Nakawe 10, 20, 30
20.2.1
develop and use various strategies to enhance the meaning of learning and communication.
Indicators for this outcome
| (a) | decides in advance what to listen for; |
| (b) | distinguishes relevant information from irrelevant information when trying to get the gist of a speech or difficult conversation; |
| (c) | uses grammatical knowledge to correct errors or to improve their language; |
| (d) | uses reference materials and speakers to help in clarifying a message; |
| (e) | seeks opportunities to use or hear the language; |
| (f) | volunteers initiating or ending a conversation; |
| (g) | makes personal notes when hearing useful language; |
| (h) | makes inferences; |
| (i) | identifies and justifies the evidence on which inferences are based; |
| (j) | uses graphic representations (e.g., word maps, mind maps, diagrams, charts) to make information easier to understand and to remember; |
| (k) | places new words or expressions in a context to make them easier to remember; |
| (l) | uses key content words or context clues to follow an extended text; |
| (m) | listens selectively, based on purpose; |
| (n) | demonstrates awareness of learning through direct exposure to Nakawē by asking questions when someone is speaking.; |
| (o) | demonstrates how strategies may assist with texts containing unknown elements; |
| (p) | identifies problems that may hinder successful completion of a task and seek solutions; |
| (q) | develops criteria for assessing own work; |
| (r) | sets goals for learning Nakawē; |
| (s) | participates in group problem-solving processes; |
| (t) | repeats and uses new words and expressions occurring in conversation with others; |
| (u) | asks for clarification or repetition to aid understanding; |
| (v) | demonstrates willingness to take risks and to try unfamiliar tasks and approaches; |
| (w) | identifies effective mental techniques to improve learning Nakawē; |
| (x) | works with language mentors (e.g., parents, friends, peers, Elders) to monitor and improve own learning; |
| (y) | identifies language and cultural role models (who they are and what makes them unique); and, |
| (z) | identifies and develops own strengths related to Nakawē language and culture. |
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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 la...
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Media and Formats :
Kit
Price :
$150.00
Record posted/updated:
August 19, 2022