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Cree Language & Culture (9-Year Program) Grade 4 - 12 (2008)

© Alberta Education, Canada 
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 Table of Contents   Program of Studies
Rationale & Philosophy 
  
Outcomes 
  
The Cree Language and Culture Nine-year (9Y) Program (Grade 4 to Grade 12) is intended for students who are beginning their study of Cree language and culture in Grade 4.
Philosophy

The Cree (Nehiyaw) worldview is not a polarized view but a holistic view. It is not this or that but this and that. It holds that all life forms are interconnected and that life is sacred. Human beings are not at the top of a ladder but are one part of a sacred circle. Emotional, physical, mental and spiritual realms are not separate but recognized as part of the whole.

Traditionally, responsibility within the Nehiyaw culture primarily involved contributing to the well-being and success of the group—the family, extended family and community. Leadership was developed through service to the community, and cooperation and helping others were crucial to survival. Traditional Nehiyaw culture revolves around the connection to Mother Earth and the relationship with family and community.

The concept of Mother Earth in Nehiyaw worldview not only encompasses the land but also all animals, minerals, rocks, water, plant life and all interconnectedness with humans. Cree people do not use the products and minerals of Mother Earth as commodities but regard them as relatives and treat them with the utmost respect.

Four aspects common to Mother Earth in Nehiyaw worldview that can be honoured in the classroom are:

  • the interconnectedness of all things
  • the connection to the land and community
  • the dynamic and changing nature of the world
  • the strength that develops in power with not power over.

Language proceeds from the worldview of a culture. The Nehiyaw worldview and philosophy is embedded in the language and culture. It is also evident in the Nehiyaw pedagogy and ways of learning.

Rationale for Learning Cree (Nehiyawewin)

Cree (Nehiyawewin ekîmiy'kôwisiyahk) is a gift of Omâmawi Ohtâwîmâw (the Creator). Elders are the keepers of the language and, consequently, of the beliefs and culture. Indeed, language and culture are inextricably woven.

The importance of Cree language learning has been expressed by Dr. Anne Anderson, who states in the forewords to her Métis Cree resource books that the way to a people's heart is through their language.

According to Canada's 2006 Census, there are 87 285 Cree speakers in Canada. Cree is one of the most widely spoken languages in Canada in various dialects.

The value of learning Cree (Nehiyawewin), to Aboriginal and non-Aboriginal students, is enormous. It permits insights into a worldview of spiritual and natural dimensions. When one speaks the language, Elders and their wisdom become accessible. Learning Cree also enhances one's self-esteem by strengthening cultural identity. Use of language is also the best means of transmitting culture to the next generation.

Nature of the Cree Language

The Cree language, or Nehiyawewin, is one of many indigenous languages within the Algonkian family of languages. The Cree "Y" dialect that is used in this program of studies is one of the five major dialects in Canada. Cree is a language of relationships—relationships to Omâmawi Ohtâwîmâw (the Creator), to others (kinship) and to Kikâwînaw Askiy (Mother Earth), which encompasses all living things. It is a rich and complex language because it relates to kinship, nature and spirituality.

The Roman orthography recommended for the instruction of Cree is the Pentland orthography, which is based on the Cree syllabics of standard orthography. The "Y" dialects of the Plains and Woodland Cree of Alberta use 14 English letters, of which 8 are consonants (c, k, m, n, p, s, t and h), 3 are short vowels (a, i, o), 4 are long vowels (a, i, o, e), and "w" and "y" are listed as semi-vowels. A sound variation occurs within the same dialect based on regional and cultural differences.

Voices of the Elders, Knowledge Keepers & Community Experts

The wisdom of the Elders is central to cultural learning according to Cree perspectives. Elders are the "keepers of knowledge," and it is their guidance that Cree people seek as they strive for balance in their relationships with Omâmawi Ohtâwîmâw (the Creator), the natural world, other people and themselves.

Alberta Education acknowledges the necessity of guidance from the Elders, other knowledge keepers and community experts if this program is truly to reflect Cree perspectives and content. Each community wishing to establish a language and culture program must turn to its own Elders, knowledge keepers and community experts for guidance. It is only in this way that Aboriginal language and culture programs can succeed in achieving the goal of language revitalization. The Cree Language and Culture Nine-year Program, Grades 4–9 has been developed based on the support of various Elders and the support and advice of community experts and knowledge keepers from Treaty 6 First Nations, Treaty 8 First Nations, the Métis Nation of Alberta and the Métis Settlements.

Oral Tradition

In Nehiyaw culture, oral tradition has been the most important method for passing information and knowledge from one generation to another. Students need to be taught to value and respect oral tradition.

Storytellers have always been respected within traditional Nehiyaw culture. Storytellers carry within their stories the legends, spiritual truths and history of the Cree people. Stories pass on the values and beliefs that are important to Cree people, and stories preserve the language. Storytellers speak from the heart, and the listener listens from the heart.

There are many types of stories. Sacred stories are only told in the winter, unless special permission is given. Some stories are short, with a particular message or moral, and most are full of humour. Many stories are open-ended, long extended stories with many levels of meaning.

Stories are repeated over and over and change over time to reflect life in the community. As listeners mature and gain life experience, the meanings and lessons in the stories reveal themselves in different ways. What one discovers in a story as a child can be very different from what he or she discovers as an adult. A story written on paper becomes frozen in time, whereas the beauty of an oral story is that it remains a living, flexible and dynamic part of culture and language.

Spirituality

Although the Elders strongly recommend that the connection to Omâmawi Ohtâwîmâw (the Creator) be interwoven throughout the program of studies, the developers and Elders themselves respect that individuals/teachers may not want to teach/promote this view. Above all, one's individual integrity is respected.

Our Relationship with the Natural World

People are not greater than the things in nature. The natural world has its own laws that must be respected if people are going to be sustained by it. People are identified by the land they have historically inhabited and on which they have learned to survive. Even today, it is necessary to live with the laws of nature and to feel a part of it.

Our Relationship with One Another

Agreement on rules enables cooperation and group strength, which is greater than individual strength. Identity comes from being in respectful relationships with others, particularly in the family/clan, community and nation.

Our Relationship with Ourselves

Each person is born sacred and complete. Omâmawi Ohtâwîmâw (the Creator) has given each person the gift of a body and the choice to care for and use that body with respect.

Omâmawi Ohtâwîmâw (the Creator) has given each person the capacity and choice to learn.

"I had no schooling. When I was a kid, I used to watch people steadily. I would go to my grandmother and she told me what rules to follow."
− Vernon Makokis, Saddle Lake, Alberta

Omâmawi Ohtâwîmâw (the Creator) has given each person talents or strengths to be discovered and the choice to develop and share the gifts.

Assumptions

The following statements are assumptions that have guided the development process of this program of studies:

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning Cree (Nehiyawewin) leads to enhanced learning in both the student's primary language and in related areas of cognitive development and knowledge acquisition. This is true for students who come to the class with some background knowledge of Cree (Nehiyawewin) and develop literacy skills in the language. It is also true for students who have no cultural or linguistic background in Cree and are studying Cree as a second language.
Conceptual Model

Two curriculum frameworks developed under the Western Canadian Protocol for Collaboration in Basic Education—The Common Curriculum Framework for Aboriginal Language and Culture Programs, Kindergarten to Grade 12, June 2000, and The Common Curriculum Framework for International Languages, Kindergarten to Grade 12, June 2000—have provided guidance in the development of the Cree Language and Culture Nine-year Program (Grade 4 to Grade 12).

The aim of this Cree language and culture program of studies is the development of communicative competence and cultural knowledge, skills and values in Cree. It is important that the focus of this program of studies be on interaction and meaningfulness, with special attention and emphasis being given to oral communication.

Four Components

For the purposes of this program of studies, communicative competence and the development of cultural knowledge, skills and values in Cree are represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students' knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Community Membership aims to develop the understandings, views and values of Cree culture.

Strategies help students learn and communicate more effectively and more proficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

A Spiral Progression

Language learning and cultural teachings are integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students' language and cultural learning progress is an expanding spiral. Students' progression is not only vertical (e.g., increased proficiency), but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language and cultural learning activities are best structured. Particular lexical fields, learning strategies or language functions are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. Four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

Language Competence [LC]

  • Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

Community Membership [CM]

  • Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

* discretionary (see Community Membership Overview section)

Strategies [S]

  • Students will use strategies to maximize learning and communication.

The order in which the general outcomes are presented in this program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes are addressed in an integrated manner.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.
Cluster:Strand:
A1 to share informationA-1.1 share factual information
A-2 to express emotions and personal perspectivesA-2.1 share ideas, thoughts, preferences
A-2.2 share emotions, feelings
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to enhance their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore perspectives and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

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

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

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

It is important that the focus of the Applications component be on interaction and meaningfulness, with special attention and emphasis being given to oral communication.

Language Competence Overview

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)
Cluster:Strand:
LC-1 attend to the form of the languageLC-1.1 phonology
LC-1.2 orthography
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret and produce oral textsLC-2.1 listening
LC-2.2 speaking
LC-2.3 interactive fluency
LC-3 interpret and produce written and visual textsLC-3.1 reading
LC-3.2 writing
LC-3.3 viewing
LC-3.4 representing
LC-4 apply knowledge of the sociocultural contextLC-4.1 register
LC-4.2 expressions
LC-4.3 variations in language
LC-4.4 social conventions
LC-4.5 nonverbal communication
LC-5 apply knowledge of how the language is organized, structured and sequencedLC-5.1 cohesion/coherence
LC-5.2 text forms
LC-5.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Cree language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks in which the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under five cluster headings—see the illustration above. Under each of these headings there are several strands, identified by strand headings, which show the developmental flow of learning from grade to grade. Each strand deals with a single aspect of language competence. For example, under the cluster heading "attend to the form of the language," there are strands for phonology (pronunciation, stress, intonation), orthography (spelling, mechanical features), lexicon (vocabulary words and phrases) and grammatical elements (syntax and morphology).

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

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

It is important that the focus of the Language Competence component be on interaction and meaningfulness, with special attention and emphasis being given to oral communication.

Note: The following abbreviations are used in the grammatical elements section, under the cluster heading "attend to the form of the language":

  • NA Animate noun
  • NI Inanimate noun
  • VAI Animate intransitive verb
  • VII Inanimate intransitive verb
  • VTA Transitive animate verb
  • VTI Transitive inanimate verb
  • 1S First person singular
  • 2S Second person singular
  • 3S Third person singular
  • 1P First person plural
  • 2I Second person inclusive
  • 2P Second person plural
  • 3P Third person plural
  • O Proximate singular
  • OP Proximate plural
  • O' Obviative singular
  • O'P Obviative plural
Community Membership Overview

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).
Cluster:Strand:
CM-1 Kikâwînaw Askiy (Mother Earth*)CM-1.1 relationships
CM-1.2 knowledge of past and present
CM-1.3 practices and products
CM-1.4 past and present perspectives
CM-1.5 diversity
CM-2 othersCM-2.1 relationships
CM-2.2 knowledge of past and present
CM-2.3 practices and products
CM-2.4 past and present perspectives
CM-2.5 diversity
CM-3 themselvesCM-3.1 relationships
CM-3.2 knowledge of past and present
CM-3.3 practices and products
CM-3.4 past and present perspectives
CM-3.5 diversity

* discretionary (see Community Membership Overview section)

The specific outcomes in the Community Membership section are intended to support many aspects of students' Cree cultural development. These outcomes are grouped under three cluster headings—see the illustration above. Each cluster is further broken down into five strands, each of which strives to build a specific knowledge, skill or value from Grade 4 to Grade 12. The five strands are as follows:

  • relationships
  • knowledge of past and present
  • practices and products
  • past and present perspectives
  • diversity.

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

Strategies Overview

Students will use strategies to maximize learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 language learning
S-2 language useS-2.1 language use
S-3 cultural learningS-3.1 cultural learning
S-4 general learningS-4.1 general learning

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense and cultural learning, and with general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under four cluster headings—see the illustration above. For the Strategies component, the strands mirror the cluster headings. Each cluster heading or strand deals with a specific category of strategy. Language learning, cultural learning and general learning strategies can be further categorized as cognitive, metacognitive and social/affective. The language use strategies can be further categorized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason, it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade level. Consequently, the specific outcomes make only general references to strategies within each category. Specific strategies for each category are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and model a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

Sample List of Strategies (Grades 4 - 9)
Language Learning Strategies (Grades 4 - 9)

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries
  • experiment with various elements of the language
  • use mental images to remember new information
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of the Cree language and English
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Cree or in English
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids to support language learning; e.g., cassette recorders, computers, CD–ROMs
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities in and outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • keep a learning checklist
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
Language Use Strategies (Grades 4 - 9)

Interactive

  • use English to get meaning across
  • use a literal translation of a phrase in English
  • use an English word but pronounce it as in Cree
  • acknowledge being spoken to with appropriate expression
  • interpret and use a variety of nonverbal cues to communicate; e.g., mime, pointing, gestures, pictures
  • indicate lack of understanding verbally or nonverbally
  • ask for clarification or repetition when you do not understand
  • use other speakers' words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood; e.g., blank look
  • start again, using a different tactic, when communication breaks down
  • invite others into the discussion
  • ask for confirmation that a form used is correct
  • use a range of fillers, hesitation devices and gambits to sustain conversations
  • use circumlocution to compensate for lack of vocabulary

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts

Productive

  • mimic what the teacher says
  • use nonverbal means to communicate
  • copy what others say or write
  • use words visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing your own texts
  • use knowledge of sentence patterns to form new sentences
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists, grammars
  • take notes when reading or listening to assist in producing your own text
  • revise and correct final versions of texts
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing
Cultural Learning Strategies

Cognitive

  • observe and listen attentively
  • actively participate in culturally relevant activities, such as storytelling, ceremonies, berry picking, feasts, fish scale art and sewing
  • imitate cultural behaviours
  • memorize specific protocols, such as prayers, songs and stories
  • seek out information by asking others, such as parents, teachers and Elders
  • repeat or practise saying or performing cultural practices or traditions, such as prayers, songs, words and actions
  • make/create cultural learning logs
  • experiment with, and engage in, various cultural practices and elements
  • use mental images to remember new cultural information, such as Teepee Teachings
  • group together sets of things—cultural practices, objects—with similar characteristics
  • identify similarities and differences between aspects of Cree culture and other cultures to which you have been exposed
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate cultural learning
  • associate new cultural learnings with previous knowledge
  • use available technological aids to support cultural learning; e.g., computers, videos/DVDs, CD–ROMs
  • use mind maps, webs or diagrams
  • place new cultural learning in a context to make it easier to remember
  • use induction to generate rules governing cultural elements, such as values, traditions, beliefs, practices and relationships
  • seek opportunities in and outside of class to practise, observe and participate in cultural activities/elements
  • perceive and note down unknown cultural elements and practices

Metacognitive

  • make choices about how you learn
  • rehearse or role-play a cultural experience
  • decide in advance to attend to the cultural learning task
  • reflect on cultural learning tasks
  • think in advance about how to approach a cultural learning task
  • reflect on your learning or inquiries
  • decide in advance to attend to specific aspects of a cultural event
  • listen for, or observe, key cultural elements
  • evaluate your performance or comprehension at the end of a cultural task or activity
  • keep a cultural learning/teachings checklist
  • experience various methods of learning about culture, and identify one or more considered to be particularly useful personally; e.g., by doing it, observing it, reading about it
  • be aware of the potential of learning through direct exposure to the culture
  • know how strategies may enable coping with new cultural experiences containing unknown elements
  • identify obstacles that might hinder successful participation in cultural experiences, and see ways to overcome these obstacles
  • monitor your cultural behaviours and practices
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and processes accordingly

Social/Affective

  • initiate and maintain participation in the culture
  • participate in shared cultural experiences
  • seek the assistance of a friend, teacher, Elder or parent to understand cultural elements
  • participate several times in favourite cultural experiences and activities to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of learning about culture
  • experiment with various cultural behaviours and practices, noting acceptance/support or nonacceptance/lack of support by members of the culture
  • participate actively in the traditions of the culture; i.e., storytelling, sharing circle
  • be willing to take risks and to try new/unfamiliar things
  • apply new cultural learnings as soon as possible after learning/observing them
  • reduce anxiety by using mental techniques, such as positive self-talk or humour
  • work cooperatively with others, and get feedback on your work
  • provide personal motivation by arranging your own rewards when successful
General Learning Strategies (Grades 4 - 9)

