greetings, play the CD • Ask the female students about their brothers' and sisters' once again without pausing. names: Thiblóyaye kiŋ táku ečíyapi hwo/he? {What is your older brother's name?}. => Thiblówaye kiŋ [Steve] • After taking a break or doing an unrelated activity, use ečíyapi. {My older brother's name is [Steve].} the CD again to work on proper pronunciation of the terms. 10. Kinship words and their meaning p. 99 2. Who is who? p. 92 Matching exercise. Matching exercise to reinforce the kinship vocabulary. 11. Draw a line from each kinship word p. 99 3. Listen to how Lisa addresses her relatives p. 93 Have students decide which term is for males and which for females. Precede this exercise by a TPR activity or other "out-of- the-book" activity. 12. Matching "my" form of kinship words p. 100 • Repeat the same steps as in exercise 1. Matching exercise. 4. Who is who? p. 94 13. Which of the kinship terms … p. 100 This is a matching exercise to reinforce the kinship Students may need some help understanding this activity. vocabulary. English terms are available to make sure that They are to match the picture of a boy with all kinship students understand who is represented by each picture. terms that boys use for their relatives. The picture of Lisa should be matched with kinship terms used by a girl (not

157 opáwiŋǧe sám wikčémna záptaŋ akéšakowiŋ for a girl). Some kinship terms are used by both (até, iná, 6. Matching p. 107 tȟuŋkášila, uŋčí, misúŋka). Have students review their knowledge of animal body parts 14. Word-find (kinship terms) p. 101 by matching the Lakota words with the body parts of a cat. Answers can be found at www.lakhota.org 7. Word-find (body parts) p. 108 15. Listen and write ȟ or ǧ p. 102 See answers on www.lakhota.org This exercise reviews and reinforces reading, writing and 8. Review of sounds. Listen and write s or š p. 109 pronouncing ȟ and ǧ. • Play the CD for the students and have them fill in s or š. • Display flashcards with ȟ and ǧ in different places. This is a review of the two letters. Answers: • Play the CD and ask the students to point at the letter šuŋǧíla, siŋté, oíse yámni, pȟasú, waglékšuŋ they hear in the words. pȟatkáša, itȟúŋkasaŋ, huŋská, tȟašnáheča • Have them listen to the CD again, this time filling in the missing letter in the words (make sure to pause the CD if 9. Review of sounds. Listen and write z or ž p. 109 the students need more time to fill in the letter.) • Play the CD for the students and have them fill in z or ž. Answers: This is a review of the two letters. Answers: uŋzóǧe, ȟé, heȟáka, aǧúyapi, núŋǧe wazí, wóžapi, wagmíza, upížata, blóza wanáȟča, hoǧáŋ, čháŋčheǧa, ȟoká, wáǧačhaŋ tȟažúška, zičá, phetížaŋžaŋ, waŋží, zuzéča šuŋǧíla, maǧážu, maȟpíya, kȟaŋǧí, maǧáksiča 10. Matching p. 110 wičhítegleǧa, maǧá, waȟpé, wičháȟpi, čhéǧa Have students review their knowledge of human body parts by matching the Lakota words with the body parts of a Unit 9 p. 103 man. During the work on this unit, teachers should review the vocabulary and sentences introduced in units 9 and 16 of 11. Body parts and clothes p. 111 the Level 1 textbook (pages 40 and 64). Have students match words for clothes with their pictures 1. Look at the picture and listen… p. 103 and the body parts they usually cover. Have students listen to the CD and point at the body parts 12. How many body parts does a dog have? p. 112 on the picture. They should repeat on the second listening. Have students match body parts with their number. Additionally, you should play "Simon Says" in Lakota and 13. How many legs? p. 112 other TPR activities on body parts (several of them are described in detail on page 41 in the Level 1 textbook). Have students match words for animals with the number of legs each animal has. Younger students may need some 2. Look at the picture of a dog and listen p. 104 visual help with spider (iktómi), mosquito (čhapȟúŋka), ant Have students listen to the CD and point at the dog's body (tȟažúška). parts on the picture. On the second listening they repeat. 3. Compare p. 104 Unit 10 p. 113 Motivating introduction: Have students compare the picture of the dog with the All creatures in nature are in constant movement or picture of a girl to find out what the given words mean, and activity. Animals run, jump, graze, hunt. People eat, work, to identify which of the body parts are the same for humans learn, play etc. We are going to learn some verbs that name and animals. activities that people and animals do. 4. Lakota b, w, y p. 105 1. Listen and see what the animals are doing p. 113 Have students listen to the syllables with b, w and y and practice their pronunciation and writing. Practice • Play the CD and ask the students to point at the animal pronouncing and creating the individual syllables by using they hear. flashcards. • Ask the students to tell you in English what each of the animals is doing. 5. Listen and write b, w, y p. 106 • Then have them listen to the CD again and try to find out Play the CD for the students to fill in b, w or y: how to name those activities in Lakota. Answers: • Have them repeat the verbs. wígmuŋke, bló, ičábu, oblótȟuŋ, wičhíŋčala • Have students name the appropriate animal in response yámni, waŋblí, wagmíza, wičháȟpi, wíyukse to different verbs that you say. wáǧačhaŋ, wíyaka, blóza, maȟpíya, bébela • Have students say one of the verbs in reaction to your wapȟóštaŋ, blé, waȟpé, wíyatke, wáglotapi naming one of the animals. • Have students do the same activity in pairs.

