Michif 10, 20, 30
10.2.1
select and use appropriate strategies to construct meaning and communicate, including language cues and conventions (phonological, semantics, syntactic, pragmatics, graphophonics and morphological).
Indicators for this outcome
| (a) | uses repetition to imitate Michif language when practicing words or phrases; |
| (b) | associates new words or expressions with familiar ones using Michif; |
| (c) | uses available technological aides to support language learning such as the website: www.giftoflanguageandculture.ca, Alberta Elders Cree Dictionary; |
| (d) | focuses on key words to understand information when listening, viewing and reading; |
| (e) | identifies the purpose or intent of a message; |
| (f) | asks questions for clarification and recognizes when understanding breaks down; |
| (g) | plans what and how to communicate a message in every day conversations; |
| (h) | risks errors by pushing own language boundaries; |
| (i) | sustains prolonged interaction with pauses to formulate oral text and to self-correct; |
| (j) | uses words and expressions in different ways when intended language is not available; |
| (k) | creates word webs, tables and other graphic organizers in order to remember groups of words or patterns; |
| (l) | analyzes an unfamiliar word through its word parts and the context to comprehend; |
| (m) | identifies areas of personal difficulty and decides on a plan of how to resolve the problem; |
| (n) | distinguishes between fact and opinion of Michif perspectives when using a variety of sources of information (Elders, books, archives, television, World Wide Web); |
| (o) | divides the overall learning task into sub-tasks, for example when learning weather terms break down the term to root word, prefix and suffix; |
| (p) | assesses own performance or comprehension at the end of a task by answering questions such as "did I ask an entire question or did I answer the question correctly? What other way could I have said what I did?"; |
| (q) | formulates key questions to guide inquiry; |
| (r) | takes part in group decision-making by informing and sharing with others suggestions one has; |
| (s) | uses suitable phrases to intervene in a discussion (e.g., What do you think about...? Could you tell me more about...? I wonder about...?"); |
| (t) | repeats part of what someone has said to confirm mutual understanding; |
| (u) | summarizes the point reached in a discussion to help focus a task; |
| (v) | works with others to monitor own language learning (e.g., peers, teachers); |
| (w) | uses support strategies to help peers persevere at learning task; and, |
| (x) | uses note taking to write down key terms or concepts (e.g., split page notes, write down key term on one side and meaning of the term on the other). |
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R013285
Teaching Sacred Language Curriculum (Book and Flashcards)
This curriculum, developed from a First Nations perspective, provides a framework of strategies and tools to enable holistic language learning. This model will work with any Indigenous language and incorporates methodologies such as Accelerated Second Language Acquisition (ASLA), Total Physical Response (TPR) and elements of the standard roman orthography (SRO) and modified roman orthography (MRO) systems. Included are assessments based on traditional ways of knowing and monthly charts for language acquisition routines throughout the year. The curriculum book and 305 flashcards may be purchased as a single bundle or separately.
(More information)
Media and Formats :
Kit
Price :
$150.00
Record posted/updated:
October 31, 2024