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • focus on and complete learning tasks
  • record key words and concepts in abbreviated form—verbal, graphic or numerical—to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

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

Social/Affective

  • watch others' actions and copy them (the actions of Aboriginal students, maybe, more than others)
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes (consensus)
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise and ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities

Grade 4
Applications (Gr. 4)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. share basic information
  • b. identify familiar people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express simple preferences
  • b. express a personal response
  • A–2.2 share emotions, feelings
  • a. respond to, and express, basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. ask for permission
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • b. ask or offer to do something
  • A–3.3 manage group actions
  • a. engage in turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange simple greetings and simple social expressions
  • b. exchange some basic personal information; e.g., their name, age
  • c. acknowledge basic kinship relationships
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the immediate environment
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. experience problem-solving situations
  • A–5.4 explore perspectives and values
  • a. listen attentively and respectfully to ideas and thoughts expressed
  • b. respond sensitively to the ideas and products of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively; e.g., participate in activities that play on the sounds and rhythms of the language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to favourite songs
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize and pronounce basic sounds
  • b. pronounce common words and phrases correctly
  • c. recognize intonation common to Cree
  • LC–1.2 orthography
  • a. recognize and name some elements of the writing systems; i.e., letters of the standard Roman orthography and/or the syllabic system
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • my family
    • my daily routines
    • my body
    • seasons
    • weather
    • clothing
    • my house
    • things around me
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • demonstrative pronouns awa, ôma, anima, ôki, aniki, ôhi, anihi
      • singular, plural animate:
      • awa / this one – ôki / these;
      • ôma / this one – ôhi / these;
      • ana / that one – aniki / those ones
      • inanimate:
      • anima / that one – anihi / those;
      • nema / that one – nehi / those;
      • nâha / that one – neki / those
    • nouns – animate (NA):
      • ni ____ (im);
      • ki ____ (im);
      • o ____ (im)a;
      • ni ____ (im)inân;
      • ki ____ (im)inaw;
      • ki ____ (im)iwâw;
      • o ____ (im)iwâwa;
      • o ____ (im)iyiwa
    • nouns – inanimate (NI):
      • ni ____ ;
      • ki ____ ;
      • o ____ ;
      • ni ____ inân;
      • ki ____ inaw;
      • ki ____ iwâw;
      • o ____ iwâw;
      • o ____ iyiw
    • commands or requests (imperatives VTA) using action verbs:
      • 2S → 1S nitohtawin / you → me
      • 2P → 1S nitohtawik / you → me
    • personal pronouns
      • singular:
      • 1S nîya / I, me
      • 2S kîya / you
      • 3S wîya / he/she
      • plural:
      • 1P nîyanân (exclusive) / we/us
      • 2I kîyânaw (inclusive) / we/us
      • 2P kîyawâw / you (plural)
      • 3P wîyawâw / they/them
    • colour descriptors for singular animate (VAI) nouns (wâpiskisiw/ewâpiskisit minôs) and inanimate (VII) nouns (wâpiskâw/ewâpiskâk tehtapiwin)
    • noun possessive forms for singular animate (NA>) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsim/nitehtapiwin (1S)
      • kiminôsim/kitehtapiwin (2S)
      • ominôsima/otehtapiwin (3S)
    • inclusive personal pronouns
      • singular:
      • 1S nîsta / me too
      • 2S kîsta / you too
      • 3S wîsta / he/she too
      • plural:
      • 1P nîstanân / us/we (exclusive) too
      • 2I kîstanaw / us/we (inclusive) too
      • 2P kîstawâw / you (plural) too
      • 3P wîstawâw / they too
    • simple sentences using I (1S), you (2S), he/she (3S) subjects and action words (VAI) in declarative statement form (nitapin, kitapin, apiw) and progressive action form (ehapiyân, ehapiyan, ehapit)
    • changing an action word to a noun by adding the suffix "win" to the verb: mîcisôwin; nîmihitôwin; nikamôwin
    • possessive nouns; e.g., body parts, kinship terms
    • simple questions using interrogatives:
      • tân'spî/tân'we
      • tan'te, awîna, kîkwây, tânehki, tânsîyisi
    • question marker cî, using responses:
      • ehâ (yes) (Plains)
      • îhî (yes) (Northern)
      • namôya (no)

Legend

  • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand simple spoken sentences in guided situations
  • LC–2.2 speaking
  • a. produce simple words and phrases, orally, in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using short, isolated phrases
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand simple written sentences in guided situations
  • LC–3.2 writing
  • a. produce simple written words and phrases in guided situations
  • LC–3.3 viewing
  • a. derive meaning from visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. speak at a volume appropriate to classroom situations
  • b. respond to tone of voice
  • LC–4.2 expressions
  • a. imitate age-appropriate expressions
  • LC–4.3 variations in language
  • a. experience a variety of voices
  • LC–4.4 social conventions
  • a. imitate simple, routine social interactions and expressions
  • LC–4.5 nonverbal communication
  • a. understand the meaning of, and imitate, some common nonverbal behaviours used in Cree culture
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. imitate speech that uses simple link words
  • LC–5.2 text forms
  • a. experience a variety of oral text forms
  • b. recognize some simple oral text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns
Community Membership (Gr. 4)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. listen to stories about Kikâwînaw Askiy (Mother Earth*) and observe and experience Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of past and present Kikâwînaw Askiy (Mother Earth*)
  • CM–1.3 practices and products
  • a. observe and experience practices and products related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.4 past and present perspectives
  • a. listen to stories about Kikâwînaw Askiy (Mother Earth*) from the past and present and explore change
  • b. participate in activities and experiences that reflect past and present Cree perspectives related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.5 diversity
  • a. listen to stories about Kikâwînaw Askiy (Mother Earth*) from diverse Cree origins
  • b. participate in activities and experiences that reflect diversity in perspectives related to Kikâwînaw Askiy (Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. share with others and recognize that others are a part of their living world/kinship systems
  • b. listen respectfully to others; i.e., storytelling, counsel, sharing circle
  • CM–2.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of historical and contemporary Cree culture; i.e., storytelling, celebrations
  • CM–2.3 practices and products
  • a. observe, understand and participate, with the group, in Cree cultural experiences, practices and activities
  • CM–2.4 past and present perspectives
  • a. listen to stories from the past and present and explore change
  • b. observe and participate in activities, experiences and products that reflect the past and present, and explore change
  • CM–2.5 diversity
  • a. observe and explore the unique qualities of others
CM–3 themselves
  • CM–3.1 relationships
  • a. tell and draw about themselves and their family, appreciate their own uniqueness, and understand and accept their own importance as people
  • CM–3.2 knowledge of past and present
  • a. share about themselves and their family; e.g., traditions, nicknames, practices
  • b. explore kinship
  • CM–3.3 practices and products
  • a. observe and participate in Cree cultural experiences, practices and activities
  • CM–3.4 past and present perspectives
  • a. explore their own change and listen to others' views and stories
  • b. express their own understanding of themselves and their family
  • CM–3.5 diversity
  • a. explore, observe, celebrate and recognize their own uniqueness; e.g., self, family
Strategies (Gr. 4)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. use simple strategies, with guidance, to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. use simple strategies, with guidance, to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. use simple strategies, with guidance, to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. use simple strategies, with guidance, to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 5
Applications (Gr. 5)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. ask for and provide basic information
  • b. respond to simple, predictable questions
  • c. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. identify favourite people, places or things
  • b. express a personal response to a variety of situations
  • c. acknowledge the ideas, thoughts and preferences of others
  • A–2.2 share emotions, feelings
  • a. identify emotions and feelings
  • b. express and respond to a variety of emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. ask for help or for clarification of what is being said or done in the group
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships
  • b. identify kinship relationships
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the surrounding environment
  • b. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. share personal knowledge of a topic
  • A–5.3 solve problems
  • a. experience meaning through a variety of problem-solving stories
  • A–5.4 explore perspectives and values
  • a. make connections between behaviour and values
  • b. recognize and respect differences in ideas and thoughts
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun in a variety of activities
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively; e.g., create a picture story with captions
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., make a personal dictionary of favourite words with illustrations
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize and pronounce basic sounds
  • b. distinguish sounds t/d, k/g, c/ts, p/b and pre-aspirated h
  • c. use proper pronunciation and intonation with familiar words, phrases and expressions
  • LC–1.2 orthography
  • a. be familiar with Roman orthography in words or phrases of personal significance
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • foods
    • school
    • measurements
      • - time
      • - money
    • my community and neighbourhood
    • music/dance
    • animals
    • extended family
    • games
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • demonstrative pronouns ana, nâha, anima, nema to distinguish and refer to that specific animate (NA) or inanimate (NI) noun
    • personal pronoun plural emphatic "too" form:
      • 1P nîstanân
      • 2I kîstanaw
      • 2P kîstawâw
      • 3P wîstawâw
    • noun possessive forms for plural animate (NA) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsimak/nitehtapôwina (1S)
      • kiminôsimak/kitehtapôwina (2S)
      • ominôsima/otehtapôwina (3S)
    • locative nouns ohk, hk, ihk, ahk as prepositions in the, on the, to the, at the; e.g.,
      • atawewikamik / store, atawewikamikohk / at the store;
      • otenâw / city, otenâhk / in or at the city
    • verbs (VAI):
      • 1S nitapin / I sit
      • 2S kitapin / you sit
      • 3S apiw / he/she sits
    • personal pronoun plural forms:
      • 1P nîyanân
      • 2I kîyânaw
      • 2P kîyawâw
      • 3P wîyawâw
    • simple sentences using we (1P), all of us (2I), all of you (2P), they (3P) subject markers and action words (VAI) in declarative statement form (nitapinân, kitapinaw, kitapinâwâw, apiwak) and conjunctive form (ehapiyâhk, ehapiyahk, ehapiyek, ehapicik/ehapitwâw)
    • simple sentences using I (1S), you (2S), he/she (3S) subjects and action words (VAI) in declarative statement form (nitapin, kitapin, apiw) and progressive action form (ehapiyân, ehapiyan, ehapit)
    • plural endings: animate ak or wak; inanimate a or wa
    • personal pronoun plural emphatic "too" form:
      • 1P nîstanân
      • 2I kîstanaw
      • 2P kîstawâw
      • 3P wîstawâw
    • possessive nouns: body parts, kinship terms
    • commands or requests (imperatives VTA) using action verbs:
      • 2S → 1S nitohtawin / you → me
      • 2P → 1S nitohtawik / you → me

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • colour descriptors for singular animate (VAI) nouns (wâpiskisiw/ewâpiskisit minôs) and inanimate (VII) nouns (wâpiskâw/ewâpiskâk tehtapiwin)
    • commands or requests using action words (imperative VAI) indicating you (2S), all of you (2P), and all of us (2I); e.g., api, apik, apitân
    • noun possessive forms for singular animate (NA) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsim/nitehtapiwin (1S)
      • kiminôsim/kitehtapiwin (2S)
      • ominôsima/otehtapiwin (3S)
    • animate plural nouns (NA):
      • ôki / these, aniki / those, neki / those over there
    • inanimate plural nouns (NI):
      • ôhi / these,
      • anihi / those, nehi / those over there
    • question marker cî, using responses:
      • ehâ (yes) (Plains)
      • îhî (yes) (Northern)
      • namôya (no)
    • simple questions using interrogatives:
      • tan'te, awîna, kîkwây, tânehki, tân'sîyisi, tân'spî
    • inclusive personal pronouns:
      • singular:
      • 1S nîsta / me too
      • 2S kîsta / you too
      • 3S wîsta / he/she too
      • plural:
      • 1P nîstanân / us/we (exclusive) too
      • 2I kîstanaw / us/we (inclusive) too
    • changing an action word to a noun by adding the suffix "win" to the verb:
      • mîcisôwin, nîmihitôwin, nikamôwin
    • using demonstrative pronouns awa, ôma to distinguish and refer to this specific animate (NA) or inanimate (NI) noun – wâpiskisiw/wâpiskâw
    • singular/plural possessive nouns
      • nouns – animate (NA):
      • ni ____ imak;
      • ki ____ imak;
      • o ____ ima;
      • ni ____ iminânak;
      • ki ____ iminawak;
      • ki ____ imiwâwak;
      • o ____ imiwâwa;
      • o ____ imiyiwa.

      • nouns – inanimate (NI):
      • ni ____ a;
      • ki ____ a;
      • o ____ a;
      • ni ____ inâna;
      • ki ____ inawa;
      • ki ____ iwâwa;
      • o ____ iwâwa;
      • o ____ iyiwa.

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short, simple oral texts in guided situations
  • LC–2.2 speaking
  • a. produce simple sentences, orally, in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short, simple written texts in guided situations
  • LC–3.2 writing
  • a. produce simple written sentences in guided situations
  • LC–3.3 viewing
  • a. derive meaning from a variety of visuals and other forms of nonverbal communication in guided situations
  • LC–3.4 representing
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. distinguish between formal and informal situations
  • b. recognize that some topics, words or intonations are inappropriate in certain contexts
  • LC–4.2 expressions
  • a. understand and use a variety of simple expressions as set phrases
  • LC–4.3 variations in language
  • a. acknowledge and accept individual differences in speech
  • LC–4.4 social conventions
  • a. use basic politeness conventions
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–4.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. sequence elements of a simple story, process or series of events
  • b. link words or groups of words in simple ways
  • LC–5.2 text forms
  • a. recognize some simple oral and written text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond using simple social interaction patterns
Community Membership (Gr. 5)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. participate in harmonious activities and experiences related to Kikâwînaw Askiy (Mother Earth*)
  • b. take care of Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of past and present Kikâwînaw Askiy (Mother Earth*)
  • b. explore a past/present Cree community and its relationship with Kikâwînaw Askiy (Mother Earth*)
  • CM–1.3 practices and products
  • a. participate in activities, experiences and practices related to Kikâwînaw Askiy (Mother Earth*)
  • b. explore practices and products, related to Kikâwînaw Askiy (Mother Earth*), of a specific region or community
  • CM–1.4 past and present perspectives
  • a. participate in activities and experiences that reflect past and present Cree perspectives related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.5 diversity
  • a. participate in activities and experiences that reflect diversity in perspectives related to Kikâwînaw Askiy (Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. contribute to, and cooperate in, activities with others, and practise friendliness
  • b. practise consideration of, and helpfulness toward, others
  • CM–2.2 knowledge of past and present
  • a. explore a past and a present Cree community; e.g., its people, practices, products, beliefs
  • CM–2.3 practices and products
  • a. observe, understand and participate in family and/or school Cree cultural experiences, practices and activities
  • b. explore Cree community cultural practices and products
  • CM–2.4 past and present perspectives
  • a. describe similarities and differences between past and present Cree community experiences, practices, products, perspectives and values, and examine change
  • CM–2.5 diversity
  • a. identify the unique qualities of others; i.e., family
  • b. identify and celebrate the unique qualities of others; i.e., in meeting the needs of the community by voluntarily fulfilling the roles
CM–3 themselves
  • CM–3.1 relationships
  • a. express their own concept of themselves and extend that understanding to include new ideas and perspectives; i.e., home and school
  • b. express their own concept of themselves and understand their own strengths and abilities
  • CM–3.2 knowledge of past and present
  • a. explore kinship and community
  • b. explore and examine family/community traditions and practices
  • CM–3.3 practices and products
  • a. observe and participate in Cree cultural experiences, practices and activities
  • CM–3.4 past and present perspectives
  • a. express their own understanding of themselves, their family and their community and explore the perceptions of others
  • b. understand their own strengths and weaknesses
  • CM–3.5 diversity
  • a. identify and celebrate the unique characteristics of their family and community
  • b. identify and celebrate their own unique strengths and abilities
Strategies (Gr. 5)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. use a variety of simple strategies, with guidance, to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. use a variety of simple strategies, with guidance, to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. use a variety of simple strategies, with guidance, to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. use a variety of simple strategies, with guidance, to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 6
Applications (Gr. 6)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. describe people, places and things
  • b. describe series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. inquire about, record and share personal experiences involving an emotion or a feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action
  • b. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. make and respond to offers and invitations
  • b. inquire about and express ability and inability to do something
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
  • c. negotiate in a simple way with peers in small-group tasks
  • d. explain or clarify responsibilities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make and consider social engagements
  • b. talk about themselves and their family and respond to the talk of others by showing attention and interest
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. gather information from a variety of resources
  • A–5.3 solve problems
  • a. experience and reflect upon problem-solving stories
  • A–5.4 explore perspectives and values
  • a. explore Cree values on a variety of topics within their own experience
  • b. explore how the Cree worldview influences values and behaviour
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of the language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., play games in Cree with friends
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize and pronounce basic sounds consistently
  • b. recognize the effects in sounds; i.e., elision, long vowels
  • c. recognize the rhythmic flow of sounds
  • LC–1.2 orthography
  • a. recognize and use basic spelling patterns
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • community roles and occupations
    • activities/leisure
    • nutrition/health
    • places/locations
    • music/dance
    • modes of travel
    • animals/birds
    • extended family
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • noun possessive forms for plural animate (NA) and inanimate (NI) nouns indicating ours (1P), all of ours (2I), yours (2P), theirs (3P):
      • niminôsiminânak, nitehtapiwininâna; (1P)
      • kiminôsiminawak, kitehtapiwininaw; (2I)
      • kiminôsimiwâwak, kitehtapiwiniwâwa; (2P)
      • ominôsimiwâwa, otehtapiwiniwâwa (3P)
    • using ôki, aniki, neki, ôhi, anihi, nehi to distinguish and refer to "these and those" animate (NA) and inanimate (NI) specific nouns
    • using affixes to indicate the noun's size: big/large prefixes misti, misi, mahki; small suffixes sis, osis, isis
    • commands or requests (imperatives VTA) using action verbs:
      • 2S → 1S nitohtawin / you → me
      • 2P → 1S nitohtawik / you → me
    • colour descriptors for plural animate (VAI) nouns (wâpiskisiwak, ewâpiskisicik/ewâpiskisitwâw minôsak) and inanimate (VII) nouns (wâpiskâwa/ewâpiskâki tehtapiwina)
    • compounding a verb and noun together to form a new action word; e.g., nipostayiwinisân, niteyistikwânân, niketasâkân
    • simple sentences using we, all of us, all of you, they subject markers and action words in declarative statement form (nitapinân, kitapinaw, kitapinâwâw, apiwak) and progressive action form (ehapiyâhk; ehapiyahk, ehapiyek; ehapicik/ehapitwâw)
    • tense markers: kî – past tense – nikîhapin; ka – future definite will – nikahapin; wî – future intentional marker going to – niwîhapin
    • simple sentences involving a direct object, using I (1S), you (2S), he/she (3S) subject markers along with an action word involving an inanimate (NI) object (VTI) in declarative form (niwâpahten tehtapiwin, kiwâpahten tehtapiwin, wâpahtam tehtapiwin) and progressive form (ewâpahtamân tehtapiwin; ewâpahtaman tehtapiwin; ewâpahtahk tehtapiwin)
    • preverbal particles attached to commands/requests and to subject, action simple sentence Pe api:
      • pe / come
      • api / sit
      • Ninohtehapin / I want to sit.
      • Kinohtehapin / You want to sit?
      • Kahki pehapin cî / Can you come and sit?
    • indefinite pronouns: use to indicate non-specific or non-specified animate or inanimate nouns for generalized meaning; e.g., awiyak; pikwâwiyak; namâwiyak; kahkiyaw awiyak; kîkway; pikokîkway; namakîkway; kahkiyaw kîkway