opáwiŋǧe sám wikčémna záptaŋ akéšagloǧaŋ 158 • The above activities should not follow in a row, but need since there are very few words with ejective stops in the to be divided into 5 minute periods. Level 1 and Level 2 curricula. They will be practiced further in subsequent levels. 2. Writing verbs p. 114 • Ask the students to listen and repeat the four words: • Ask the students to complete the sentences with the č’ó (splashing sound; variants are č’oč’ó, č’oyéla); verbs about the animals in exercise 1. k’á {to dig}; • Play the CD again for the children to check. p’ó {fog}; 3. Look at the animals again p. 114 t’á {to die} This activity should not follow the previous two, but • Demonstrate how the four ejective stops have an should take place after a break, at the beginning of a new apostrophe and have students practice writing them. class or after an "outside the book" activity. 8. Glottal stop p. 118 • Introduce the students to Táku tókȟuŋ hwo/he? {What is Glottal stop occurs after ȟ, s and š and it is also a part of he/she/it doing?} Point at an animal in exercise 1 and the ejective stops introduced in exercise 7. ask: Hé táku tókȟuŋ hwo/he? {What is it doing?} – • Demonstrate and explain to the students that the glottal Students should respond with the appropriate verbs. stop is an abrupt stop of the air coming from the mouth Repeat three or four times. when we talk. • Ask the students to repeat after you: Táku tókȟuŋ • Play the CD and have the students point at the letter they hwo/he? {What is it doing?} hear. Alternatively, use flashcards placed around the • The students should then work in pairs pointing at classroom or have the students make their own little animals and asking each other as demonstrated by Bob flashcards with the letters and show the appropriate one and Lisa. upon hearing. 4. Answer with háŋ or hiyá p. 115 There are very few Lakota nouns with ejective stops and the glottal stop well-suited for illustration. Answers: This is a comprehension exercise to reinforce the sentence p’é, k’ú, t’á, p’ó, ȟ’áŋ structure and the verbs, and review šni. Have students s’a, š’é, č’ó, k’íŋ, š’á circle the correct answer. t’ečá, šič’é, yuȟ’í, yus’ó, mnič’á 5. Verbs ending with final A p. 116 t’óza, čík’ala, š’ákeča, kaȟ’ú, kap’óža Here, students are introduced to the final changeable a 9. What are the mice doing? p. 119 (marked with capital letter in the dictionary: A/Aŋ). They Have students finish the sentences with the proper verb are not expected to actively use the rules of changeable using the color of each mouse's swimming suit as the key. a/aŋ at this stage, only to be aware of it. They should be able to deduce that the a/aŋ changes at the 10. Listen and fill in č or čh (review) p. 120 end of a sentence and before šni. Other rules will be This is a review of plain č and aspirated čh. introduced in higher levels. Answers: • To exercise the changeable a/aŋ, point at animals in čhaŋháŋpi, čhaŋkú, wikčémna, čhapȟúŋka, ičábu exercises 1 or 4 and ask questions using appropriate čháŋčheǧa, uŋkčéla, tȟáȟča, zičá, čhaŋkpé verbs like this: Psíča hwo/he? Have students respond wanáȟča, wičhítegleǧa, hečá, omníča, wakšíča with a negative verb: Psíče šni. wašiču, čhaŋté, uŋčí, uŋkčépagmigma, čháŋ 6. Ask and answer about the animals p. 116 11. Bob says "I am standing" p. 121 • Students ask "yes/no" questions about the animals in This exercise introduces the students to the 1st person exercise 4. singular form of the learned verbs. • If you work with skillful students encourage them to • Have the students listen to the CD and recognize the reply with full sentences: Háŋ, psíče. or Hiyá, psíče šni. verbs. Have them point at the appropriate picture. 7. Ejective stops p. 117 • During the second listening they should repeat the verbs. Although they occur in some very common words, ejective 12. The word nawážiŋ means "I stand" p. 122 stops are the least frequent sounds in Lakota. Ejective stops As a follow-up to the previous exercise, have students are formed by a fast release of compressed air in the mouth match the 1st person singular form with the 3rd person (at the position of the stop and in the larynx at the glottis). singular form of each verb. This release of compressed air gives the characteristic "crack". Since ejective stops are not found in English, the 13. Work in pairs p. 122 students will need to practice pronouncing them. Students Ask the students to work in pairs. One of them says a verb should not be pressured to fully master them at this level, in 1st singular, the other acts out the appropriate verb.