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Transitive animate verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • commands or requests (imperatives VTA) using action verbs:
      • 2S → 1S nitohtawin / you → me
      • 2P → 1S nitohtawik / you → me
    • verbs (VAI):
      • 1S nitapin / I sit
      • 2S kitapin / you sit
      • 3S apiw / he/she sits
    • demonstrative pronouns ana, nâha, anima, nema to distinguish and refer to that specific animate (NA) or inanimate (NI) noun
    • plural endings: animate ak or wak; inanimate a or wa
    • possessive nouns: body parts, kinship terms
    • possessive forms – singular:
      • 1S nimosôm / my grandfather
      • 2S kimosôm / your grandfather
      • 3S omosôma / his/her grandfather
    • noun possessive forms for plural animate (NA) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsimak/nitehtapôwina (1S)
      • kiminôsimak/kitehtapôwina (2S)
      • ominôsima/otehtapôwina (3S)
    • personal pronoun plural emphatic "too" form:
      • 1P nîstanân
      • 2I kîstanaw
      • 2P kîstawâw
      • 3P wîstawâw
    • locative nouns ohk, hk, ihk, ahk as prepositions in the, on the, to the, at the; e.g.,
      • atawewikamik / store, atawewikamikohk / at the store;
      • otenâw / city, otenâhk / in or at the city
    • personal pronoun plural forms:
      • 1P nîyanân
      • 2I kîyânaw
      • 2P kîyawâw
      • 3P wîyawâw
    • simple sentences using I (1S), you (2S), he/she (3S) subjects and action words (VAI) in declarative statement form (nitapin, kitapin, apiw) and progressive action form (ehapiyân, ehapiyan, ehapit)
    • simple sentences using we (1P), all of us (2I), all of you (2P), they (3P) subject markers and action words (VAI) in declarative statement form (nitapinân, kitapinaw, kitapinâwâw, apiwak) and conjunctive form (ehapiyâhk, ehapiyahk, ehapiyek, ehapicik/ehapitwâw)

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • simple sentences using we (1P), all of us (2I), all of you (2P), they (3P) subject markers and action words (VAI) in declarative statement form (nitapinân, kitapinaw, kitapinâwâw, apiwak) and conjunctive form (ehapiyâhk, ehapiyahk, ehapiyek, ehapicik/ehapitwâw)
    • simple sentences using I (1S), you (2S), he/she (3S) subjects and action words (VAI) in declarative statement form (nitapin, kitapin, apiw) and progressive action form (ehapiyân, ehapiyan, ehapit)
    • personal pronoun plural forms:
      • 1P nîyanân
      • 2I kîyânaw
      • 2P kîyawâw
      • 3P wîyawâw
    • demonstrative pronouns (singular)
      • Animate:
      • awa – this
      • ana – that
      • nâha – that over there
      • Inanimate:
      • ôma – this
      • anima – that
      • nema – that over there
    • colour descriptors for singular animate (VAI) nouns (wâpiskisiw/ewâpiskisit minôs) and inanimate (VII) nouns (wâpiskâw/ewâpiskâk tehtapiwin)
    • using demonstrative pronouns awa, ôma to distinguish and refer to this specific animate (NA) or inanimate (NI) noun – wâpiskisiw/wâpiskâw
    • noun possessive forms for singular animate (NA) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsim/nitehtapiwin (1S)
      • kiminôsim/kitehtapiwin (2S)
      • ominôsima/otehtapiwin (3S)
    • simple questions using interrogatives:
      • tân'spî/tân'we;
      • tan'te, awîna, kîkwây, tânehki, tânsîyisi
    • question marker cî, using responses:
      • ehâ (yes) (Plains)
      • îhî (yes) (Northern)
      • namôya (no)
    • commands or requests using action words (imperative VAI) indicating you (2S), all of you (2P), and all of us (2I); e.g., api, apik, apitân
    • commands or requests (imperatives VTA) using action verbs:
      • 2S → 1S nitohtawin / you → me
      • 2P → 1S nitohtawik / you → me
    • inclusive personal pronouns:
      • singular:
      • 1S nîsta / me too
      • 2S kîsta / you too
      • 3S wîsta / he/she too
      • plural:
      • 1P nîstanân / us/we (exclusive) too
      • 2I kîstanaw / us/we (inclusive) too
      • 2P kîstawâw / you (plural) too
      • 3P wîstawâw / they too
    • changing an action word to a noun by adding the suffix "win" to the verb:
      • mîcisôwin, nîmihitôwin, nikamôwin
    • noun possessive:
      • niminôsiminân
      • nitehtapowininân (1P)
      • kiminôsiminaw
      • kitehtapowininaw (2I)
      • kiminôsimiwaw
      • kitehtapowiniwâw (2P)
      • ominôsimiwâwa
      • otehtapowiniwâw (3P)
    • noun possessive forms for plural animate (NA) and inanimate (NI) nouns indicating my (1S), your (2S), his/her (3S):
      • niminôsimak/nitehtapôwina (1S)
      • kiminôsimak/kitehtapôwina (2S)
      • ominôsima/otehtapôwina (3S)
    • singular/plural possessive nouns
      • nouns – animate (NA):
      • ni ____ imak;
      • ki ____ imak;
      • o ____ ima;
      • ni ____ iminânak;
      • ki ____ iminawak;
      • ki ____ imiwâwak;
      • o ____ imiwâwa;
      • o ____ imiyiwa.

      • nouns – inanimate (NI):
      • ni ____ a;
      • ki ____ a;
      • o ____ a;
      • ni ____ inâna;
      • ki ____ inawa;
      • ki ____ iwâwa;
      • o ____ iwâwa;
      • o ____ iyiwa.

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | VII Inanimate intransitive verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short, simple oral texts in guided and unguided situations
  • LC–2.2 speaking
  • a. produce short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using simple sentences and/or phrases
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short, simple written texts in guided and unguided situations
  • LC–3.2 writing
  • a. produce short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. experiment with and use informal language in familiar contexts
  • LC–4.2 expressions
  • a. use learned expressions to enhance communication
  • LC–4.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • b. recognize simple social conventions in informal conversation
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link several sentences coherently
  • b. recognize common conventions that structure texts
  • LC–5.2 text forms
  • a. use some simple text forms in their own productions
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
Community Membership (Gr. 6)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. identify concrete ways in which they can show respect for Kikâwînaw Askiy (Mother Earth*)
  • b. participate in activities in which they care for and respect Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. explore past and present Cree regions in Canada
  • CM–1.3 practices and products
  • a. identify and describe some practices and products, related to Kikâwînaw Askiy (Mother Earth*), of specific regions and communities
  • b. explore basic practices and products related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.4 past and present perspectives
  • a. compare past and present Cree perspectives related to Kikâwînaw Askiy (Mother Earth*)
  • b. explore past and present Cree values related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.5 diversity
  • a. compare regional Cree perspectives and values related to Kikâwînaw Askiy (Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. respect others (e.g., property, thoughts) and practise humility
  • b. form positive relationships with others; e.g., peers, family, Elders
  • CM–2.2 knowledge of past and present
  • a. explore past and present Cree people, practices, products and beliefs in Canada
  • CM–2.3 practices and products
  • a. explore tribal or regional Cree cultural practices and products
  • b. explore cultural practices and products of Cree peoples in Canada
  • CM–2.4 past and present perspectives
  • a. examine past and present perspectives and values and examine change
  • CM–2.5 diversity
  • a. explore and compare characteristics of Cree-speaking peoples in Canada
CM–3 themselves
  • CM–3.1 relationships
  • a. explore various sources of information for development of their self-concept, and learn and understand the importance of respect for themselves
  • b. identify influences on development of their self concept and self-identity
  • CM–3.2 knowledge of past and present
  • a. explore their family/community background (tribe/heritage/affiliation, kinship)
  • CM–3.3 practices and products
  • a. explore Cree cultural experiences, practices and products
  • CM–3.4 past and present perspectives
  • a. explore others' perceptions of them
  • b. recognize that individuals change and the way they see themselves also changes
  • CM–3.5 diversity
  • a. explore, identify and celebrate the unique characteristics of their family and community
Strategies (Gr. 6)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. identify and use a variety of strategies to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. identify and use a variety of strategies to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. identify and use a variety of strategies to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. identify and use a variety of strategies to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express agreement and disagreement, and approval and disapproval
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings in a variety of familiar situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions in a variety of situations
  • A–3.2 state personal actions
  • a. state personal actions in the past, present and future
  • A–3.3 manage group actions
  • a. check for agreement and understanding
  • b. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate and participate in casual and friendly exchanges with classmates
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • A–5.2 gather and organize information
  • a. compose questions to guide research
  • b. identify sources of information
  • A–5.3 solve problems
  • a. experience, reflect upon and discuss problem-solving stories
  • A–5.4 explore perspectives and values
  • a. explore how the Cree worldview and values influence personal behaviour and choices
  • b. gather thoughts, ideas and opinions on a topic within their own experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour in a variety of activities
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., learn a craft, dance or song
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. try to enunciate unfamiliar words independently and confidently
  • LC–1.2 orthography
  • a. recognize and use some basic writing conventions
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • relationships/kinships
    • plants and seasons
    • entertainment
    • shopping
    • other Aboriginal communities
    • world of work
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • changing a transitive inanimate verb such as iteyihta (VTI) "to think about it" to noun form by adding the suffix –mowin → iteyihtamowin "thought"
    • commands or requests using action words (imperatives VTI) for an action word involving an inanimate (NI) object:
      • 2S Kitâpahta/kanawâpahta. "You look."
      • 2P Kitâpahtamok/kanawâpahtamok. "All of you look."
      • 2I Kitâpahtetân/kanawâpahtetân. "Let's all of us look."
    • simple sentences including a subject marker along with an action word involving an inanimate object (VTI) in independent form/mode and conjunct form/mode:
      • 1P Ni wâpahtenân/e wâpahtamâhk. "We see it."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk. "We see it."
      • 2P Ki wâpahtenâwâw/e wâpahtamek. "You (you all) see it."
      • 3P Wâpahtamwak/e wâpahtahkik (kwâw*). "They see it."
      • * Northern Plains Cree variation.
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • subjunctive mode for animate intransitive verbs (VAI):
      • If
      • 1S Mîc'soyâni … "If I eat …"
      • 2S Mîc'soyani … "If you eat …"
      • 3S Mîc'soci … "If s/he eats …"
      • When
      • 1S Kâ mîc'soyân … "When I eat …"
      • 2S Kâ mîc'soyan … "When you eat …"
      • 3S Kâ mîc'sot … "When s/he eats …"
    • locative nouns acting as prepositions ohk, hk, ihk, ahk—in the, on the, to the, at the:
      • - atâwew'kamikohk "at the store"
      • - otenâhk "in the city"
      • - tehtapiwinihk "on the chair"
    • personal pronouns in singular and plural emphatic "too" form:
      • 1S nîsta "I, me, mine too"
      • 2S kîsta "you, yours too"
      • 3S wîsta "he/she, his/hers, him/her too"
      • 1P nîstanân "we, us, ours too"
      • 2I kîstanaw "we, us, ours too"
      • 2P kîstawâw "you, yours (you all) too"
      • 3P wîstawâw "they, them, their, theirs too"

    Legend

    • NI Inanimate noun | VAI Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • plural demonstrative pronouns to refer to these and those for both genders:
      • these – ôki, ôhi
      • those – aniki/neki, anihi/nehi
    • the following indefinite pronouns:
      • someone – âwîyak
      • something – kîkway
      • everyone – pikwâwiyak
      • everything – pikokîkway/pokokîkway
      • no one – namâwiyak
      • nothing – namakîkway
      • all – kahkiyaw âwiyak, kahkiyaw kîkway
    • affixes to indicate noun sizes:
      • - mistihkomân "machete"
      • - misiminôs "a large cat"
      • - mahkisitew "s/he has large feet"
      • - ocenâs "small town/hamlet/village"
      • - minôsis "kitten"
      • - acimosis "puppy"
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • imperatives (commands or requests) for VTA such as nitohtaw "to listen to someone":
      • - Nitohtawin. "Listen to me." (2S to 1S)
      • - Nitohtawik. "All of you listen to me." (2P to 1S)
    • animate intransitive verbs (VAI), such as api "to sit," in sentences using the conjugated singular and plural form paradigms in both independent and conjunct forms/modes:
      • 1S Nitapin/eh apiyân. "I am sitting."
      • 2S Kitapin/eh apiyan. "You are sitting."
      • 3S Apiw/eh apit. "S/he sits."
      • 1P Nitapinân/eh apiyâhk. "We are sitting."
      • 2I Kitapinânaw/eh apiyahk. "We (all) are sitting."
      • 2P Kitapinânwâw/eh apiyek. "You (all) are sitting."
      • 3P Apiwak/eh apicik/eh apitwâw. "They are sitting."
    • noun possessive form for animate (NA) and inanimate (NI) nouns, indicating singular personal pronoun possessive forms:
      • 1S niminôsim "my cat"
      • 2S kiminôsim "your cat"
      • 3S ominôsima "his/her cat"
      • 1S nitehtapiwina "my chairs"
      • 2S kitehtapiwina "your chairs"
      • 3S otehtapiwina "his/her chairs"
    • colour descriptors for plural animate (NA) and plural inanimate (NI) nouns:
      • 3P Wâpiskisiwak/e wâpiskisicik/e wâpiskisitwâw minôsak. "The cats (NA) are white."
      • OP Wâpiskâwa/e wâpiskâki tehtapiwina. "The chairs (NI) are white."
    • tense markers:
      • - Kî – past tense (Ni kîhapin. "I did sit/I was sitting.")
      • - Ka – future definite tense marker "will/shall" (Ni kahapin. "I will/shall sit.")
      • - Wî – future intentional tense marker "going to" (Ni wîhapin. "I'm going to sit.")
    • simple sentences including a subject marker, in singular, along with an action word involving an inanimate object (VTI) in independent form/mode and conjunct form/mode:
      • 1S Ni wâpahten/e wâphatamân tehtapiwin. "I see a chair."
      • 2S Ki wâpahten/e wâpahtaman tehtapiwin. "You see a chair."
      • 3S Wâphatam/e wâpahtahk tehtapiwin. "S/he sees a chair."
    • preverbal particles attached to command/request verbs:
      • nohte "want to …"
      • pe "come (and) …"
      • kahkî/kakî "can/would/could"
      • - Pehapi. "Come and sit."
      • - Ni nohtehapin. "I want to sit."
      • - Ki nohtehapin (cî). "Do you want to sit?"
      • - Nohte apiw. "S/he wants to sit."
      • - Kahkî/kakî pehapin cî. "Can you come and sit?"
    • locative nouns acting as prepositions ohk, hk, ihk—in the, on the, to the, at the:
      • - atâwew'kamikohk "at the store"
      • - otenâhk "in the city"
      • - tehtapiwinihk "on the chair"
    • personal pronouns in singular and plural emphatic "too" form:
      • 1S nîsta "I, me, mine too"
      • 2S kîsta "you, yours too"
      • 3S wîsta "he/she, his/hers, him/her too"
      • 1P nîstanân "we, us, ours too"
      • 2I kîstanaw "we, us, ours too"
      • 2P kîstawâw "you, yours (you all) too"
      • 3P wîstawâw "they, them, their, theirs too"

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural | OP Proximate plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • noun possessive:
      • head nistikwân, kistikwân, ostikwân
      • mother nikâwiy, kikâwiy, okâwiya
    • the following indefinite pronouns:
      • someone – âwîyak
      • something – kîkway
      • everyone – pikwâwiyak
      • everything – pikokîkway/pokokîkway
      • no one – namâwiyak
      • nothing – namakîkway
      • all – kahkiyaw âwiyak, kahkiyaw kîkway
    • imperatives (commands or requests) for VTA such as nitohtaw "to listen to someone":
      • - Nitohtawin. "Listen to me." (2S to 1S)
      • - Nitohtawik. "All of you listen to me." (2P to 1S)
    • locative nouns acting as prepositions ohk, hk, ihk—in the, on the, to the, at the:
      • - atâwew'kamikohk "at the store"
      • - otenâhk "in the city"
      • - tehtapiwinihk "on the chair"
    • animate intransitive verbs (VAI), such as api "to sit," in sentences using the conjugated singular and plural form paradigms in both independent and conjunct forms/modes:
      • 1S Nitapin/eh apiyân. "I am sitting."
      • 2S Kitapin/eh apiyan. "You are sitting."
      • 3S Apiw/eh apit. "S/he sits."
      • 1P Nitapinân/eh apiyâhk. "We are sitting."
      • 2I Kitapinânaw/eh apiyahk. "We (all) are sitting."
      • 2P Kitapinânwâw/eh apiyek. "You (all) are sitting."
      • 3P Apiwak/eh apicik/eh apitwâw. "They are sitting."
    • personal pronouns in singular and plural emphatic "too" form:
      • 1S nîsta "I, me, mine too"
      • 2S kîsta "you, yours too"
      • 3S wîsta "he/she, his/hers, him/her too"
      • 1P nîstanân "we, us, ours too"
      • 2I kîstanaw "we, us, ours too"
      • 2P kîstawâw "you, yours (you all) too"
      • 3P wîstawâw "they, them, their, theirs too"
    • singular demonstrative pronouns to refer to this and that for both genders:
      • this – awa, ôma
      • that – ana/nâha, anima/nema
    • plural endings (animate ak, wak or k; inanimate a or wa)
      • inanimate endings:
      • - miskîsik + wa = miskîsikwa "eyes"
      • - mîpit + a = mîpita "teeth"
      • animate endings:
      • - atim + wak = atimwak "dogs"
      • - minôs + ak = minôsak "cats"
      • - maskwa + k = maskwak "bears"
    • personal pronouns in singular and plural form:
      • 1S nîya "I, me, mine"
      • 2S kîya "you, your, yours"
      • 3S wîya "he/she, his/hers, him/her"
      • 1P nîyanân "we, us, our, ours"
      • 2I kîyânâw "we, us, our, ours"
      • 2P kîyawâw "you, your, yours (you all) "
      • 3P wîyawâw "they, them, their, theirs"
    • noun possessive form for animate (NA) and inanimate (NI) nouns, indicating singular personal pronoun possessive forms:
      • 1S niminôsim "my cat"
      • 2S kiminôsim "your cat"
      • 3S ominôsima "his/her cat"
      • 1S nitehtapiwina "my chairs"
      • 2S kitehtapiwina "your chairs"
      • 3S otehtapiwina "his/her chairs"

Legend

  • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of short, simple oral texts in guided and unguided situations
  • LC–2.2 speaking
  • a. produce a variety of short, simple oral texts in guided situations
  • LC–2.3 interactive fluency
  • a. engage in short, spontaneous exchanges, with pauses to formulate oral text and to self-correct
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand a variety of short, simple written texts in guided and unguided situations
  • LC–3.2 writing
  • a. produce a variety of short, simple written texts in guided situations
  • LC–3.3 viewing
  • a. derive meaning from the visual elements of a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify socially appropriate language in specific situations
  • LC–4.2 expressions
  • a. use learned expressions correctly; e.g., ayiman! "It's hard!" expressed when dealing with a difficult situation
  • LC–4.3 variations in language
  • a. recognize some common regional variations in language; e.g., ehâ used in Plains Cree areas and îhî used in northern areas
  • LC–4.4 social conventions
  • a. recognize important social conventions in everyday interactions; e.g., shaking hands
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., lip pointing, avoiding eye contact
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts, using common patterns
  • b. interpret simple references within texts; e.g., Nîya ôma./Ôma nîya. "This is mine." Kîya ôma./Ôma kîya. "This is yours." Wîya ôma./Ôma wîya. "This is his/hers."
  • LC–5.2 text forms
  • a. recognize a variety of text forms delivered through a variety of media
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns; e.g., handshakes
Community Membership (Gr. 7)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. demonstrate leadership in caring for and respecting Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. identify and describe key facts about some Cree geographical regions or communities
  • CM–1.3 practices and products
  • a. identify and describe key practices and products related to Kikâwînaw Askiy (Mother Earth*); e.g., beading, colours
  • CM–1.4 past and present perspectives
  • a. identify and examine traditional Cree perspectives and values related to Kikâwînaw Askiy (Mother Earth*); e.g., Teepee Teachings
  • CM–1.5 diversity
  • a. identify and examine diverse Cree perspectives and values related to Kikâwînaw Askiy (Mother Earth*); e.g., variations of the Cree language across Canada
CM–2 others
  • CM–2.1 relationships
  • a. form meaningful/special relationships with others; e.g., girl-aunt relationships, joking relationships, same name
  • CM–2.2 knowledge of past and present
  • a. explore key Cree historical and contemporary events, figures and developments; e.g., treaties, Big Bear
  • CM–2.3 practices and products
  • a. identify and describe key Cree cultural practices and products; e.g., use of the drum
  • CM–2.4 past and present perspectives
  • a. identify and explore past and present perspectives and values and celebrate change; e.g., rites of passage, vision quests
  • CM–2.5 diversity
  • a. explore Cree-speaking cultural groups as part of larger Aboriginal communities; e.g., Michif
CM–3 themselves
  • CM–3.1 relationships
  • a. reflect on various facets of self-identity; e.g., tân'si e isi wahkohtohk "kinship ties"
  • CM–3.2 knowledge of past and present
  • a. explore their own cultural heritage
  • b. explore Cree peoples in Canada
  • CM–3.3 practices and products
  • a. explore and identify Cree cultural experiences, practices and products; e.g., making bannock, berry juice, pemmican
  • CM–3.4 past and present perspectives
  • a. recognize the effects, on themselves, of positive and negative treatment; e.g., stereotyping
  • CM–3.5 diversity
  • a. explore and celebrate their own unique cultural heritage
  • b. explore, identify and celebrate the unique characteristics of Cree peoples in Canada; e.g., sharing, National Aboriginal Day
Strategies (Gr. 7)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. identify and use a variety of strategies to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. identify and use a variety of strategies to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. identify and use a variety of strategies to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. identify and use a variety of strategies to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. understand and use descriptions, comparisons and examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express interest or lack of interest, and satisfaction and dissatisfaction
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in a variety of informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give, follow and respond to advice and warnings
  • A–3.2 state personal actions
  • a. accept or decline an offer or invitation
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communication
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. explore meaning in what they are doing
  • A–5.2 gather and organize information
  • a. gather and record information, using a prepared format
  • A–5.3 solve problems
  • a. reflect upon and discuss personal problem-solving experiences and stories
  • A–5.4 explore perspectives and values
  • a. explore and discuss how the Cree worldview and values influence personal behaviour and choices
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write short stories from the viewpoint of a designated character in a story
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., find a personal pen pal and exchange letters
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. enunciate unfamiliar words independently and confidently
  • LC–1.2 orthography
  • a. use basic spelling patterns in writing familiar words and phrases
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • fashion
    • peers and friendship
    • extracurricular activities
    • cooking
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • commands or requests using action words (imperatives VTI) for an action word involving an inanimate (NI) object:
      • 2S Kitâpahta/kanawâpahta. "You look."
      • 2P Kitâpahtamok/kanawâpahtamok. "All of you look."
      • 2I Kitâpahtetân/kanawâpahtetân. "Let's all of us look."
    • subjunctive mode for animate intransitive verbs (VAI):
      • If
      • 1S Mîc'soyâni … "If I eat …"
      • 2S Mîc'soyani … "If you eat …"
      • 3S Mîc'soci … "If s/he eats …"
      • When
      • 1S Kâ mîc'soyân … "When I eat …"
      • 2S Kâ mîc'soyan … "When you eat …"
      • 3S Kâ mîc'sot … "When s/he eats …"
    • weather verbs in past and future tenses:
      • - Mispon. "It is snowing."
      • - Kî mispon. "It (did/had/was) snow(ed/ing)."
      • - Wî mispon. "It is going to snow."
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • ka (will – future definite) in the independent form/mode of the verb (changes meaning from will → to and creates a noun phrase):
      • - Ni miyweyihten ka nîmihtoyân. "I like to dance."
      • - Ni miyweyihten ka kiyokawak. "I like to visit him/her."
      • - Ni meyweyihten ka mîciyân mîcimâpoy. "I like to eat soup."
    • transitive inanimate verbs (VTI), such as wâpahta "see it," in sentences using the conjugated plural form paradigms in both independent and conjunct forms/modes:
      • 1P Ni wâpahtenân/e wâpahtamâhk. "We see it."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk. "We see it."
      • 2P Ki wâpahtenâwâw/e wâpahtamek. "You (you all) see it."
      • 3P Wâpahtamwak/e wâpahtahkik (kwâw*). "They see it."
      • * Northern Plains Cree variation.
    • days of the week along with past and future tense markers in 1st and 2nd persons:
      • 1S Kâ niyânanokîsikâk ni kîhitohtân otenâhk. "I went to the city on Friday."
      • 2S Niyânanokîsikâki cî ki wîhitohtân otenâhk. "Are you going to the city on Friday?"

    Legend

    • NI Inanimate noun | VAI Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • changing a transitive inanimate verb such as iteyihta (VTI) "to think about it" to noun form by adding the suffix –mowin → iteyihtamowin "thought"
    • commands or requests using action words (imperatives VTI) for an action word involving an inanimate (NI) object:
      • 2S Kitâpahta/kanawâpahta. "You look."
      • 2P Kitâpahtamok/kanawâpahtamok. "All of you look."
      • 2I Kitâpahtetân/kanawâpahtetân. "Let's all of us look."
    • simple sentences including a subject marker along with an action word involving an inanimate object (VTI) in independent form/mode and conjunct form/mode:
      • 1P Ni wâpahtenân/e wâpahtamâhk. "We see it."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk. "We see it."
      • 2P Ki wâpahtenâwâw/e wâpahtamek. "You (you all) see it."
      • 3P Wâpahtamwak/e wâpahtahkik (kwâw*). "They see it."
      • * Northern Plains Cree variation.
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • subjunctive mode for animate intransitive verbs (VAI):
      • If
      • 1S Mîc'soyâni … "If I eat …"
      • 2S Mîc'soyani … "If you eat …"
      • 3S Mîc'soci … "If s/he eats …"
      • When
      • 1S Kâ mîc'soyân … "When I eat …"
      • 2S Kâ mîc'soyan … "When you eat …"
      • 3S Kâ mîc'sot … "When s/he eats …"
    • preverbal particles attached to command/request verbs:
      • nohte "want to …"
      • pe "come (and) …"
      • kahkî/kakî "can/would/could"
      • pe wâpahta "come and see it (NI)"
      • - Ni nohte wâpahten. "I want to see it (NI)."
      • - Ki nohte wâpahten (cî). "Do you want to see it (NI)?"
      • - Nohte wâpahtam. "S/he wants to see it (NI)."
      • - Kahkî/kakî pe wâpahten cî. "Can you come and see it (NI)?"

    Legend

    • NI Inanimate noun | VAI Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • plural demonstrative pronouns to refer to these and those for both genders:
      • these – ôki, ôhi
      • those – aniki/neki, anihi/nehi
    • affixes to indicate noun sizes:
      • - mistihkomân "machete"
      • - misiminôs "a large cat"
      • - mahkisitew "s/he has large feet"
      • - ocenâs "small town/hamlet/village"
      • - minôsis "kitten"
      • - acimosis "puppy"
    • the following indefinite pronouns:
      • someone – âwîyak
      • something – kîkway
      • everyone – pikwâwiyak
      • everything – pikokîkway/pokokîkway
      • no one – namâwiyak
      • nothing – namakîkway
      • all – kahkiyaw âwiyak, kahkiyaw kîkway
    • imperatives (commands or requests) for VTA such as nitohtaw "to listen to someone":
      • - Nitohtawin. "Listen to me." (2S to 1S)
      • - Nitohtawik. "All of you listen to me." (2P to 1S)
    • colour descriptors for plural animate (NA) and plural inanimate (NI) nouns:
      • 3P Wâpiskisiwak/e wâpiskisicik/e wâpiskisitwâw minôsak. "The cats (NA) are white."
      • OP Wâpiskâwa/e wâpiskâki tehtapiwina. "The chairs (NI) are white."
    • animate intransitive verbs (VAI), such as api "to sit," in sentences using the conjugated singular and plural form paradigms in both independent and conjunct forms/modes:
      • 1S Nitapin/eh apiyân. "I am sitting."
      • 2S Kitapin/eh apiyan. "You are sitting."
      • 3S Apiw/eh apit. "S/he sits."
      • 1P Nitapinân/eh apiyâhk. "We are sitting."
      • 2I Kitapinânaw/eh apiyahk. "We (all) are sitting."
      • 2P Kitapinânwâw/eh apiyek. "You (all) are sitting."
      • 3P Apiwak/eh apicik/eh apitwâw. "They are sitting."
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • tense markers:
      • - Kî – past tense (Ni kîhapin. "I did sit/I was sitting.")
      • - Ka – future definite tense marker "will/shall" (Ni kahapin. "I will/shall sit.")
      • - Wî – future intentional tense marker "going to" (Ni wîhapin. "I'm going to sit.")
    • simple sentences including a subject marker, in plural, along with an action word involving an inanimate object (VTI) in independent form/mode and conjunct form/mode:
      • 1P Ni wâpahtenân/e wâpahtamâhk tehtapiwin. "We see a chair."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk tehtapiwin. "We (all) see a chair."
      • 2P Ki wâpahtenâwâw/e wâpahtamek tehtapiwin. "You (all) see a chair."
      • 3P Wâphatamwak/e wâpahtahkik tehtapiwin. "They see a chair."
    • preverbal particles attached to command/request verbs:
      • nohte "want to …"
      • pe "come (and) …"
      • kahkî/kakî "can/would/could"
      • - Pehapi. "Come and sit."
      • - Ni nohtehapin. "I want to sit."
      • - Ki nohtehapin (cî). "Do you want to sit?"
      • - Nohte apiw. "S/he wants to sit."
      • - Kahkî/kakî pehapin cî. "Can you come and sit?"