159 opáwiŋǧe sám wikčémna záptaŋ akénapčiyuŋka Unit 11 p. 123 • As a review of kinship terms, have the students go back Motivation: Before opening their books, ask the students if to their drawings of family members and add speech they know what the four stages of life are. Tell them that bubbles to each family member saying who he or she is, they are children now, but one day they are going to grow "I am a Lakota elder" etc. up and have responsibility. 3. Match word for people with the pictures p. 125 1. The four stages of life p. 123 Have students match the people with their Lakota • Ask the students to look at the picture and guess what designations. the Lakota words inside the circle mean. Have them 4. What are the names of the people above? p. 125 follow the arrows beginning with Bob and Lisa (boy, Using the information from exercise 3, have students finish girl; young man, young woman; woman, man; old the sentences with names of the people. This exercise woman, old man) reinforces the new vocabulary and reviews sentence • Ask the students if they know what the Lakota words structure with kiŋ. outside the circle mean (children, youth, adults, elders). • Ask the students to listen to the CD to find out how to 5. Who says what? p. 126 say all these words in Lakota. Have students listen, point As a review of exercise 2, have students match what the and repeat. people say. • Do a Level 1 TPR activity to reinforce the vocabulary. 6. There are two ways to say "I am a boy" p. 126 Cultural note: The circle shows the symbolism of the four directions. The children are associated with the west (blue Students are introduced to an alternative way of saying, "I or black), youth with north (red), adults with east (yellow), am a boy." Have them match the two options and the elders with south (white). translation. Vocabulary note: 1) wakȟáŋheža {children} is pronounced 7. Review of sounds: k, p, t and kȟ, pȟ, tȟ p. 127 wakȟáŋyeža in the fast speech. The root of the word is Before listening, review what the students know about kȟaŋhéža, an archaic word no longer in use that means plain and guttural stops. The little puff of air is missing at "weak". However, native speakers like to associate the first type, but present at the latter. Do a TPR activity wakȟáŋyeža with wakȟáŋ {sacred} thus stressing the with word-cards. Have students point at the letter they hear. importance of children in Lakota culture. The word Then have them listen to the CD and fill in the proper kȟaŋhéža is still used in some of the Dakota dialects. letter. 2) tȟéča means "young" or "new". Answers: 3) Variations of tȟáŋka kiŋ are: tȟáŋkake kiŋ, tȟáŋkake čiŋ, ská, anúŋkȟasaŋ, hoká, maká, makȟá tȟáŋkaka. All of them are also used for "elders". The basic pȟatkáša, píško, wapȟóštaŋ, pahá, čhapȟúŋka meaning of tȟáŋka is "big". tȟašnáheča, ištá, tópa, tȟápa, tȟaló, čhaŋté 4) The word wakáŋ {elder} should not be confused with wakȟáŋ {sacred}. The root of wakáŋ is káŋ {old}. Several 8. Word-find p. 128 variations are in use: wakáŋka kiŋ, káŋ kiŋ, wakáŋla kiŋ, Answers on www.lakhota.org wakáŋke čiŋ. The last two are especially common in 9. Odd one out! p. 128 Cheyenne River Reservation. In the Dakota dialects the word wakáŋka means "old woman." Self-explanatory. 5) Three of the terms for stages of life are usually used 10. Match the words for people with the stages p. 129 with the definite article (kiŋ) as they are of verbal origin (to This exercise should be done with word-cards placed on be young, to be big, to be old). the board first. 2. "I am a Lakota boy" p. 124 A game: Before the lesson, place word-cards with the four • Have the students listen to the CD and guess what the stages of life in Lakota in the four corners of the classroom. dancers say. Give each student a card with one of the eight words for people. Then have the students walk around the classroom • Then ask them to find out which part of the phrases and at your signal walk quickly to the appropriate corner. means "I am" (the underlined and bold –ma- syllable Have them mingle in the room again. Then say, "Those of inserted in the noun). you who have 'boy' exchange cars with 'woman'; 'old man' • Ask them to say what they are in Lakota, "I am a boy" or exchange labels with 'young woman' etc. or "All who have "I am a girl" etc. female labels go to the window, those with male labels go • They can play a game in pairs. One of them says, "I am a to the board" and similar commands. The game can be [woman]" choosing from the eight options. The other played with other variations they become bored by it. It can points at the proper picture in the textbook. be repeated as a review in other classes.

opáwiŋǧe sám wikčémna šákpe 160 If you like, try similar flashcard games with other • Wíŋyaŋ kiŋ tuktél thí hwo/he? – Wíŋyaŋ kiŋ Wakpá vocabulary sets, such as animals with horns versus those Wašté él thí. And so on about the others at random. without, animals that eat meat and those that don't etc. • You should not attempt to do the whole activity at once. 11. Matching p. 129 Divide it into sections with TPR activities in between. Have students decide which of the words are for males and 2. Read what the people say… p. 134 which for females. This exercise should not follow immediately after the 12. Review of sounds: k, p, t and kh, ph, th p. 130 previous one; TPR activities should take place between them. Have students look at the previous page again and Before listening, review what the students know about fill in the proper information. Have them do only two or plain and aspirated stops. The little puff of air is missing at three sections at a time. the first type, but present at the latter. Do a TPR activity with word-cards. Have students point at the letter they hear. 3. Review of all Lakota letters, part A p. 135 Then have them listen to the CD and fill in the proper This reviews the student's knowledge of Lakota letters. letter. Answers: They should be familiar with these words by now. Each čhaŋšká, khukhúše, khuté, kimímela, kuŋkúŋ, khušléča Lakota letter appears only once. You may want to create a píško, pheháŋ, upížata, phuté, čhápa, iphíyaka handout for the children listing all of the letters. Make sure siŋtéȟla, thípi, theȟmúǧa, halháta, iktómi, thezí you have the children fill in only one row at a time. 13. Nitáku na nitúwe hwo/he? p. 131 Answers: čhápa, waŋblí, uŋčí, tȟuŋkášila, khéya Students are introduced to two questions: ská, igmú, itȟúŋkala, bló, tȟaspáŋ Hé táku hwo/he? {What is he/she?} This is used to ask ištá, čhaŋpȟá, wapȟóštaŋ, gnašká about someone's national identity, tribal membership, stage pȟasú, uŋzóǧe, matȟó, wíŋyaŋ, háŋpa of life or occupation. The reply uses the verb héčha {he/she is such}. Review of all Lakota letters, part B p. 135 Hé tuwé hwo/he? {Who is he/she?} This is used to ask Answers: about personal identity, usually a name or relation to wikčémna, iphíyaka, šúŋkawakȟáŋ, hokšíla somebody. The reply uses the verb é {to be the one}. maštíŋska, heȟáka, šaglóǧaŋ, iktómi, asáŋpi These two concepts are rather complex for second graders thiyópa, ȟé, waŋží, núŋǧe, napé and teachers may want to introduce and practice them one p’ó, t’á, k’á, č’ó at a time. Students can play the label game again, this time asking each other Nitáku hwo/he? {What are you?} when 4. Who is swimming? p. 137 assigned a task to find someone. Review of verbs and people. • First have the students recognize the activities depicted. 14. What and who are they? p. 132 • Say the Lakota verbs and ask the students to point. In this exercise, have students finish the answers to the two • Then say the words for people and ask students to reply questions with the appropriate information. As the example with verbs. Then ask with: Tuwá íŋyaŋka hwo/he? – shows, the first question should be replied with a word for Kȟoškálaka kiŋ íŋyaŋke. etc. boy, girl, man, woman etc., the second with the person's • Have the students finish the sentences below the name. pictures. Unit 12 p. 133 5. Who does what? p. 137 General review unit. • Have the students fill in the words for people according to the pictures and sentences in exercise 4. 1. Read what they say… p. 133 • Have the students quickly look at the text to see if they Color to find out the hidden picture p. 138

can find out what the people's names are. Then ask: • Hokšíla kiŋ táku ečíyapi hwo/he? – Hokšíla kiŋ Ben 6. What letter do these words begin with? p. 139 ečíyapi. (and so on about the others at random). A review of Lakota letters and some vocabulary. • Ask the students if they can find out what the people 7. Match the things with their usual color p. 140 like. Then ask: This can be done alternatively with word-cards. • Wičháša kiŋ táku waštélaka hwo/he? – Wičháša kiŋ Some of the things or animals can have two colors. kȟáŋta waštélake. And so on about the others at random. • Ask the students if they can find out where the people 8. Color words in animal names p. 141 live. Then ask: This exercise is designed to review the color terms in a new way. Have students read the animal names and try to guess