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTA Transitive animate verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short oral texts on familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage short interactions with ease, using pauses to formulate oral text and to self-correct
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short written texts on familiar topics in guided situations
  • LC–3.2 writing
  • a. produce short, simple written texts in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from multiple visual elements in a variety of media in guided situations
  • LC–3.4 representing
  • a. express meaning through the use of multiple visual elements in a variety of media in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore formal and informal uses of language in a variety of contexts
  • LC–4.2 expressions
  • a. use learned expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., nikâwiy used in some places, nimâmâ used in others
  • LC–4.4 social conventions
  • a. interpret the use of social conventions encountered in oral and written texts
  • LC–4.5 nonverbal communication
  • a. recognize nonverbal behaviours that are considered impolite; e.g., pointing with hands
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. organize texts to indicate steps in a procedure or directions to follow
  • LC–5.2 text forms
  • a. analyze and identify the organizational structure of a variety of text forms; e.g., syllabics, Roman orthography
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns; e.g., tea and bannock, round dances, feasts
Community Membership (Gr. 8)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. examine their own treatment of and attitudes toward Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. explore and examine the traditional land knowledge of Kikâwînaw Askiy (Mother Earth*)
  • CM–1.3 practices and products
  • a. explore the significance of practices and products related to Kikâwînaw Askiy (Mother Earth*); e.g., tea dances, powwows
  • CM–1.4 past and present perspectives
  • a. examine their own perspectives and views related to Kikâwînaw Askiy (Mother Earth*); e.g., create a collage to present their own views of Mother Earth*
  • CM–1.5 diversity
  • a. examine diverse perspectives and views related to Kikâwînaw Askiy (Mother Earth*); e.g., Aboriginal affiliations and allegiances
CM–2 others
  • CM–2.1 relationships
  • a. form and maintain authentic, respectful relationships with others; e.g., opposite sex
  • CM–2.2 knowledge of past and present
  • a. explore key Cree historical and contemporary events, figures and developments; e.g., residential schools, Elijah Harper, Louis Riel
  • CM–2.3 practices and products
  • a. explore the significance of Cree cultural practices and products; e.g., songs and the drum
  • CM–2.4 past and present perspectives
  • a. explore and identify key Cree perspectives and values; e.g., naming ceremonies
  • CM–2.5 diversity
  • a. appreciate and respect similarities and differences in others; e.g., religious beliefs, regional values, Bill C-31
CM–3 themselves
  • CM–3.1 relationships
  • a. understand self-concept and the factors that may affect it (e.g., cultural teaching, role of extended family, expected attitudes and behaviours) and understand the importance of developing a positive self-concept and self-identity
  • CM–3.2 knowledge of past and present
  • a. examine their own cultural heritage
  • b. examine Cree peoples in Canada
  • CM–3.3 practices and products
  • a. explore the significance, to themselves, of Cree cultural practices and products; e.g., tanning hides, fishnet making, snowshoe making
  • CM–3.4 past and present perspectives
  • a. explore changing perspectives of themselves (cultural, language, family, roles) and examine stereotyping
  • CM–3.5 diversity
  • a. examine and celebrate their own unique cultural heritage
Strategies (Gr. 8)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. select and use a variety of strategies to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. select and use a variety of strategies to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. select and use a variety of strategies to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. select and use a variety of strategies to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use and apply Cree in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. share facts about past, present and future events
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express possibility, probability and certainty
  • A–2.2 share emotions, feelings
  • a. express emotions and feelings in formal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions or requests in community situations
  • A–3.2 state personal actions
  • a. learn consequences in a variety of situations
  • A–3.3 manage group actions
  • a. paraphrase, elaborate on and clarify another member's contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give appropriate compliments
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing
  • b. explore classification systems and criteria for categories
  • A–5.2 gather and organize information
  • a. organize and prepare information, using a variety of techniques
  • A–5.3 solve problems
  • a. recognize potential problems and their potential consequences
  • A–5.4 explore perspectives and values
  • a. understand how the Cree worldview and values influence their own and others' behaviour and choices
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour in a variety of ways and situations
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write short stories situated in a different time or place
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., use the Internet to explore Cree culture
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Cree speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. use intonation, stress and rhythm appropriately in familiar situations
  • LC–1.2 orthography
  • a. apply basic spelling patterns consistently in writing familiar words
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • social events
    • healthy living
    • our land
    • family traditions
    • crafts/arts
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • emphasizing continuous action by using reduplicative prefix markers (replaces the use of particles always and forever):
      • - Ni nânestosin. "I'm always tired."
      • - Ni tâhitohtân/ni tayitohtân otenâhk. "I'm forever going to town."
      • - Mâmispon. "It's always snowing."
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O Apisâsin/eh apisâsik tehtapiwin. "The chair is small."
      • OP Apisâsinwa/eh apisâsiki tehtapiwina. "The chairs are small."
      • O' Apisâsiniyiw/eh apisâsiniyik otehtapiwin. "His/her chair is small."
      • O'P Apisâiniyiwa/eh apisâsiniyiki otehtapiwiniwâwa. "Their chair is small."
      • O Wihkasin/e wihkasik mîcimâpoy. "The soup tastes good."
      • OP Wihkasinwa/e wihkasiki mîcimâpoya. "The soups taste good."
      • O' Wihkasiniyiw/e wihkasiniyik omîcimâpôm. "His/her soup tastes good."
      • O'P Wihkasiniyiwa/e wihkasiniyiki omîcimâpôma. "Their soup tastes good."
    • days of the week along with past and future tense markers in 1st and 2nd persons:
      • 1S Kâ niyânanokîsikâk ni kîhitohtân otenâhk. "I went to the city on Friday."
      • 2S Niyânanokîsikâki cî ki wîhitohtân otenâhk. "Are you going to the city on Friday?"
    • weather verbs in past and future tenses:
      • - Mispon. "It is snowing."
      • - Kî mispon. "It (did/had/was) snow(ed/ing)."
      • - Wî mispon. "It is going to snow."
    • weather verbs in the subjunctive mode:
      • - Ni kî kîwân kâ kimowahk. "I went home when it rained."
      • - Kî kîwew kâ kimowaniyik. "S/he went home when it rained."
      • - Ni ka kîwân kîspin sâkâsteki. "I will go home if it is sunny."
      • - Ka kîwew kîspin sâkâsteki. "S/he will go home if it is sunny."
    • ka (will – future definite) in the independent form/mode of the verb (changes meaning from will → to and creates a noun phrase):
      • - Ni miyweyihten ka nîmihtoyân. "I like to dance."
      • - Ni miyweyihten ka kiyokawak. "I like to visit him/her."
      • - Ni meyweyihten ka mîciyân mîcimâpoy. "I like to eat soup."
    • independent clause and subjunctive clause for animate intransitive verbs (VAI):
      • If
      • 1S Mîc'soyâni … "If I eat …"
      • 2S Mîc'soyani … "If you eat …"
      • 3S Mîc'soci … "If s/he eats …"
      • When
      • 1S Kâ mîc'soyân … "When I eat …"
      • 2S Kâ mîc'soyan … "When you eat …"
      • 3S Kâ mîc'sot … "When s/he eats …"
    • transitive animate verbs (VTA), such as wâpam "see it/him/her," in sentences using the conjugated singular form paradigms in both independent and conjunct forms/modes:
      • 1S Ni wâpamâw/e wâpamak minôs. "I see a cat."
      • 2S Ki wâpamâw/e wâpamat minôs."You see a cat."
      • 3S Wâpamew/e wâpamât minôsa. "S/he sees a cat."

    Legend

    • VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | O Proximate singular | OP Proximate plural | O' Obviative singular | O'P Obviative plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • days of the week along with past and future tense markers in 1st and 2nd persons:
      • 1S Kâ niyânanokîsikâk ni kîhitohtân otenâhk. "I went to the city on Friday."
      • 2S Niyânanokîsikâki cî ki wîhitohtân otenâhk. "Are you going to the city on Friday?"
    • commands or requests using action words (imperatives VTI) for an action word involving an inanimate (NI) object:
      • 2S Kitâpahta/kanawâpahta. "You look."
      • 2P Kitâpahtamok/kanawâpahtamok. "All of you look."
      • 2I Kitâpahtetân/kanawâpahtetân. "Let's all of us look."
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • subjunctive mode for animate intransitive verbs (VAI):
      • If
      • 1S Mîc'soyâni … "If I eat …"
      • 2S Mîc'soyani … "If you eat …"
      • 3S Mîc'soci … "If s/he eats …"
      • When
      • 1S Kâ mîc'soyân … "When I eat …"
      • 2S Kâ mîc'soyan … "When you eat …"
      • 3S Kâ mîc'sot … "When s/he eats …"
    • transitive inanimate verbs (VTI), such as wâpahta "see it," in sentences using the conjugated plural form paradigms in both independent and conjunct forms/modes:
      • 1P Ni wâpahtenân/e wâpahtamâhk. "We see it."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk. "We see it."
      • 2P Ki wâpahtenâwâw/e wâpahtamek. "You (you all) see it."
      • 3P Wâpahtamwak/e wâpahtahkik (kwâw*). "They see it."
      • * Northern Plains Cree variation.
    • preverbal particles attached to command/request verbs:
      • nohte "want to …"
      • pe "come (and) …"
      • kahkî/kakî "can/would/could"
      • pe wâpam "come and see it/him/her (NA)"
      • - Ni nohte wâpamâw. "I want to see it/him/her (NA)."
      • - Ki nohte wâpamâw (cî). "Do you want to see it/him/her (NA)?"
      • - Nohte wâpamew. "S/he wants to see it/him/her (NA)."
      • - Kahkî/kakî pe wâpamâw cî. "Can you come and see it/him/her (NA)?"

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • changing a transitive inanimate verb such as iteyihta (VTI) "to think about it" to noun form by adding the suffix –mowin → iteyihtamowin "thought"
    • commands or requests using action words (imperatives VTI) for an action word involving an inanimate (NI) object:
      • 2S Kitâpahta/kanawâpahta. "You look."
      • 2P Kitâpahtamok/kanawâpahtamok. "All of you look."
      • 2I Kitâpahtetân/kanawâpahtetân. "Let's all of us look."
    • simple sentences including a subject marker along with an action word involving an inanimate object (VTI) in independent form/mode and conjunct form/mode:
      • 1P Ni wâpahtenân/e wâpahtamâhk. "We see it."
      • 2I Ki wâpahte(nâ)naw/e wâpahtamahk. "We see it."
      • 2P Ki wâpahtenâwâw/e wâpahtamek. "You (you all) see it."
      • 3P Wâpahtamwak/e wâpahtahkik (kwâw*). "They see it."
      • * Northern Plains Cree variation.
    • words that have a verb and noun compounded into a verb; e.g., postiska (VTI) "to put it on" and ayiwinis (NI) "a piece of clothing" becomes postayiwinise (VTI) "to put on a piece of clothing or get dressed" (other examples include postaskisine "to put on shoes" and ketaskisine "to take off shoes")
    • conjugating VTI verbs in 1S, such as:
      • - Ni postaskisinân. "I put my shoes on."
      • - Ni postayiwinisân. "I put on my clothes."
    • noun possessive form for animate (NA) and inanimate (NI) plural nouns, indicating ours (1P), all of ours (2I), yours (2P), theirs (3P):
      • 1P ni minôsiminânak "our cats"
      • 2I ki minôsiminawak "our cats"
      • 2P ki minôsimiwâwâk "your (plural) cats"
      • 3P ominôsimiwâwa "their cats"
      • 1P nitehtapiwinâna "our chairs"
      • 2I ki tehtapiwinâwa "our chairs"
      • 2P ki tehtapiwiniwâwa "your (plural) chairs"
      • 3P otehtapiwiniwâwa "their chairs"

    Legend

    • NA Animate noun | NI Inanimate noun | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 speaking
  • a. produce a variety of short oral texts in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions with ease, asking for repetition or clarification when necessary
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–3.2 writing
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–3.3 viewing
  • a. derive meaning from multiple visual elements in a variety of media in guided and unguided situations
  • LC–3.4 representing
  • a. express meaning through the use of multiple visual elements in a variety of media in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use suitable, simple formal language in a variety of contexts
  • LC–4.2 expressions
  • a. examine the role of expressions in culture; e.g., ayapinikesk "disturber/curious child"
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., level of education, occupation (le tea "tea," lamilâs "syrup," sehke(pimi)payîs/otâpânâsk "car")
  • LC–4.4 social conventions
  • a. interpret and use important social conventions in interactions
  • LC–4.5 nonverbal communication
  • a. avoid nonverbal behaviours that are considered impolite
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of conventions to structure texts
  • b. interpret and use references within texts; e.g., Minôsa wâpamew./Wâpamew minôsa. "S/he sees a cat." Atâwewikamik ôma./Ôma atâwewikamik. "This is a store."
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., posters, charts, concrete poetry
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., social events, gatherings
Community Membership (Gr. 9)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth*)
  • CM–1.1 relationships
  • a. examine their own and others' treatment of and attitudes toward Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. examine and identify changes that have occurred in their own community/land
  • CM–1.3 practices and products
  • a. understand the meaning and significance of some practices and products related to Kikâwînaw Askiy (Mother Earth*); e.g., artwork, teepee styles
  • CM–1.4 past and present perspectives
  • a. examine and compare perspectives and views related to Kikâwînaw Askiy (Mother Earth*); e.g., legends/stories
  • CM–1.5 diversity
  • a. examine and compare diverse perspectives and views related to Kikâwînaw Askiy (Mother Earth*); e.g., neighbouring historical Aboriginal groups
CM–2 others
  • CM–2.1 relationships
  • a. accept and value differences in group and individual settings, and appreciate the skills and talents of others
  • CM–2.2 knowledge of past and present
  • a. identify key Cree historical and contemporary events, figures and developments; e.g., local government, reserve system and leadership styles
  • CM–2.3 practices and products
  • a. understand the meaning and significance of some Cree cultural practices and products; e.g., drum making and dances
  • CM–2.4 past and present perspectives
  • a. examine key Cree perspectives and values; e.g., seasonal ceremonies
  • CM–2.5 diversity
  • a. identify and discuss similarities and differences, and examine stereotyping; e.g., inappropriate Cree terms or negative language
CM–3 themselves
  • CM–3.1 relationships
  • a. examine their own personal identity and reflect on its possible effect on personal relationships and choices
  • CM–3.2 knowledge of past and present
  • a. examine and identify changes that have occurred in their own specific culture
  • CM–3.3 practices and products
  • a. understand the meaning and significance of some Cree cultural practices and products; e.g., feasts, picking herbs and roots, influence of Western culture
  • CM–3.4 past and present perspectives
  • a. examine changing perspectives of themselves (peer groups, social environments) and examine stereotyping
  • CM–3.5 diversity
  • a. examine and celebrate changes in their own perspectives about Cree culture
Strategies (Gr. 9)
General Outcome for Strategies

Students will use strategies to maximize learning and communication.

S–1 language learning
  • S–1.1 language learning
  • a. select and use a variety of strategies to enhance language learning

See the Strategies Overview section for a sample list of language learning strategies.

S–2 language use
  • S–2.1 language use
  • a. select and use a variety of strategies to enhance language use

See the Strategies Overview section for a sample list of language use strategies.

S–3 cultural learning
  • S–3.1 cultural learning
  • a. select and use a variety of strategies to enhance cultural learning

See the Strategies Overview section for a sample list of cultural learning strategies.

S–4 general learning
  • S–4.1 general learning
  • a. select and use a variety of strategies to enhance general learning

See the Strategies Overview section for a sample list of general learning strategies.