161 opáwiŋǧe sám wikčémna šákpe akéwaŋži a part of the underlying meanings. The purpose of the šuŋǧíla: šúŋka {dog} + ǧí {brown} + –la {diminutive} exercise is not for them to understand and remember all the ziŋtkátȟo: ziŋtká {bird} + tȟó {blue} names and meanings. Notes: ikhúsaŋla: ikhú {chin} + sáŋ {whitish} + –la {diminutive} anúŋkȟasaŋ: anúŋkȟa {on both sides} + sáŋ {whitish} siŋtésapela: siŋté {tail} + sápa {black} + –la {diminutive} wábloša: wa- {something} + abló {shoulder} + šá {red} wáŋtȟo: wáŋ {arrow} + tȟó {blue} wábloska: wa- {something} + abló {shoulder} + ská 9. Compare the two pictures p. 142 {white} pȟatkáša: pȟatká {perhaps refers to jugular vein} + šá Review of numbers and the noun-number word order. {red}; the color term refers to the red marks on the turtle's 10. Match the Lakota names of the oyáŋke p. 143 shell and skin, especially on the bottom side of the shell A review of Lakota names for oyáŋke and tribes. niǧésaŋla: niǧé {belly} + sáŋ {whitish} –la {diminutive} maštíŋska: the color term ská refers to the white tail 11. Odd one out! p. 143 itȟúŋkasaŋ: itȟúŋka {rodent} + sáŋ {whitish} Vocabulary review. šuŋzíča: šúŋ {tail feathers} + zí {yellow} –ka {such}; the 13. True or false? p. 144 red form or northern flicker is called šuŋlúta, where lúta means {scarlet} Comprehension exercise. itóptasapa: ité {face} + ópta {across} + sápa {black} Lakota – English Glossary aǧúyapi — bread čhéyA — to cry he? — question ending akáŋwowapi — desk čheží — tongue hečá — turkey buzzard akénuŋpa — twelve čhiyé — man's older brother héčha — it is such akéwaŋži — eleven čhiŋkší — son heȟáka — elk akíčhita — policeman (in Rosebud) čhuwé — woman's older sister hemátaŋhaŋ — I am from anúŋkȟasaŋ — bald eagle čhuwí — back (of the body) hená — those, they asáŋpi — milk čhuwígnakA — dress hí — tooth asáŋpi sutá — cheese Čhúŋkaške — Fort Yates, ND hiyá — no até — father čhuŋkší — daughter Hiyú wo/we! — Come here! aŋpáwi — sun čhúŋšoke — forest híŋ — fur, hair bébela — baby čhuŋwíyapehe — grapes, grapevine hiŋháŋ — owl blé — lake čík’ala — small hiŋyéte — shoulder bló — potato čónala — few hoǧáŋ — fish blokétu — summer č’ó — splashing sound hoká — heron blóza — pelican é — he/she is that one hokšíla — boy čhápa — beaver ečíyapi — his/her name is hokšípaslohe — pram čhapȟúŋka — mosquito él — in hoyázela — kingfisher čháŋ — wood, tree él wathí — I live in hú — leg čhaŋbláska — board, blackboard emáčiyapi — my name is Húŋkpapȟa — Standing Rock čháŋčheǧa — drum eníčiyapi — your name is Lakota tribe čhaŋháŋpi — sugar épazo — to point at huŋská — leggings čhaŋkpé — knee gnašká — frog huŋyákȟuŋ — socks čhaŋksá yuhá — policeman (in Pine gnugnúška — grasshopper hwo? — man's formal question Ridge) ǧí — brown ending čhaŋkú — road halháta — magpie ȟé — mountain čhaŋpȟá — chokecherry háŋ — yes ȟemáni — train Čhaŋpȟá Wakpá — Cherry Creek, haŋhépi wí — moon ȟoká — badger SD háŋpa — shoes ȟóta, ȟótA — grey čhaŋšká — redtailed hawk haŋpíkčeka — moccasins ȟ’áŋ — to act, to behave čhaŋté — heart haŋpóšpu — doll í — mouth čhaŋwápe — leaf háŋskA — long, tall ičábu — drum stick čhéǧa — pot, kettle, bucket haŋwí — moon íčalu — fan čhegnáke — loin cloth hayápi — clothes ičázopi — line čhekpá — belly-button hé — that igmú — cat

opáwiŋǧe sám wikčémna šákpe akénuŋpa 162 igmútȟaŋka — mountain lion lalá — grandfather (informal) omás’apȟe — telephone ihá — lip lé — this omníča — bean ikhú — chin lená — these Oóhenuŋpa — Two Kettles (a ikhúsaŋla — mink lowáŋ — to sing Cheyenne River tribe) iktómi — spider maǧá — goose oówa — color; letter iná — mother maǧáksiča — duck oówaptaya — alphabet Iníla yaŋká yo/ye! — Be quiet! maǧážu — rain, to rain osúŋ — braid iphíyakA — belt mahéluŋpi — underwear óta — many, much istó — arm maȟpíya — sky, cloud otȟúŋwahe — town išpá — elbow Maȟpíya Lúta — Red Cloud Owá yo/ye! — Write! Color! ištá — eye maká — skunk owápȟe — hour ištámaza — eye glasses makhú — chest owáyawa — school ištáȟehiŋ — eyebrow makȟá — earth, ground, dirt owáyawa itȟókšu — school bus ištíŋmA — to sleep makȟóčhe — country oyáte itȟókšu — bus Itázipčho — No Bows (a Cheyenne máni — to walk oyáŋke — place of residence; River tibe) maštíŋska — rabbit reservation ité — face mas’óphiye — store ožáŋžaŋglepi — window itȟúŋkala — mouse matȟó — bear pahá — hill itȟúŋkasaŋ — weasel matúška — crawfish pheháŋ — crane itóptasapa — ferret mázaškaŋškaŋ — clock, hour pheží — grass itówapi — picture miméla — circle phežíȟota — sage iwátȟokšu — truck misúŋka — my younger brother phetížaŋžaŋ — lamp Iyáya yo/ye! — Go! Leave! mitȟáŋka(la) — my younger sister phuté — snout iyéčhiŋkiŋyaŋke — car (woman speaking) pȟahíŋ — porcupine iyók’iŋpa — traditional cradle mitȟáwa — my pȟaŋǧí zizí — carrot íŋyaŋ — stone mní — water pȟaȟté — forehead Íŋyaŋ Woslál Háŋ — Standing Rock mnič’Á — to dig for water pȟasú — nose Reservation Mnikȟówožu — Planters Near Water pȟatkáša — western painted turtle íŋyaŋkA — to run (a Cheyenne River tribe) pȟehíŋ — human hair kaká — grandfather (informal) mniskúya — salt pȟéstola — diamond kaȟ’ú — to peel nakpá — animal ears pȟéta — fire kapȟópapi — pop, coca cola napčíyuŋka — nine pispíza — prairie dog kap’óža — light in weight napé — hand píško — night hawk khéya — snapping turtle napíŋkpa — gloves psíčA — to jump khukhúše — pig napsúkaza — finger psíŋ — rice Khúl Wičháša Oyáŋke — Lower natá — head pšíŋ — onion Brule Reservation nawáte — temples ptaŋyétu — fall khušléča — kingfisher nážiŋ — to stand ptéčela — short khuté — to shoot nitéhepi — skirt ptegléška — cow, cattle khúžA — to be sick nitȟáwa — your p’é — elm kȟaŋǧí — crow nitóna — how many you are p’ó — fog kȟáŋta — plum núŋǧe — human ears sáŋ — whitish, dull white kȟokȟóyaȟ’aŋla — chicken núŋpa — two sápA — black kȟoškálaka — young man nuŋwÁŋ — to swim sí — foot kimímela — butterfly oákaŋke — chair sičháŋ — thigh kiŋ — the oápȟe — hour Sičháŋǧu — Rosebud tribe kiŋyékhiyapi — airplane oblótȟuŋ — square Sičháŋǧu Oyáŋke — Rosebud kištó, kštó — female gender ending oblótȟuŋ háŋska — rectangle Reservation kuŋkúŋ — cucumber Oglála — Pine Ridge tribe Sihásapa — Blackfeet (a Cheyenne k’Á — to dig ógle — shirt River Lakota tribe) k’íŋ — to carry ógle šókela — jacket Sitȟáŋka — Big Foot k’ú — to give ógle zigzíča — sweater siókaza — toe Lakȟóta — Lakota oíse yámni — triangle siŋkpȟé — muskrat

163 opáwiŋǧe sám wikčémna šákpe akéyamni siŋté — tail tȟaŋké — man's older sister wamákȟaškaŋ — animal Siŋté Glešká — Spotted Tail tȟaŋkší — man's younger sister wanáȟča — flower siŋtéȟla — rattlesnake tȟéča kiŋ — youth wanáp’iŋ — necklace siŋtésapela — blacktailed deer tȟó — blue (also green) waníčA — none, to have none ská — white tȟóša — purple waníyetu — winter, year s’a — as if, seemingly tȟósaŋ — light blue Waníyetu nitóna hwo/he? — How šá — red tȟósapa — dark blue old are you? šaglóǧaŋ — eight tȟózi — green wapȟóštaŋ — hat, cap šakówiŋ — seven tȟuŋkášila — grandfather (formal) waskúyeča — fruit šákpe — six tókča — how, what, what type wašíču — white man šásaŋ — pink tókȟuŋ — to do what waštélakA — to like šástaŋ — pink Tókša akhé — See you again waštéwalake — I like šič’é — woman's brother in law tóna — how many, how much waštéyalake — you like šiná — blanket Toníkheča he? — How are you? wáta — boat šni — not Toníktuka he? — How are you? wathí — I live, I dwell šuŋȟpála — puppy tópa — four watȟótȟo — vegetables šuŋǧíla — red fox Tuktél yathí hwo/he? — Where do waúŋspekhiya — teacher šuŋgmánitu — coyote you live? wawóyuspa — policeman (in šúŋka — dog tuktél — where Standing Rock, Cheyenne River) šúŋkawakȟáŋ — horse t’Á — to die wazí — pine tree šuŋzíča — northern flicker t’ečá — lukewarm, tepid Wazí Aháŋhaŋ — Pine Ridge š’á — to shout t’óza — dull Reservation š’ákeča — powerful, strong tuwé — who wazíškeča — strawberry š’é — to drip upížata — swallow wažúšteča — strawberry táku — what, something úta — acorn waŋblí — golden eagle tákuni — nothing úŋ — to wear Waŋblí Pahá — Eagle Butte (town) taŋyáŋ — well (matáŋyaŋ – I am uŋčí — grandmother wáŋtȟo — blue racer well/fine) uŋkčékiȟa — magpie waŋží — one theȟmúǧa — fly uŋkčéla — cactus wétu — spring thezí — stomach, belly uŋkčépagmigma — dung beetle wíčazo — pen, pencil thibló — woman's older brother uŋzé — buttock wičhágnaška — black currant thiíkčeya — conical tent uŋžíŋžiŋtka — tomato wičháȟčala — old man thíŋpsila — turnip uŋzóǧe — pants wičháȟpi — star thípi — house, dwelling wábloša — redwinged blackbird wičháša — man thiyópa — door wábloska — lark bunting wičhíŋčala — girl thuswéčha — dragonfly wačhípi — pow-wow, dance, dancing wičhítegleǧa — raccoon tȟahú — neck waglékšuŋ — turkey wígmuŋke — rainbow tȟáȟča — deer wáglotapi — table wikčémna — ten tȟakóža — grandchild wagmíza — corn wikȟóškalaka — young woman tȟaló — meat wagmúšpaŋšni — watermelon winúȟčala — old woman tȟápa — ball wáǧačhaŋ — cottonwood tree wítka — egg tȟapȟúŋ — cheek waháčhaŋka — shield wíyaka — feather tȟašíyagnuŋpa — meadowlark waháŋpi — soup wíyaskabye — glue tȟašnáheča — ground squirrel waȟčá — flower wíyatke — cup tȟaspáŋ — apple waȟpé — leaf wíyukse — scissors tȟaspáŋ pȟéstola — pear waȟpé ikážiži — lettuce wíyuŋpi — paint tȟaspáŋzi — orange (fruit) wakáŋ kiŋ — elders, elderly wíŋyaŋ — woman tȟatȟáŋka — buffalo, buffalo bull wakȟáŋheža — children wóuŋspe — lesson, teaching Tȟatȟáŋka Íyotake — Sitting Bull wakpá — river wóuŋspe omnáye — computer tȟáwa — his/her wakpála — creek wówapi — book, writing tȟažúška (tȟažúŋška) — ant Wakpá Wašté — Cheyenne River wówapi ská — paper tȟaŋčháŋ — body ('Good River') Wówapi kiŋ yuǧáŋ yo/ye! — Open tȟáŋka kiŋ — adult wakšíča — bowl, plate the books.