Grade 10
Applications (Gr. 10)
General Outcome for Applications

Students will use and apply Nehiyawewin in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic or event
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express and support their own opinions
  • A–2.2 share emotions, feelings
  • a. compare the expression of emotions and feelings in formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. express concerns and suggest a solution
  • A–3.2 state personal actions
  • a. express consequences in relation to their own actions
  • A–3.3 manage group actions
  • a. contribute effectively in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. offer congratulations and express regret
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among, and gain new insights into, familiar topics
  • A–5.2 gather and organize information
  • a. share key ideas, summarize and paraphrase
  • A–5.3 solve problems
  • a. explore possible ways to solve problems
  • A–5.4 explore perspectives and values
  • a. provide reasons for their ideas and thoughts on an issue or a topic
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Nehiyawewin for fun and to interpret and express appropriate humour
  • A–6.2 creative/aesthetic purposes
  • a. use Nehiyawewin creatively and for aesthetic purposes; e.g., write new words to a known melody
  • A–6.3 personal enjoyment
  • a. use Nehiyawewin for personal enjoyment; e.g., keep a personal journal
Language Competence (Gr. 10)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Nehiyaw speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. speak clearly and coherently in a variety of situations
  • b. use intonation, stress and rhythm appropriately in a variety of situations
  • LC–1.2 orthography
  • a. apply spelling rules and writing conventions consistently and accurately
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • nature
    • community service/volunteering
    • trades and professions
    • peoples that make up Canada
    • safety
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • weather verbs (VII) in the subjunctive mode (time passage/conditional markers):
      • - for past tense; e.g., nikikîwân kâkimowahk. kîkîwew kâkimowaniyik.
      • - for future tense; e.g., nikakîwân kîspin sâkâsteki. kakîwew kîspin sâkâsteyiki..
    • sentences that indicate who is doing a certain action or that specify a particular noun with the help of a demonstrative pronoun (known as a relative clause); e.g., nâpew ana kânikamot n’taw’miy. masinahikan anima petamawin kâmihkwâk.
    • changing an action only word to an action word involving a 3S object/goal by using the element wîci (with) and the relational suffix –m; when these affixes are used, the verb (VAI) must be conjugated and placed in the action word involving a 3S object/goal (VTA) model; e.g., wîcinikamôm, wîtatoskem
    • changing an animate intransitive verb (VAI) to a transitive animate verb (VTA) benefactive by adding the element sta and the suffix marker maw; e.g.,
      nikamôsta maw
      atoskesta maw
    • conjugating a VTA in 1S, 2S, 3S involving an object/goal along with an action word involving a third singular animate object/goal (VTA direct paradigms) in declarative (independent) mode; e.g.,
      1S→3S minôs niwâpamâw,
      2S→3S minôs kiwâpamâw,
      3S→3’ minôsa wâpamew,
      2S→1S kiwâpamin
      and in progressive (conjunctive) mode; e.g.,
      1S→3S minôs ewâpamak,
      2S→3S minôs ewapamat,
      3S→3’ minôsa ewâpamât,
      2S→1S ewâpamiyan
    • the reflexive marker stamâso when doing an action for oneself; e.g., atoskestamâso (1S)
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O tehtapiwin apisâsin/eh apisâsik. “The chair is small.”
      • OP tehtapiwina apisâsinwa/eh apisâsiki/kwâw. “The chairs are small.”
      • O’ otehtapiwin apisâsiniyiw otehtapiwin/eh apisâsiniyik. “His/her chair is small.”
      • O’P otehtapiwiniwâwa apisâiniyiwa/ehapisâsiniyiki/kwâw. “Their chair is small.”
      • O mîcimâpoy wihkasin/e wihkasik. “The soup tastes good.”
      • OP mîcimâpoya wihkasinwa/e wihkasiki/kwâw. “The soups taste good.”
      • O’ omîcimâpôm wihkasiniyiw/e wihkasiniyik. “His/her soup tastes good.”
      • O’P omîcimâpôma wihkasiniyiwa/ e-wihkasiniyiki/kwâw. “Their soup tastes good.”
    • emphasizing continuous action by using the reduplicative prefix marker that replaces the use of the particle always; e.g.,
      ninânestosin.
      nikâkîwân      .
    • an action word (VAI) in the subjunctive mode making a hypothetical statement using if or when; e.g.,
      ifwhen
      mîcisoyânikâmîcisoyân
      mîcisoyanikâmîcisoyan
      mîcisocikâmîcisot
      for I (1S), you (2S), he/she (3S)

    Legend

    • VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 3’ Third person obviative | O Proximate singular | OP Proximate plural | O’ Obivative singular | O’P Obviative plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • emphasizing continuous action by using the reduplicative prefix marker that replaces the use of the particle always; e.g.,
      ninânestosin.
      nikâkîwân.
    • an action word (VAI) in the subjunctive mode making a hypothetical statement using if or when; e.g.,

      ifwhen
      mîcisoyânikâmîcisoyân
      mîcisoyanikâmîcisoyan
      mîcisocikâmîcisot
      for I (1S), you (2S), he/she (3S)

    • days of the week along with past and future tense markers for I and you; e.g.,
      • -otenâhk nikîhitohtânân kâniyânanokîsikâk.
      • - otenâhk kiwîhitohtân cî niyânanokîsikâki.
    • weather verbs in past and future tenses; e.g., wîmispon, kîmispon
    • weather verbs (VII) in the subjunctive mode (time passage/conditional markers):
      • - for past tense; e.g., nikikîwân kâkimowahk. kîkîwew kâkimowaniyik.
      • - for future tense; e.g., nikakîwân kîspin sâkâsteki. kakîwew kîspin sâkâsteyiki.
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O tehtapiwin apisâsin/eh apisâsik. “The chair is small.”
      • OP tehtapiwina apisâsinwa/eh apisâsiki/kwâw. “The chairs are small.”
      • O’ otehtapiwin apisâsiniyiw otehtapiwin/eh apisâsiniyik. “His/her chair is small.”
      • O’P otehtapiwiniwâwa apisâiniyiwa/ehapisâsiniyiki/kwâw. “Their chair is small.”
      • O mîcimâpoy wihkasin/e wihkasik. “The soup tastes good.”
      • OP mîcimâpoya wihkasinwa/e wihkasiki/kwâw. “The soups taste good.”
      • O’ omîcimâpôm wihkasiniyiw/e wihkasiniyik. “His/her soup tastes good.”
      • O’P omîcimâpôma wihkasiniyiwa/ e-wihkasiniyiki/kwâw. “Their soup tastes good.”
    • simple sentences involving an object/goal for 1P, 2I, 2P, 3P subject markers and an action word involving an animate (NA) his/her (3S) object/goal in:
      • - declarative (independent) form; e.g., minôs niwâpamânân (NA) 1P→3S
      • - progressive (conjunctive) form; e.g., minôs ewâpamâyâhk (NA) 2I→3S
    • ka/ta (will – future definite) in the independent form/mode of the verb (changes meaning from will → to and creates a noun phrase):
      • - nimiyweyihten ka/ta nîmihtoyân. “I like to dance.”
      • - nimiyweyihten ka/ta kiyokawak. “I like to visit him/her.”
      • - mîcimâpoy nimeyweyihtenka/ta mîciyân. “I like to eat soup.”

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person singular | 2I Second person inclusive | O Proximate singular | OP Proximate plural | O’ Obivative singular | O’P Obviative plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • commands or requests (imperatives) for an action word involving an inanimate (NI) object for you, all of you, all of us (VTI): kitâpahta, kitâpahtamok, kitâpahtehtân
    • days of the week along with past and future tense markers for I and you; e.g.,
      • - otenâhk nikîhitohtânân kâniyânanokîsikâk.
      • - otenâhk kiwîhitohtân cî niyânanokîsikâki.
    • simple sentences using 1P, 2I, 2P, 3P subject markers and an action word involving an inanimate object (VTI) in:
      • - declarative (independent) form; e.g.,“wapahta”/to see:
        1P ni wapahtenân.
        2I ki wapahtenâw.
        2P ki wapahtenâwâw.
        3P wâpahtamwak.
      • otenâhk kiwîhitohtân cî niyânanokîsikâki.
      • - progressive (conjunctive) form; e.g.,
        1P e wapahtamâhk..
        2I e wapahtamahk..
        2P e wapahtamek..
        3P e wapahtahkik/kwaw..
    • compounding a verb and noun together to form a new action word; e.g., nipostayiwinisân, niteyistikwânân, niketasâkân
    • an action word (VAI) in the subjunctive mode making a hypothetical statement using if or when; e.g.,
      ifwhen
      mîcisoyânikâmîcisoyân
      mîcisoyanikâmîcisoyan
      mîcisocikâmîcisot
      for I (1S), you (2S), he/she (3S)

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ programming.

Legend

  • NI Inanimate noun | VAI Animate intransitive verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand the main point and some supporting details of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–2.3 interactive fluency
  • a. manage simple, routine interactions with ease
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand the main point and some supporting details of lengthy written texts on familiar topics in guided situations
  • LC–3.2 writing
  • a. produce short written texts on unfamiliar topics in guided situations
  • LC–3.3 viewing
  • a. propose several interpretations of the visual elements of a variety of media in guided situations
  • LC–3.4 representing
  • a. explore, in guided situations, a variety of ways that meaning can be expressed through the visual elements of a variety of media
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. explore differences in register between spoken and written texts
  • LC–4.2 expressions
  • a. identify influences on expressions
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., office held by the speaker, his or her social status, and his or her relationship with others involved in the interaction
  • LC–4.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–4.5 nonverbal communication
  • a. recognize various types of nonverbal communication
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–5.2 text forms
  • b. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • c. combine simple social interaction patterns to perform complex transactions and interactions
Community Membership (Gr. 10)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth)*
  • CM–1.1 relationships
  • a. examine community and societal treatment of, and attitudes toward, Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. examine and identify changes in other Nehiyaw communities
  • CM–1.3 practices and products
  • a. understand the meaning and significance of a variety of practices and products related to Kikâwînaw Askiy (Mother Earth*); e.g., plants, moccasins, simple ceremonies
  • CM–1.4 past and present perspectives
  • a. explore a variety of perspectives related to the treatment of Kikâwînaw Askiy (Mother Earth*)
  • CM–1.5 diversity
  • a. explore a variety of perspectives related to Kikâwînaw Askiy (Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. participate in creating consensus while working with others, and encourage and help others (mâmawohkamatowin)
  • CM–2.2 knowledge of past and present
  • a.identify key Nehiyaw historical and contemporary events, figures and developments; e.g., government styles
  • CM–2.3 practices and products
  • a. examine the meaning and significance of a variety of Nehiyaw cultural practices and products
  • CM–2.4 past and present perspectives
  • a. explore traditional and contemporary Nehiyaw perspectives and values
  • CM–2.5 diversity
  • a. examine and discuss similarities and differences, and examine stereotyping
CM–3 themselves
  • CM–3.1 relationships
  • a. understand self-concept and its relationship to overall development, achievement and decisions for the future
  • CM–3.2 knowledge of past and present
  • a. reflect on how their knowledge of their own cultural heritage helps them to understand themselves better
  • CM–3.3 practices and products
  • a. understand the meaning and significance of a variety of Nehiyaw cultural practices and products
  • CM–3.4 past and present perspectives
  • a. explore the significance of the Nehiyaw culture to themselves
  • CM–3.5 diversity
  • a. identify and celebrate their knowledge of their cultural heritage
Strategies (Gr. 10)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations

Examples of cognitive language learning strategies:

  • listen attentively
  • learn rhymes or songs, incorporating new vocabulary or sentence patterns
  • memorize new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • use mental images to remember new information
  • perceive and note down unknown words and expressions, noting also their context and function
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—with similar characteristics
  • maintain a private language learning journal and/or make a personal dictionary
  • look for patterns and relationships
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Nehiyawewin and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids that support language learning
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe

Examples of metacognitive language learning strategies:

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable comprehension of texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Examples of social/affective language learning strategies:

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • continue to explore ways to reduce anxiety
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. identify and use interactive, interpretive and productive strategies to enhance language use in a variety of situations

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • indicate lack of understanding of Nehiyawewin text through questions posed in Nehiyawewin
  • ask for clarification or repetition when you do not understand
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down
  • use a simple word similar to the concept to convey, and invite correction
  • invite others into the discussion
  • ask for confirmation that a form used is correct
  • use circumlocution to compensate for lack of vocabulary
  • repeat part of what someone has said to confirm mutual understanding
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding
  • use suitable phrases to intervene in a discussion
  • self-correct if errors lead to misunderstandings

Examples of interpretive language use strategies:

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • prepare questions or a guide to note information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts
  • infer probable meanings of unknown words or expressions from contextual clues

Examples of productive language use strategies:

  • incorporate newly modelled words/expressions
  • use nonverbal means to communicate
  • copy what others say or write
  • use knowledge of sentence patterns to form new sentences
  • take notes in Nehiyawewin when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation) and publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts
  • edit and proofread the final version of a text
S–3 cultural learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance cultural learning in a variety of situations

Examples of cognitive cultural learning strategies:

  • observe and listen attentively
  • actively participate in culturally relevant activities, such as storytelling, ceremonies, berry picking, feasts, fish scale art and sewing
  • maintain cultural behaviours appropriate to the community
  • practise specific protocols, such as prayers, songs and stories
  • seek out information by asking others, such as parents, teachers and Elders
  • make/create cultural learning logs
  • engage in various cultural practices
  • use mental images to remember new cultural information, such as Teepee Teachings
  • identify similarities and differences between aspects of Nehiyaw culture and other cultures to which you have been exposed
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate cultural learning
  • associate new cultural learnings with previous knowledge
  • use available technological aids to support cultural learning
  • use graphic organizers
  • use induction to demonstrate knowledge of cultural values, traditions, beliefs, practices and relationships
  • seek opportunities in and outside of class to practise, observe and participate in cultural activities
  • perceive unknown cultural elements and practices, and reflect on these in learning logs

Examples of metacognitive cultural learning strategies:

  • make choices about how you learn
  • rehearse or role-play a cultural experience
  • decide in advance to attend to the cultural learning task
  • reflect on cultural learning tasks
  • think in advance about how to approach a cultural learning task
  • reflect on your learning or inquiries
  • decide in advance to attend to specific aspects of a cultural event
  • listen for, or observe, key cultural elements
  • evaluate your performance or comprehension at the end of a cultural task or activity
  • keep a cultural learning/teachings checklist
  • experience various methods of learning about culture, and identify one or more considered to be particularly useful personally
  • understand the potential of learning through direct exposure to the culture
  • know how strategies may enable coping with new cultural experiences containing unknown elements
  • identify obstacles that might hinder successful participation in cultural experiences, and see ways to overcome these obstacles
  • monitor your cultural behaviours and practices
  • know your strengths and weaknesses, identify your needs and goals, and organize strategies and processes accordingly

Examples of social/affective cultural learning strategies:

  • initiate and maintain participation in the culture
  • participate in shared cultural experiences
  • seek the assistance of a friend, teacher, Elder or parent to understand cultural elements
  • understand that observing and listening are natural parts of traditional and cultural learning
  • participate several times in favourite cultural experiences and activities to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of learning about culture
  • experiment with various cultural behaviours and practices
  • participate actively in the traditions of the culture
  • take risks and try new/unfamiliar things
  • apply new cultural learnings as soon as possible after learning/observing them
  • reduce anxiety by using humour
  • work cooperatively with others
  • provide personal motivation by understanding that success is the reward
S–4 general learning
  • S–4.1 cognitive, metacognitive, social/affective
  • a. identify and use cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their lexical fields
  • use models such as teepees, maps, dioramas
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • write down key words and concepts in abbreviated form
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use graphic organizers to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Examples of metacognitive general learning strategies:

  • reflect on learning tasks
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Examples of social/affective general learning strategies:

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks
  • participate in and/or initiate group problem-solving processes
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary
  • use social interaction skills to enhance group learning activities
Grade 11
Applications (Gr. 11)
General Outcome for Applications

Students will use and apply Nehiyawewin in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. ask and answer questions about information read or heard
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express and explain preferences
  • A–2.2 share emotions, feelings
  • a. explore the expression of different emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a sequence of instructions
  • A–3.2 state personal actions
  • a. express personal expectations, hopes, plans, goals and aspirations
  • A–3.3 manage group actions
  • a. contribute and provide positive feedback to group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. make suggestions or clarify misunderstandings to handle a variety of situations
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. explore ideas presented in a variety of ways
  • A–5.2 gather and organize information
  • a. synthesize information from several sources
  • A–5.3 solve problems
  • a. apply problem-solving skills acquired in one situation to other situations
  • A–5.4 explore perspectives and values
  • a. examine how Nehiyaw culture is portrayed in a variety of contexts
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Nehiyawewin for fun and to interpret and express appropriate humour
  • A–6.2 creative/aesthetic purposes
  • a. use Nehiyawewin creatively and for aesthetic purposes; e.g., create and perform a skit
  • A–6.3 personal enjoyment
  • a. use Nehiyawewin for personal enjoyment; e.g., watch films or television programs
Language Competence (Gr. 11)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Nehiyaw speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns with ease where rehearsal is possible
  • LC–1.2 orthography
  • a. read and write Roman and/or syllabic orthography
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • sports
    • caring for the land/environment
    • family roles
    • communication
    • health practices
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • changing an animate intransitive verb (VAI) to a transitive animate verb (VTA) benefactive by adding the element sta and the suffix marker maw; e.g.,
      nikamôsta maw
      atoskesta maw
    • the reflexive marker stamâso when doing an action for oneself; e.g., atoskestamâso (1S)
    • simple sentences involving an object/goal for 1P, 2I, 2P, 3P subject markers and an action word involving an animate (NA) his/her (3S) object/goal in:
      • – declarative (independent) form; e.g., minôs niwâpamânân (NA) 1P→3S
      • – progressive (conjunctive) form; e.g., minôs ewâpamâyâhk (NA) 2I→3S
    • sentences that illustrate all/ everyone partaking in an action and that are used to capture events or activities in action only words (VAI); e.g., mîcisonâniwiw/emîcisohk
    • changing an action only word to an action word involving a 3S object/goal by using the element wîci (with) and the relational suffix –m; when these affixes are used, the verb (VAI) must be conjugated and placed in the action word involving a 3S object/goal (VTA) model; e.g., wîcinikamôm, wîtatoskem
    • sentences that indicate who is doing a certain action or that specify a particular noun with the help of a demonstrative pronoun (known as a relative clause); e.g.,nâpew ana kânikamot n’taw’miy.masinahikan anima petamawin kâmihkwâk..