opáwiŋǧe sám wikčémna šákpe akétopa 164 wóyute — food yeló — man's gender ending zíša — orange (color) wóžapi — pudding yuŋkÁ — to lie zíškopa, zíškopela — banana wóžuha — bag yus’ó — to swim as a duck ziŋtkátȟo — mountain bluebird yámni — three záptaŋ — five zuzéča — snake yathí — you live, you dwell zí — yellow žó — to whistle yaŋkÁ — to sit zičá — squirrel English – Lakota acorn — úta bread — aǧúyapi corn — wagmíza act — ȟ’áŋ brother — čhiyé (man's older -), cottonwood tree — wáǧačhaŋ adult — tȟáŋka kiŋ misúŋka (younger -), — thibló country — makȟóčhe airplane — kiŋyékhiyapi (woman's older -) cow, cattle — ptegléška alphabet — oówaptaya brother-in-law (woman's) — šič’é coyote — šuŋgmánitu animal — wamákȟaškaŋ brown — ǧí cradle (traditional) — iyók’iŋpa ant — tȟažúška (tȟažúŋška) bucket — čhéǧa crane — pheháŋ apple — tȟaspáŋ buffalo, buffalo bull — tȟatȟáŋka crawfish — matúška arm — istó bus — oyáte itȟókšu, owáyawa creek — wakpála baby — bébela itȟókšu (school -) crow — kȟaŋǧí back (body) — čhuwí butterfly — kimímela cry — čhéyA badger — ȟoká buttock — uŋzé cucumber — kuŋkúŋ bag — wóžuha buzzard — hečá cup — wíyatke bald eagle — anúŋkȟasaŋ cactus — uŋkčéla currant (black) — wičhágnaška ball — tȟápa car — iyéčhiŋkiŋyaŋke dark blue — tȟósapa banana — zíškopa, zíškopela carrot — pȟaŋǧí zizí daughter — čhuŋkší be — héčha (of that kind), é (be the carry — k’íŋ deer — tȟáȟča (generic term), one) cat — igmú siŋtésapela (blacktailed -) Be quiet! — Iníla yaŋká yo/ye! cattle — ptegléška desk — akáŋwowapi be such — héčha chair — oákaŋke diamond — pȟéstola bean — omníča cheek — tȟapȟúŋ die — t’Á bear — matȟó cheese — asáŋpi sutá dig — k’Á beaver — čhápa Cherry Creek, SD — Čhaŋpȟá dig for water — mnič’Á behave — ȟ’áŋ Wakpá dirt — makȟá belly — thezí chest — makhú do what — tókȟuŋ belly-button — čhekpá Cheyenne River ('Good River') — dog — šúŋka belt — iphíyaka Wakpá Wašté doll — haŋpóšpu Big Foot — Sitȟáŋka Cheyenne River tribe(s) — Itázipčho door — thiyópa bike — hunúŋp nagmíyaŋpi (No Bows), Mnikȟówožu dragonfly — thuswéčha black — sápA (Planter near the water), dress — čhuwígnaka blackbird — wábloša (redwinged) Oóhenuŋpa (Two Kettles), drip — š’é blacktailed deer — siŋtésapela Sihásapa (Blackfeet) drum — čháŋčheǧa blanket — šiná chicken — kȟokȟóyaȟ’aŋla drum stick — ičábu blue — tȟó; tȟósaŋ (light), tȟósapa children — wakȟáŋheža duck — maǧáksiča (dark) chin — ikhú dull — t’óza blue (also green) — tȟó chokecherry — čhaŋpȟá dung beetle — uŋkčépagmigma blue racer — wáŋtȟo circle — miméla eagle — waŋblí (golden -), board, blackboard — čhaŋbláska clock — mázaškaŋškaŋ anúŋkȟasaŋ (bald -) boat — wáta clothes — hayápi Eagle Butte (town) — Waŋblí Pahá body — tȟaŋčháŋ cloud — maȟpíya ears — núŋǧe (human -); nakpá book, writing — wówapi color; letter — oówa (animal -) bowl, plate — wakšíča Come here! — Hiyú wo/we! earth — makȟá boy — hokšíla computer — wóuŋspe omnáye egg — wítka braid — osúŋ conical tent — thiíkčeya eight — šaglóǧaŋ

165 opáwiŋǧe sám wikčémna šákpe akézaptaŋ elbow — išpá hair — pȟehíŋ (human) , híŋ (usually magpie — uŋkčékiȟa (all elders — wakáŋ kiŋ ref. to animals) reservations), halháta (southern eleven — akéwaŋži hand — napé reservations only) elk — heȟáka hat, cap — wapȟóštaŋ man — wičháša, wičháȟčala (old), elm — p’é hawk — čhaŋšká (redtailed -) kȟoškálaka (young) eye — ištá he/she is that one — é many, much — óta eye glasses — ištámaza head — natá meadowlark — tȟašíyagnuŋpa eyebrow — ištáȟehiŋ heart — čhaŋté meat — tȟaló face — ité her/his — tȟáwa milk — asáŋpi fall (season) — ptaŋyétu heron — hoká mink — ikhúsaŋla fan — íčalu hill — pahá moccasins — haŋpíkčeka father — até his/her — tȟáwa moon — haŋwí, haŋhépi wí feather — wíyaka horse — šúŋkawakȟáŋ mosquito — čhapȟúŋka ferret — itóptasapa hour — oápȟe, owápȟe, mother — iná few — čónala mázaškaŋškaŋ mountain — ȟé finger — napsúkaza house — thípi mountain bluebird — ziŋtkátȟo fire — pȟéta how many you are — nitóna mountain lion — igmútȟaŋka fish — hoǧáŋ how many, how much — tóna mouse — itȟúŋkala five — záptaŋ How are you? — Toníkheča hwo/he?; mouth — í flower — wanáȟča Toníktuka hwo/he? muskrat — siŋkpȟé flower — waȟčá How old are you? — Waníyetu nitóna my — mitȟáwa fly — theȟmúǧa hwo/he? my name is — emáčiyapi fog — p’ó how, what type — tókča name (his/her name is) — ečíyapi food — wóyute I am from — hemátaŋhaŋ neck — tȟahú foot — sí I like — waštéwalake necklace — wanáp’iŋ forehead — pȟaȟté I live in — él wathí