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VTA Animate intransitive verb | 1S First person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P Third person plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • emphasizing continuous action by using the reduplicative prefix marker that replaces the use of the particle always; e.g., ninânestosin. nikâkîwân.
    • changing an animate intransitive verb (VAI) to a transitive animate verb (VTA) benefactive by adding the element sta and the suffix marker maw; e.g.,
      nikamôsta maw
      atoskesta maw
    • weather verbs (VII) in the subjunctive mode (time passage/conditional markers):
      • - for past tense; e.g., nikikîwân kâkimowahk. kîkîwew kâkimowaniyik.
      • - for future tense; e.g., nikakîwân kîspin sâkâsteki. kakîwew kîspin sâkâsteyiki.
    • conjugating a VTA in 1S, 2S, 3S involving an object/goal along with an action word involving a third singular animate object/goal (VTA direct paradigms) in declarative (independent) mode; e.g.,
      1S→3S minôs niwâpamâw,
      2S→3S minôs kiwâpamâw,
      3S→3’ minôsa wâpamew,
      2S→1S kiwâpamin
      and in progressive (conjunctive) mode; e.g.,
      1S→3S minôs ewâpamak,
      2S→3S minôs ewapamat,
      3S→3’ minôsa ewâpamât,
      2S→1S ewâpamiyan
    • sentences that indicate who is doing a certain action or that specify a particular noun with the help of a demonstrative pronoun (known as a relative clause); e.g.,nâpew ana kânikamot n’taw’miy.masinahikan anima petamawin kâmihkwâk.
    • the reflexive marker stamâso when doing an action for oneself; e.g., atoskestamâso (1S)
    • changing an action only word to an action word involving a 3S object/goal by using the element wîci (with) and the relational suffix –m; when these affixes are used, the verb (VAI) must be conjugated and placed in the action word involving a 3S object/goal (VTA) model; e.g., wîcinikamôm, wîtatoskem
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O tehtapiwin apisâsin/eh apisâsik. “The chair is small.”
      • OP tehtapiwina apisâsinwa/eh apisâsiki/kwâw. “The chairs are small.”
      • O’ otehtapiwin apisâsiniyiw otehtapiwin/eh apisâsiniyik. “His/her chair is small.”
      • O’P otehtapiwiniwâwa apisâiniyiwa/ehapisâsiniyiki/kwâw. “Their chair is small.”
      • O mîcimâpoy wihkasin/e wihkasik. “The soup tastes good.”
      • OP mîcimâpoya wihkasinwa/e wihkasiki/kwâw. “The soups taste good.”
      • O’ omîcimâpôm wihkasiniyiw/e wihkasiniyik. “His/her soup tastes good.”
      • O’P omîcimâpôma wihkasiniyiwa/ e-wihkasiniyiki/kwâw. “Their soup tastes good.”

    Legend

    • VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Animate intransitive verb |1S First person singular | 2S Second person singular | 3S Third person singular | 3' Third person obviative O Proximate singular | OP Proximate plural | O’ Obivative singular | O’P Obviative plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • days of the week along with past and future tense markers for I and you; e.g.,
      • - otenâhk nikîhitohtânân kâniyânanokîsikâk.
      • - otenâhk kiwîhitohtân cî niyânanokîsikâki.
    • weather verbs in past and future tenses; e.g., wîmispon, kîmispon
    • weather verbs (VII) in the subjunctive mode (time passage/conditional markers):
      • - for past tense; e.g., nikikîwân kâkimowahk. kîkîwew kâkimowaniyik.
      • - for future tense; e.g., nikakîwân kîspin sâkâsteki. kakîwew kîspin sâkâsteyiki.
    • ka/ta (will – future definite) in the independent form/mode of the verb (changes meaning from will → to and creates a noun phrase):
      • - nimiyweyihten ka/ta nîmihtoyân. “I like to dance.”
      • - nimiyweyihten ka/ta kiyokawak. “I like to visit him/her.”
      • - mîcimâpoy nimeyweyihten ka/ta mîciyân. “I like to eat soup.”
    • an action word (VAI) in the subjunctive mode making a hypothetical statement using if or when; e.g.,
      ifwhen
      mîcisoyânikâmîcisoyân
      mîcisoyanikâmîcisoyan
      mîcisocikâmîcisot
      for I (1S), you (2S), he/she (3S)

    • simple sentences involving an object/goal for 1P, 2I, 2P, 3P subject markers and an action word involving an animate (NA) his/her (3S) object/goal in:
      • – declarative (independent) form; e.g., minôs niwâpamânân (NA) 1P→3S
      • – progressive (conjunctive) form; e.g., minôs ewâpamâyâhk (NA) 2I→3S

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ programming.

Legend

  • NA Animate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 1P First person plural | 2I Second person inclusive | 2P Second person plural | 3P
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand the main point and some supporting details of lengthy oral texts on a variety of familiar topics in guided situations
  • LC–2.2 speaking
  • a. produce lengthy oral texts on familiar topics, providing some details to support the main point, in guided situations
  • LC–2.3 interactive fluency
  • a. sustain lengthy interactions comprehensibly, with pauses to formulate oral text and to self-correct
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand the main point and some supporting details of lengthy written texts on a variety of familiar topics in guided situations
  • LC–3.2 writing
  • a. produce lengthy written texts on familiar topics, providing some details to support the main point, in guided situations
  • LC–3.3 viewing
  • a. identify the purposes, intended audiences, messages and points of view in a variety of visual media, in guided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. identify differences in register between spoken and written texts
  • LC–4.2 expressions
  • a. interpret unfamiliar expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. identify some common regional or other variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., use suitable language to engage listeners’ attention when beginning to speak
  • LC–4.5 nonverbal communication
  • a. use nonverbal techniques in a variety of contexts
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use a variety of references within texts
  • LC–5.2 text forms
  • a. recognize a variety of extended text forms in a variety of media
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions
Community Membership (Gr. 11)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth)*
  • CM–1.1 relationships
  • a. explore and identify ways to live in harmony with Kikâwînaw Askiy (Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. explore and examine the impact of traditional treatment of Kikâwînaw Askiy (Mother Earth*) on their contemporary community
  • CM–1.3 practices and products
  • a. identify, describe and practise protocols related to Kikâwînaw Askiy (Mother Earth*)
  • CM–1.4 past and present perspectives
  • a. examine a variety of perspectives related to the treatment of Kikâwînaw Askiy (Mother Earth*) and examine the impacts of these perspectives
  • CM–1.5 diversity
  • a. acknowledge and accept others’ viewpoints related to Kikâwînaw Askiy (Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. show positive Nehiyaw leadership and mutual support
  • CM–2.2 knowledge of past and present
  • a. explore the impact of historical and contemporary Nehiyaw events, figures and developments on the immediate community; e.g., Indian Act
  • CM–2.3 practices and products
  • a. reflect on the meaning and significance, to the Nehiyawak, of a variety of Nehiyaw cultural practices and products
  • CM–2.4 past and present perspectives
  • a. recognize and understand traditional and contemporary Nehiyaw perspectives and values
  • CM–2.5 diversity
  • a. accept others’ diverse viewpoints and practices
CM–3 themselves
  • CM–3.1 relationships
  • a. understand that self-identity and self-concept change
  • CM–3.2 knowledge of past and present
  • a. apply their own cultural knowledge to learn more about themselves
  • CM–3.3 practices and products
  • a. examine the meaning and significance, to themselves, of a variety of Nehiyaw cultural practices and products
  • CM–3.4 past and present perspectives
  • a. examine the significance, to themselves, of a variety of Nehiyaw cultural practices and products
  • CM–3.5 diversity
  • a. examine and celebrate the personal significance of Nehiyaw culture
Strategies (Gr. 11)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance language learning in a variety of situations

Examples of cognitive language learning strategies:

  • listen attentively
  • learn rhymes or songs, incorporating new vocabulary or sentence patterns
  • memorize new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • use mental images to remember new information
  • perceive and note down unknown words and expressions, noting also their context and function
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—with similar characteristics
  • maintain a private language learning journal and/or make a personal dictionary
  • look for patterns and relationships
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Nehiyawewin and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids that support language learning
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe

Examples of metacognitive language learning strategies:

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable comprehension of texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Examples of social/affective language learning strategies:

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • continue to explore ways to reduce anxiety
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. select and use appropriate interactive, interpretive and productive strategies to enhance language use in a variety of situations

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • indicate lack of understanding of Nehiyawewin text through questions posed in Nehiyawewin
  • ask for clarification or repetition when you do not understand
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down
  • use a simple word similar to the concept to convey, and invite correction
  • invite others into the discussion
  • ask for confirmation that a form used is correct
  • use circumlocution to compensate for lack of vocabulary
  • repeat part of what someone has said to confirm mutual understanding
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding
  • use suitable phrases to intervene in a discussion
  • self-correct if errors lead to misunderstandings

Examples of interpretive language use strategies:

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • prepare questions or a guide to note information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts
  • infer probable meanings of unknown words or expressions from contextual clues

Examples of productive language use strategies:

  • incorporate newly modelled words/expressions
  • use nonverbal means to communicate
  • copy what others say or write
  • use knowledge of sentence patterns to form new sentences
  • take notes in Nehiyawewin when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation) and publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts
  • edit and proofread the final version of a text
S–3 cultural learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance cultural learning in a variety of situations

Examples of cognitive cultural learning strategies:

  • observe and listen attentively
  • actively participate in culturally relevant activities, such as storytelling, ceremonies, berry picking, feasts, fish scale art and sewing
  • maintain cultural behaviours appropriate to the community
  • practise specific protocols, such as prayers, songs and stories
  • seek out information by asking others, such as parents, teachers and Elders
  • make/create cultural learning logs
  • engage in various cultural practices
  • use mental images to remember new cultural information, such as Teepee Teachings
  • identify similarities and differences between aspects of Nehiyaw culture and other cultures to which you have been exposed
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate cultural learning
  • associate new cultural learnings with previous knowledge
  • use available technological aids to support cultural learning
  • use graphic organizers
  • use induction to demonstrate knowledge of cultural values, traditions, beliefs, practices and relationships
  • seek opportunities in and outside of class to practise, observe and participate in cultural activities
  • perceive unknown cultural elements and practices, and reflect on these in learning logs

Examples of metacognitive cultural learning strategies:

  • make choices about how you learn
  • rehearse or role-play a cultural experience
  • decide in advance to attend to the cultural learning task
  • reflect on cultural learning tasks
  • think in advance about how to approach a cultural learning task
  • reflect on your learning or inquiries
  • decide in advance to attend to specific aspects of a cultural event
  • listen for, or observe, key cultural elements
  • evaluate your performance or comprehension at the end of a cultural task or activity
  • keep a cultural learning/teachings checklist
  • experience various methods of learning about culture, and identify one or more considered to be particularly useful personally
  • understand the potential of learning through direct exposure to the culture
  • know how strategies may enable coping with new cultural experiences containing unknown elements
  • identify obstacles that might hinder successful participation in cultural experiences, and see ways to overcome these obstacles
  • monitor your cultural behaviours and practices
  • know your strengths and weaknesses, identify your needs and goals, and organize strategies and processes accordingly

Examples of social/affective cultural learning strategies:

  • initiate and maintain participation in the culture
  • participate in shared cultural experiences
  • seek the assistance of a friend, teacher, Elder or parent to understand cultural elements
  • understand that observing and listening are natural parts of traditional and cultural learning
  • participate several times in favourite cultural experiences and activities to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of learning about culture
  • experiment with various cultural behaviours and practices
  • participate actively in the traditions of the culture
  • take risks and try new/unfamiliar things
  • apply new cultural learnings as soon as possible after learning/observing them
  • reduce anxiety by using humour
  • work cooperatively with others
  • provide personal motivation by understanding that success is the reward
S–4 general learning
  • S–4.1 cognitive, metacognitive, social/affective
  • a. select and use appropriate cognitive, metacognitive and social/affective strategies to enhance general learning in a variety of situations

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their lexical fields
  • use models such as teepees, maps, dioramas
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • write down key words and concepts in abbreviated form
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use graphic organizers to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Examples of metacognitive general learning strategies:

  • reflect on learning tasks
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Examples of social/affective general learning strategies:

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks
  • participate in and/or initiate group problem-solving processes
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary
  • use social interaction skills to enhance group learning activities
Grade 12
Applications (Gr. 12)
General Outcome for Applications

Students will use and apply Nehiyawewin in various situations and for different purposes at home, in school and in the community.

A–1 to share information
  • A–1.1 share factual information
  • a. explain factual information for a variety of audiences
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. exchange and compare opinions in a variety of situations
  • A–2.2 share emotions, feelings
  • a. discuss the expression of emotions and feelings in a variety of media
A–3 to get things done
  • A–3.1 guide actions of others
  • a. describe several courses of action
  • A–3.2 state personal actions
  • a. state and describe their own hopes, plans and goals
  • A–3.3 manage group actions
  • a. contribute to group activities by clarifying tasks and goals, negotiating roles and suggesting procedures
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. participate in social exchanges in formal situations
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. compare their own insights and understandings with those of their classmates
  • A–5.2 gather and organize information
  • a. organize information to demonstrate relationships between ideas and sources
  • A–5.3 solve problems
  • a. apply problem-solving skills to the resolution of real-life problemss
  • A–5.4 explore perspectives and values
  • a. apply knowledge of portrayals of Nehiyaw culture to understand the underlying values and perspectives
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use Nehiyawewin for fun and to interpret and express humour with different audiences
  • A–6.2 creative/aesthetic purposes
  • a. use Nehiyawewin creatively and for aesthetic purposes; e.g., create a multimedia production on a familiar topic
  • A–6.3 personal enjoyment
  • a. use Nehiyawewin for personal enjoyment; e.g., explore personal ways to use their knowledge of Nehiyawewin
Language Competence (Gr. 12)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Nehiyaw speakers. (Okiskinamawâkanak ka/ta nihtâ nehiyawewak.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. produce the essential sounds, stress, rhythm and intonation patterns with ease and spontaneity
  • LC–1.2 orthography
  • a. read and write Roman and/or syllabic orthography consistently and accurately
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • media/technology
    • social life
    • hunting and gathering, trapping and fishing
    • consumerism/independent living
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: ...