night hawk — píško forest — čhúŋšoke I live, I dwell — wathí nine — napčíyuŋka Fort Yates, ND — Čhúŋkaške in — él no — hiyá four — tópa jacket — ógle šókela none, to have none — waníčA frog — gnašká jump — psíčA northern flicker — šuŋzíča fruit — waskúyeča kettle — čhéǧa nose — pȟasú fur, hair — híŋ kingfisher — hoyázela, khušléča not — šni girl — wičhíŋčala knee — čhaŋkpé nothing — tákuni give — k’ú lake — blé old man — wičháȟčala gloves — napíŋkpa Lakota — Lakȟóta old woman — winúȟčala glue — wíyaskabye lamp — phetížaŋžaŋ, pȟetížaŋžaŋ one — waŋží Go! — Iyáya yo/ye! lark bunting — wábloska onion — pšíŋ golden eagle — waŋblí leaf — čhaŋwápe, waȟpé Open the books! — Wówapi kiŋ goose — maǧá Leave! — Iyáya yo/ye! yuǧáŋ yo/ye! grandchild — tȟakóža leg — hú orange (color) — zíša grandfather (formal) — tȟuŋkášila leggings — huŋská orange (fruit) — tȟaspáŋzi grandfather (informal) — kaká (Pine lesson — wóuŋspe owl — hiŋháŋ Ridge and Rosebud), lalá lettuce — waȟpé ikážiži paint — wíyuŋpi (Cheyenne River and Standing lie — yuŋkÁ pants — uŋzóǧe Rock) light in weight — kap’óža peel — kaȟ’ú grandmother — uŋčí like — waštélakA pelican — blóza grass — pheží line — ičázopi pen — wíčazo grasshopper — gnugnúška lip — ihá pencil — wíčazo green — tȟózi loin cloth — čhegnáke picture — itówapi grey — ȟóta, ȟótA long — háŋskA pig — khukhúše ground — makȟá Lower Brule Reservation — Khúl Pine Ridge Reservation — Wazí ground squirrel — tȟašnáheča Wičháša Oyáŋke Aháŋhaŋ lukewarm — t’ečá Pine Ridge tribe — Oglála

opáwiŋǧe sám wikčémna šákpe akéšakpe 166 pine tree — wazí (man's younger - ); mitȟáŋka(la) toe — siókaza pink — šásaŋ, šástaŋ (woman's younger -) tomato — uŋžíŋžiŋtka plum — kȟáŋta sit — yaŋkÁ tongue — čheží point at — épazo Sitting Bull — Tȟatȟáŋka Íyotake tooth — hí police man — čhaŋksá yuhá (Pine six — šákpe town — otȟúŋwahe Ridge), akíčhita (Rosebud), skirt — nitéhepi train — ȟemáni wawóyuspa (north) skunk — maká tree — čháŋ porcupine — pȟahíŋ sky — maȟpíya triangle — oíse yámni pot — čhéǧa sleep — ištíŋmA truck — iwátȟokšu potato — bló small — čík’ala turkey — waglékšuŋ powerful — š’ákeča snake — zuzéča turkey buzzard — hečá prairie dog — pispíza snapping turtle — khéya turnip — thíŋpsila, thíŋpsiŋla pram — hokšípaslohe snout — phuté turtle — pȟatkáša (western painted), pudding — wóžapi socks — huŋyákȟuŋ khéya (snapping) puppy — šuŋȟpála something — táku twelve — akénuŋpa purple — tȟóša son — čhiŋkší two — núŋpa question ending — he? soup — waháŋpi underwear — mahéluŋpi question ending — hwo? spider — iktómi vegetable — watȟótȟo rabbit — maštíŋska splashing sound — č’ó walk — máni raccoon — wičhítegleǧa Spotted Tail — Siŋté Glešká water — mní rain, to rain — maǧážu spring (season) — wétu watermelon — wagmúšpaŋšni rainbow — wígmuŋke square — oblótȟuŋ wear (to) — úŋ rattlesnake — siŋtéȟla squirrel — zičá, tȟašnáheča (ground) weasel — itȟúŋkasaŋ rectangle — oblótȟuŋ háŋska stand — nážiŋ well — taŋyáŋ red — šá Standing Rock Reservation — Íŋyaŋ western painted turtle — pȟatkáša Red Cloud — Maȟpíya Lúta Woslál Háŋ what — táku red fox — šuŋǧíla Standing Rock tribe — Húŋkpapȟa What is your name? — Táku redtailed hawk — čhaŋšká star — wičháȟpi eníčiyapi hwo/he? redwinged blackbird — wábloša stomach — thezí what type — tókča reservation — oyáŋke stone — íŋyaŋ where — tuktél rice — psíŋ store — mas’óphiye Where do you live? — Tuktél yathí river — wakpá strawberry — wažúšteča, wazíškeča hwo/he? road — čhaŋkú strong — š’ákeča whistle — žó Rosebud Reservation — Sičháŋǧu sugar — čhaŋháŋpi white — ská Oyáŋke summer — blokétu white man — wašíču Rosebud tribe — Sičháŋǧu sun — aŋpáwi, aŋpétu wí whitish, dull white — sáŋ run — íŋyaŋkA swallow — upížata who — tuwé sage — phežíȟota swim — nuŋwÁŋ window — ožáŋžaŋglepi salt — mniskúya swim as a duck — yus’ó winter, year — waníyetu scissors — wíyukse; iyúšla table — wáglotapi woman — wíŋyaŋ, winúȟčala (old), seemingly — s’a tail — siŋté wikȟóškalaka (young) seven — šakówiŋ tall — háŋskA wood — čháŋ shield — waháčhaŋka teacher — waúŋspekhiya Write! Color! — Owá yo/ye! shirt — ógle telephone — omás’apȟe yellow — zí shoes — háŋpa temples — nawáte yes — háŋ shoot — khuté ten — wikčémna you like — waštéyalake short — ptéčela that — hé you live, you dwell — yathí shoulder — hiŋyéte the — kiŋ young man — kȟoškálaka shout — š’á these — lená young woman — wikȟóškalaka sick (to be) — khúžA thigh — sičháŋ your — nitȟáwa sing — lowáŋ this — lé your name is — eníčiyapi sister — čhuwé (woman's older - ), those, they — hená youth — tȟéča kiŋ tȟaŋké (man's older - ), tȟaŋkší three — yámni zero — tákuni, tágni

167 opáwiŋǧe sám wikčémna šákpe akéšakowiŋ