    • 1 Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

    • sentences that illustrate all/ everyone partaking in an action and that are used to capture events or activities in action only words (VAI); e.g., mîcisonâniwiw/emîcisohk
    • simple sentences involving an object/goal for 1P, 2I, 2P, 3P subject markers and an action word involving an animate (NA) his/her (3S) object/goal in:
      • – declarative (independent) form; e.g., minôs niwâpamânân (NA) 1P→3S
      • – progressive (conjunctive) form; e.g., minôs ewâpamâyâhk (NA) 2I→3S
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O tehtapiwin apisâsin/eh apisâsik. “The chair is small.”
      • OP tehtapiwina apisâsinwa/eh apisâsiki/kwâw. “The chairs are small.”
      • O’ otehtapiwin apisâsiniyiw otehtapiwin/eh apisâsiniyik. “His/her chair is small.”
      • O’P otehtapiwiniwâwa apisâiniyiwa/ehapisâsiniyiki/kwâw. “Their chair is small.”
      • O mîcimâpoy wihkasin/e wihkasik. “The soup tastes good.”
      • OP mîcimâpoya wihkasinwa/e wihkasiki/kwâw. “The soups taste good.”
      • O’ omîcimâpôm wihkasiniyiw/e wihkasiniyik. “His/her soup tastes good.”
      • O’P omîcimâpôma wihkasiniyiwa/ e-wihkasiniyiki/kwâw. “Their soup tastes good.”
    • benefactive (VTI/VTA) (someone is doing an action for someone else): the suffix marker maw is added to an action only word involving an animate or inanimate object/goal and this changes the meaning to an action word involving a 3S object/goal (VTI→VTA); e.g.,
      peyihtisina maw,
      peta maw,
      nâta maw.      .

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VTA Animate intransitive verb | VTI Transitive inanimate verb | 3S Third person singular |1P First person plural | 2I Second person inclusive O Proximate singular | OP Proximate plural | O’ Obivative singular | O’P Obviative plural

  • b. use, in structured situations,2 the following grammatical elements: ...

    • 2 Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

    • changing an animate intransitive verb (VAI) to a transitive animate verb (VTA) benefactive by adding the element sta and the suffix marker maw; e.g.,
      nikamôsta maw
      atoskesta maw
    • the reflexive marker stamâso when doing an action for oneself; e.g., atoskestamâso (1S)
    • simple sentences involving an object/goal for 1P, 2I, 2P, 3P subject markers and an action word involving an animate (NA) his/her (3S) object/goal in:
      • - declarative (independent) form; e.g., minôs niwâpamânân (NA) 1P→3S
      • - progressive (conjunctive) form; e.g., minôs ewâpamâyâhk (NA) 2I→3S
    • sentences that illustrate all/ everyone partaking in an action and that are used to capture events or activities in action only words (VAI); e.g., mîcisonâniwiw/emîcisohk
    • changing an action only word to an action word involving a 3S object/goal by using the element wîci (with) and the relational suffix –m; when these affixes are used, the verb (VAI) must be conjugated and placed in the action word involving a 3S object/goal (VTA) model; e.g., wîcinikamôm, wîtatoskem
    • sentences that indicate who is doing a certain action or that specify a particular noun with the help of a demonstrative pronoun (known as a relative clause); e.g., nâpew ana kânikamot n’taw’miy. masinahikan anima petamawin kâmihkwâk.

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VTA Animate intransitive verb | 3S Third person singular |1P First person plural | 2P Second person plural | 3P Third person plural

  • c. use, independently and consistently,3 the following grammatical elements: ...

    • 3 Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

    • changing an animate intransitive verb (VAI) to a transitive animate verb (VTA) benefactive by adding the element sta and the suffix marker maw; e.g.,
      nikamôsta maw
      atoskesta maw
    • descriptive words using inanimate intransitive verbs (VII) in both singular and plural forms:
      • O tehtapiwin apisâsin/eh apisâsik. “The chair is small.”
      • OP tehtapiwina apisâsinwa/eh apisâsiki/kwâw. “The chairs are small.”
      • O’ otehtapiwin apisâsiniyiw otehtapiwin/eh apisâsiniyik. “His/her chair is small.”
      • O’P otehtapiwiniwâwa apisâiniyiwa/ehapisâsiniyiki/kwâw. “Their chair is small.”
      • O mîcimâpoy wihkasin/e wihkasik. “The soup tastes good.”
      • OP mîcimâpoya wihkasinwa/e wihkasiki/kwâw. “The soups taste good.”
      • O’ omîcimâpôm wihkasiniyiw/e wihkasiniyik. “His/her soup tastes good.”
      • O’P omîcimâpôma wihkasiniyiwa/ e-wihkasiniyiki/kwâw. “Their soup tastes good.”
    • emphasizing continuous action by using the reduplicative prefix marker that replaces the use of the particle always; e.g.,
      ninânestosin. nikâkîwân.
    • weather verbs (VII) in the subjunctive mode (time passage/conditional markers):
      • - for past tense; e.g., nikikîwân kâkimowahk. kîkîwew kâkimowaniyik.
      • - for future tense; e.g., nikakîwân kîspin sâkâsteki. kakîwew kîspin sâkâsteyiki.
    • conjugating a VTA in 1S, 2S, 3S involving an object/goal along with an action word involving a third singular animate object/goal (VTA direct paradigms) in declarative (independent) mode; e.g.,
      1S→3S minôs niwâpamâw,
      2S→3S minôs kiwâpamâw,
      3S→3’ minôsa wâpamew,
      2S→1S kiwâpamin
      and in progressive (conjunctive) mode; e.g.,
      1S→3S minôs ewâpamak,
      2S→3S minôs ewapamat,
      3S→3’ minôsa ewâpamât,
      2S→1S ewâpamiyan
    • sentences that indicate who is doing a certain action or that specify a particular noun with the help of a demonstrative pronoun (known as a relative clause); e.g.,nâpew ana kânikamot n’taw’miy.masinahikan anima petamawin kâmihkwâk.
    • the reflexive marker stamâso when doing an action for oneself; e.g., atoskestamâso (1S)
    • changing an action only word to an action word involving a 3S object/goal by using the element wîci (with) and the relational suffix –m; when these affixes are used, the verb (VAI) must be conjugated and placed in the action word involving a 3S object/goal (VTA) model; e.g., wîcinikamôm, wîtatoskem

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for the duration of the students’ programming.

Legend

  • VTA Animate intransitive verb | VII Inanimate intransitive verb | 1S First person singular | 2S Second person singular | 3S Third person singular | 3' Third person obviative | O Proximate singular | OP Proximate plural | O’ Obivative singular | O’P Obviative plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of lengthy oral texts on unfamiliar topics in guided and unguided situations
  • LC–2.2 speaking
  • a. produce lengthy oral texts on a variety of familiar and unfamiliar topics, providing some details to support the main point, in guided and unguided situations
  • LC–2.3 interactive fluency
  • a. converse, spontaneously, on unfamiliar and familiar topics and participate in discussions
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand a variety of lengthy written texts on unfamiliar topics in guided and unguided situations
  • LC–3.2 writing
  • a. produce lengthy written texts on a variety of familiar and unfamiliar topics, providing some details to support the main point, in guided and unguided situations
  • LC–3.3 viewing
  • a. identify some of the techniques and conventions used in a variety of visual media, in guided and unguided situations
  • LC–3.4 representing
  • a. communicate thoughts, ideas and feelings for specific purposes and audiences, through a variety of visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. adjust language to suit audience and purpose
  • LC–4.2 expressions
  • a. explore and interpret expressions in popular, contemporary culture
  • LC–4.3 variations in language
  • a. experiment with some variations in language
  • LC–4.4 social conventions
  • a. use politeness conventions in a variety of contexts; e.g., interrupt politely in a conversation
  • LC–4.5 nonverbal communication
  • a. use a variety of nonverbal communication techniques in a variety of contexts
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts
  • LC–5.2 text forms
  • a. analyze the way different media and purposes lead to differences in the way texts are organized and presented
  • LC–5.3 patterns of social interaction
  • a. use a wide range of simple social interaction patterns flexibly to deal with transactions and interactions
Community Membership (Gr. 12)
General Outcome for Community Membership

Students will live (wa)wetina(hk) (peacefully) with Kikâwînaw Askiy (Mother Earth*), others and themselves, guided by Omâmawi Ohtâwîmâw (the Creator*).

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

CM–1 Kikâwînaw Askiy (Mother Earth)*
  • CM–1.1 relationships
  • a. reflect on personal beliefs, attitudes, ceremonies, understandings and practices related to Kikâwînaw Askiy(Mother Earth*)
  • CM–1.2 knowledge of past and present
  • a. reflect on the traditional treatment of Kikâwînaw Askiy(Mother Earth*)
  • CM–1.3 practices and products
  • a. understand and value the meaning of protocols related to Kikâwînaw Askiy(Mother Earth*)
  • CM–1.4 past and present perspectives
  • a. identify and celebrate positive perspectives related to Kikâwînaw Askiy(Mother Earth*)
  • CM–1.5 diversity
  • a. value and respect others’ viewpoints related to Kikâwînaw Askiy(Mother Earth*)
CM–2 others
  • CM–2.1 relationships
  • a. participate in following protocols relating to interaction in the community; e.g., requesting information from others
  • CM–2.2 knowledge of past and present
  • a. identify the impact of historical and contemporary Nehiyaw events, figures and developments on the immediate community; e.g., residential schools
  • CM–2.3 practices and products
  • a. understand the meaning and significance, to the Nehiyawak, of a variety of Nehiyaw cultural practices and products
  • CM–2.4 past and present perspectives
  • a. describe and appreciate traditional values and perspectives, and understand that Nehiyaw culture has evolved
  • CM–2.5 diversity
  • a. value and respect others’ diverse viewpoints, practices and characteristics
CM–3 themselves
  • CM–3.1 relationships
  • a. understand that self-identity and self-concept can change over time, in various contexts and for various reasons
  • CM–3.2 knowledge of past and present
  • a. express understanding of themselves through their own cultural knowledge of the past and present
  • CM–3.3 practices and products
  • a. reflect on the meaning and significance, to themselves, of a variety of Nehiyaw cultural practices and products
  • CM–3.4 past and present perspectives
  • a. identify with the Nehiyaw culture
  • CM–3.5 diversity
  • a. identify and celebrate their own unique understanding of their cultural heritage
Strategies (Gr. 12)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance language learning

Examples of cognitive language learning strategies:

  • listen attentively
  • learn rhymes or songs, incorporating new vocabulary or sentence patterns
  • memorize new words by repeating them silently or aloud
  • repeat words or phrases in the course of performing a language task
  • seek the precise term to express meaning
  • place new words or expressions in a context to make them easier to remember
  • use mental images to remember new information
  • perceive and note down unknown words and expressions, noting also their context and function
  • use graphic organizers to make information easier to understand and remember; e.g., word maps, mind maps, diagrams, charts
  • group together sets of things—vocabulary, structures—with similar characteristics
  • maintain a private language learning journal and/or make a personal dictionary
  • look for patterns and relationships
  • experiment with various elements of the language
  • identify similarities and differences between aspects of Nehiyawewin and your own language(s)
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones
  • find information, using reference materials such as dictionaries, textbooks and grammars
  • use available technological aids that support language learning
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe

Examples of metacognitive language learning strategies:

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the learning task
  • reflect on learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate your performance or comprehension at the end of a task
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable comprehension of texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor your speech and writing to check for persistent errors
  • be aware of your strengths and weaknesses, identify your needs and goals, and organize strategies and procedures accordingly

Examples of social/affective language learning strategies:

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in your conversations, and make use of these new words and expressions as soon as appropriate
  • continue to explore ways to reduce anxiety
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging your own rewards when successful
S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use interactive, interpretive and productive strategies appropriately and effectively in a variety of situations to enhance language use

Examples of interactive language use strategies:

  • interpret and use a variety of nonverbal cues to communicate
  • indicate lack of understanding of Nehiyawewin text through questions posed in Nehiyawewin
  • ask for clarification or repetition when you do not understand
  • use other speakers’ words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down
  • use a simple word similar to the concept to convey, and invite correction
  • invite others into the discussion
  • ask for confirmation that a form used is correct
  • use circumlocution to compensate for lack of vocabulary
  • repeat part of what someone has said to confirm mutual understanding
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding
  • use suitable phrases to intervene in a discussion
  • self-correct if errors lead to misunderstandings

Examples of interpretive language use strategies:

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system to aid reading comprehension
  • prepare questions or a guide to note information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess your information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts
  • infer probable meanings of unknown words or expressions from contextual clues

Examples of productive language use strategies:

  • incorporate newly modelled words/expressions
  • use nonverbal means to communicate
  • copy what others say or write
  • use knowledge of sentence patterns to form new sentences
  • take notes in Nehiyawewin when reading or listening to assist in producing your own text
  • paraphrase and summarize texts
  • use learned lexical items (words and expressions) and structures (grammatical elements and syntax) to create and give effective presentations
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs or media
  • use illustrations to provide detail when producing your own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, researching, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation) and publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts
  • edit and proofread the final version of a text
S–3 cultural learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively to enhance cultural learning

Examples of cognitive cultural learning strategies:

  • observe and listen attentively
  • actively participate in culturally relevant activities, such as storytelling, ceremonies, berry picking, feasts, fish scale art and sewing
  • maintain cultural behaviours appropriate to the community
  • practise specific protocols, such as prayers, songs and stories
  • seek out information by asking others, such as parents, teachers and Elders
  • make/create cultural learning logs
  • engage in various cultural practices
  • use mental images to remember new cultural information, such as Teepee Teachings
  • identify similarities and differences between aspects of Nehiyaw culture and other cultures to which you have been exposed
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate cultural learning
  • associate new cultural learnings with previous knowledge
  • use available technological aids to support cultural learning
  • use graphic organizers
  • use induction to demonstrate knowledge of cultural values, traditions, beliefs, practices and relationships
  • seek opportunities in and outside of class to practise, observe and participate in cultural activities
  • perceive unknown cultural elements and practices, and reflect on these in learning logs

Examples of metacognitive cultural learning strategies:

  • make choices about how you learn
  • rehearse or role-play a cultural experience
  • decide in advance to attend to the cultural learning task
  • reflect on cultural learning tasks
  • think in advance about how to approach a cultural learning task
  • reflect on your learning or inquiries
  • decide in advance to attend to specific aspects of a cultural event
  • listen for, or observe, key cultural elements
  • evaluate your performance or comprehension at the end of a cultural task or activity
  • keep a cultural learning/teachings checklist
  • experience various methods of learning about culture, and identify one or more considered to be particularly useful personally
  • understand the potential of learning through direct exposure to the culture
  • know how strategies may enable coping with new cultural experiences containing unknown elements
  • identify obstacles that might hinder successful participation in cultural experiences, and see ways to overcome these obstacles
  • monitor your cultural behaviours and practices
  • know your strengths and weaknesses, identify your needs and goals, and organize strategies and processes accordingly

Examples of social/affective cultural learning strategies:

  • initiate and maintain participation in the culture
  • participate in shared cultural experiences
  • seek the assistance of a friend, teacher, Elder or parent to understand cultural elements
  • understand that observing and listening are natural parts of traditional and cultural learning
  • participate several times in favourite cultural experiences and activities to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of learning about culture
  • experiment with various cultural behaviours and practices
  • participate actively in the traditions of the culture
  • take risks and try new/unfamiliar things
  • apply new cultural learnings as soon as possible after learning/observing them
  • reduce anxiety by using humour
  • work cooperatively with others
  • provide personal motivation by understanding that success is the reward
S–4 general learning
  • S–4.1 cognitive, metacognitive, social/affective
  • a. use cognitive, metacognitive and social/affective strategies appropriately and effectively in a variety of situations to enhance general learning

Examples of cognitive general learning strategies:

  • classify objects and ideas according to their lexical fields
  • use models such as teepees, maps, dioramas
  • connect what is already known with what is being learned
  • experiment with, and concentrate on, one thing at a time
  • write down key words and concepts in abbreviated form
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use graphic organizers to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Examples of metacognitive general learning strategies:

  • reflect on learning tasks
  • choose from among learning options
  • discover how your efforts can affect learning
  • reflect upon your thinking processes and how you learn
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify your needs and interests
  • manage your physical working environment
  • develop criteria for evaluating your work
  • work with others to monitor your learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Examples of social/affective general learning strategies:

  • watch others’ actions and copy them
  • seek help from others
  • follow your natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks
  • participate in and/or initiate group problem-solving processes
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor your level of anxiety about learning tasks, and take measures to lower it if necessary
  • use social interaction skills to enhance group learning activities





Resources to support: