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Blackfoot Language & Culture (12-Year Program) K - Grade 12 (2010)

© Alberta Education, Canada 
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 Table of Contents   Program of Studies
Rationale & Philosophy 
  
Outcomes 
  
This program of studies is intended for students who are beginning their study of Blackfoot language and culture in Kindergarten or Grade 1. It constitutes the complete Blackfoot Language and Culture Twelve-year (12Y) Program.

Philosophy

“Our language is about connections and relationships. This is the life and spirit of our language. If we could teach our children this, they would gravitate toward it because it is nurturing. The Blackfoot language is our universe and our university. If we could teach our children their language, it would open their lives and they will create their destinies over and over again.”

  • – Dr. Betty Bastien, Keynote Address, Treaty 7 Education Conference, Calgary, October 2004

Omahkitapi (Elder) Involvement

Ayo, Iihtsipaitapiiyo’pa, ayo naapi Naato’si, ayo Ksaahkommiitapiwa, kimmok nitomahkitapiiminn Aana, naahksisamohpoka paitapiimannann. Ayo Creator, ayo Elder Sun, ayo Earth Spirits care for our old people, let them be part of our lives for a long while …

Every Blackfoot prayer includes mention of the Elders, who are considered integral members of every family. As Elders age and become more spiritual, they address every member of the tribe as their own and they become a member of every family.

Elders occupy a revered spot in traditional Blackfoot society because of the knowledge and wisdom they possess. Many are keepers of specific knowledge about tribal customs, ceremonies and history. They are the link to the countless generations that have preceded them.

On the Blackfoot Language and Culture Program of Studies Committee, there was an Elder representative from Piikani, Siksika and Kainai. The three Elders were:

  • Nayisttaipoyiima (Louis English, Piikani)
  • Naatowaohkii (Mervyn Wolf Leg, followed by Alice Weasel Child, Siksika)
  • Mia’nistohpoisskiaakii (Pauline Three Persons, Kainai).
Rationale

The Blackfoot language predates English and French as a spoken language in Alberta by thousands of years. Blackfoot is one of the two most commonly used indigenous languages in Alberta. Within this language is a unique worldview. This alternative worldview is one of the reasons why Blackfoot should be studied and included in the Alberta curriculum. Not only does inclusion of Blackfoot in the curriculum help Blackfoot-speaking First Nation communities preserve and revitalize their language, but it also helps young Albertans, both First Nations and non-First Nations, become aware of the Blackfoot worldview.

The development of greater cognitive skills is an added bonus. By studying another language, students increase their mental flexibility, their creativity, their divergent thinking and their higher-order thinking skills.

Our Relationship with the Natural World

The nature of the Blackfoot language and culture, which can be described as relational, is tied to the Blackfoot belief that everything is interconnected.

Paramount is the belief that all of creation is sacred. Human beings, animals, plants and land features are a part of creation. Traditional Blackfoot prayer teaches respect for all of these. The Sun, Naatso’si, provides life-giving light to all plant and animal life. The water that flows from the mountains also provides sustenance to the animals, to humans and to plant life.

When an animal or a plant is to be used for food or medicine, thanks is always given to the spirit of that animal or plant. Conservation is a sacred practice through this thanksgiving.

Our Relationship with One Another

In the past, people helped each other and behaved altruistically. When times were hard, food and other necessities were shared without cost. In the story of Makoyoohsokoyi (The Wolf Trail or Milky Way), the animals befriended a starving man and his family and saved them from sure death. Through this story the people were shown the values of sharing and cooperation.

These values are reflected in our modern calendar, in which January is referred to as Ka’too or sharing time. Hospitality for visitors to one’s home is heavily emphasized and a protocol is well established for its practice.

  • − Bill Heavy Runner and Rosie Day Rider, from Kipaitapiiwahsinnooni: Alcohol and Drug Abuse Education Program, Leo Fox and Kainaiwa Board of Education (Edmonton, AB: Duval House Publishing, 2001), pp. 14–24.

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 Blackfoot 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 Blackfoot and develop literacy skills in the language. It is also true for students who have no cultural or linguistic background in Blackfoot and are studying Blackfoot as a second language.
Nature of the Blackfoot Language

The Blackfoot ~ Niitsi’powahssin ~ Siksikai’powahssin language belongs to the Algonquian family of North American First Nations Languages. The Kainai, Piikani and Siksika First Nations of Alberta share this language with their North American cousins the Amskaapipikani of Montana. Slight and minor variations occur in dialect and in terminology among the four.

The recommended Roman orthography for this program of studies is the Frantz orthography. This orthography uses the following:

  • alphabet sequences consisting of 12 English letters: a, h, i, k, m, n, o, p, s, t, w, y
  • a glottal stop: represented by a single quotation mark (’)
  • vowels: a, i, o
  • semivowels: w and y, which occur between vowels.

Conceptual Model

The Cree Language and Culture Twelve-year Program, Kindergarten to Grade 12 provided guidance in the development of the Blackfoot Language and Culture Twelve-year Program, Kindergarten to Grade 12.

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

Four Components

For the purpose of this program of studies, communicative competence and the development of cultural knowledge, skills and values in Blackfoot 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 Blackfoot 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. Their 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 previously.

Applications [A]

  • Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

Language Competence [LC]

  • Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

Community Membership [CM]

  • Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)
  • * Discretionary (see Community Membership Overview section)

Strategies [S]

  • Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)
Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course. 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 General Outcomes Overview section below.

The specific outcomes are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, a learning 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.

Overview

Applications Overview

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)
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 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/course to course. 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; e.g., “This is a dog.” 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/course. 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.

Language Competence Overview

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)
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 Blackfoot 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/course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to the form of the language,” there is a strand 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 Blackfoot 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.

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

  • NA Animate noun
  • NI Inanimate noun
  • VAI Animate intransitive verb (with animate subject)
  • VII Inanimate intransitive verb (with inanimate subject)
  • VTA Transitive animate verb (with animate object)
  • VTI Transitive inanimate verb (with inanimate object)
  • 1S First person singular (I/me)
  • 2S Second person singular (you)
  • 3S Third person singular proximate (major third person) (he/she/it/him/her not in focus)
  • 1P First person plural exclusive (we/us, not including you)
  • 2I Second person inclusive (we/us, including you; all of us)
  • 2P Second person plural (all of you)
  • 3P Third person plural (they/them)
Community Membership Overview

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)
Cluster:Strand:
CM-1 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 below)

The specific outcomes in the Community Membership section are intended to support many aspects of the students’ Blackfoot cultural development. These outcomes are grouped under three cluster headings:

  • Mother Earth
  • others
  • themselves.

Each cluster is further broken down into five strands, which strive to build a specific knowledge, skill or value from Kindergarten 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 other related terms acceptable to them (e.g., nature, the environment) in order to teach the outcomes in this section.

Strategies Overview

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)
Cluster:Strand:
S-1 language learningS-1.1 cognitive, metacognitive, social/affective
S-2 language useS-2.1 interactive, interpretive, productive
S-3 cultural learningS-3.1 cognitive, metacognitive, social/affective
S-4 general learningS-4.1 cognitive, metacognitive, social/affective

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, cultural learning, and 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. Under each of the headings is a single strand that deals with three general categories of strategies. Language learning, cultural learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are categorized by communicative mode: interactive, interpretive and 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 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 be able to demonstrate 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
Language Learning Strategies

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 Blackfoot 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 Blackfoot or in English
  • find information, using reference materials like dictionaries, textbooks and grammars
  • use available technological aids to support language learning
  • 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 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, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or read for key words
  • evaluate own 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 own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own 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 non-acceptance 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 try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in own 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 own rewards when successful
Language Use Strategies

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 Blackfoot
  • acknowledge being spoken to with appropriate expression
  • interpret and use a variety of nonverbal clues to communicate; e.g., mime, pointing at objects, gestures, drawing pictures
  • indicate lack of understanding verbally or nonverbally
  • ask for clarification or repetition when something is not understood
  • use the 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 is expected to be heard 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 own 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 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 own text
  • revise and correct final version 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; e.g., storytelling, ceremonies, berry picking, feasts, fish scale art, sewing
  • imitate cultural behaviours
  • memorize specific protocols; e.g., prayers, songs, stories
  • seek out information by asking others; e.g., parents, teachers, Elders
  • repeat or practise saying or doing cultural practices or traditions; e.g., prayers, songs, words, actions
  • make/create cultural learning logs
  • experiment with and practise various cultural practices and elements
  • use mental images to remember new cultural information; e.g., teepee teachings
  • group together sets of things with similar characteristics; e.g., cultural practices, objects
  • identify similarities and differences between aspects of Blackfoot culture and other cultures
  • 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 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; e.g., values, traditions, beliefs, practices, relationships
  • seek out 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 own learning or inquiries
  • decide in advance to attend to specific aspects of a cultural event
  • listen for or observe key cultural elements
  • evaluate own 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 and 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 own cultural behaviours and practices
  • be aware of own strengths and weaknesses, identify own 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 non-acceptance/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 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 own work
  • provide personal motivation by arranging own rewards when successful
General Learning Strategies

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 own efforts can affect learning
  • reflect upon own 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 own needs and interests
  • manage own physical working environment
  • keep a learning journal; e.g., a diary, a log
  • develop criteria for evaluating own work
  • work with others to monitor own 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 own 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 try unfamiliar tasks and approaches
  • monitor own 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
Kindergarten
Applications (K)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. share basic information
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express simple preferences
  • A–2.2 share emotions, feelings
  • a. express basic emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • A–3.2 state personal actions
  • a. respond to offers, invitations and instructions
  • A–3.3 manage group actions
  • a. engage in turn taking
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange simple greetings and simple social expressions
  • b. 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
  • A–5.3 solve problems
  • a. experience problem-solving situations
  • A–5.4 explore perspectives and values
  • a. listen attentively and respectfully to the ideas and thoughts expressed
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., play-act variations on familiar stories
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to favourite songs
Language Competence (K)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize and pronounce basic sounds
  • LC–1.2 orthography
  • a. understand how text is oriented; e.g., left to right and top to bottom
  • 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
    • seasons/weather
    • my body
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • personal pronouns (singular) Niisto, kiisto, na
    • amo, amoi to distinguish and refer to this specific animate (NA) or to an inanimate (NI) noun
    • noun possession form for animate (NA) and inanimate (NI) singular nouns indicating my (1S), yours (2S), his/hers (3S): Nitomitaam Kitomitaam Na otomitaam Nisoopa’tsis Kisoopa’tsis Otsoopa’tsis
    • interrogatives, simple questions: Tsa, tahkaa, takaa, Tsima, tska, taya
    • aa, saa questions using katai
    • (VAI) declarative statement, simple sentences using I (1S), you (2S), he/she (3S) subjects and action words: Nitaopi Kitaopi Na aopiwa; and progressive action words: Nitaoyi aopakiitsskii’pi Kitaoyi aopakiitsskii’pi Na aoyiwa aopakiitsskii’pi
    • commands or requests (imperative VAI) using action words for you (2S), all of you (2P): Poohsapoot! Poohsapook!
    • colour descriptors for a singular animate noun (VAI): Ksikkimiwa Ksikkimiwa anna imitaawa; and inanimate noun (VII): Ksikksinaatsiwa Ksikksinaaatsiwa Anni soopa’tsisi

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 proximate | 2P Second person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand simple spoken words and phrases in guided situations
  • LC–2.2 speaking
  • a. produce simple spoken words and phrases in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple interactions, using isolated words
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand simple written words and phrases 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. recognize and use some forms of address denoting respect
  • 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 and use simple routine social interactions
  • LC–4.5 nonverbal communication
  • a. imitate some common nonverbal behaviours
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. follow speech that uses simple link words
  • LC–5.2 text forms
  • a. experience a variety of oral text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns
Community Membership (K)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. experience and explore Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of Mother Earth* (past and present)
  • CM–1.3 practices and products
  • a. experience practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. listen to stories about Mother Earth* from the past and present, and explore change
  • CM–1.5 diversity
  • a. listen to stories about Mother Earth* from diverse Blackfoot origins
CM–2 others
  • CM–2.1 relationships
  • a. share with others and recognize that others are a part of their living world/kinship system
  • CM–2.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of historical and contemporary Blackfoot culture; e.g., storytelling, celebrations
  • CM–2.3 practices and products
  • a. observe and participate in a group in Blackfoot cultural experiences, practices and activities
  • CM–2.4 past and present perspectives
  • a. listen to stories from 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. represent themselves and their family, recognizing that they are part of the living world
  • CM–3.2 knowledge of past and present
  • a. share about themselves and their family; i.e., traditions, nicknames, practices
  • CM–3.3 practices and products
  • a. observe and participate in Blackfoot cultural experiences, practices and activities
  • CM–3.4 past and present perspectives
  • a. explore their own change and listen to others’ views and stories
  • CM–3.5 diversity
  • a. explore and celebrate their own uniqueness; e.g., themselves, their family
Strategies (K)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. use simple interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective strategies, with guidance, to enhance general learning

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

Grade 1
Applications (Gr. 1)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. identify people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express a personal response
  • A–2.2 share emotions, feelings
  • a. respond to and express emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. ask for permission
  • A–3.2 state personal actions
  • a. ask or offer to do something
  • A–3.3 manage group actions
  • a. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange some basic personal information
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate the surrounding environment
  • A–5.2 gather and organize information
  • a. organize items in different ways
  • A–5.3 solve problems
  • a. experience problem-solving situations
  • A–5.4 explore perspectives and values
  • a. 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 stories
Language Competence (Gr. 1)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. pronounce some common words and phrases correctly
  • b. recognize intonation and expressions common to Blackfoot
  • LC–1.2 orthography
  • a. recognize and name some elements of the writing 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
    • daily life
    • weather and seasons
    • my body
    • clothing
    • my house
    • things around me
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • amo, amoi to distinguish and refer to this specific animate (NA) or to an inanimate (NI) noun
    • noun possession form for animate (NA) and inanimate (NI) singular nouns indicating my (1S), yours (2S), his/hers (3S): Nitomitaam nisoopa’tsis Kitomitaam kisoopa’tsus Otomitaam otsoopa’tsis
    • interrogatives, simple questions: tahka, Taya, tsa, tahka
    • (VAI) declarative statement, simple sentences using I (1S), you (2S), he/she (3S) subjects and action words: Nitaopi, kitaopi, na aopiwa; and progressive action: Nitaoyi aopakiitsskii’pi Kitaoyi aopakiitsskii’pi Na aoyiwa aopakiitsskii’pi
    • commands or requests (Imperatives VAI) using action words for you (2S), all of you (2P) and all of us (2I): Poohsapoot Poohsapook Ahkonohkanaitapaao’p
    • commands or requests (Imperatives VTA) using action words between two people: you→me (2S→1S), (all of) you→me (2P→1S): Kokkit, kokkik
    • personal pronouns (singular): Niisto Kiisto Na
    • colour descriptors for a singular animate noun (VAI): Iimahkihkinaa/siko-mahkihkinaa; and inanimate noun (VII): Iitaisokinakio’p/mao-hkitaisokinakio’p
    • simple aa, saa questions using katai-

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular proximate | 2I Second person inclusive | 2P Second 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 spoken words and phrases 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. 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. use basic social expressions appropriate to the classroom
  • LC–4.5 nonverbal communication
  • a. understand the meaning of and imitate some common nonverbal behaviours
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. recognize some simple oral text forms
  • LC–5.3 patterns of social interaction
  • a. respond using very simple social interaction patterns
Community Membership (Gr. 1)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. listen to stories about Mother Earth,* and observe and experience Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of Mother Earth* (past and present)
  • CM–1.3 practices and products
  • a. observe and experience practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. participate in activities and experiences that reflect past and present Blackfoot perspectives related to Mother Earth*
  • CM–1.5 diversity
  • a. participate in activities and experiences that reflect diversity in perspectives related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. listen respectfully to others; e.g., 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 Blackfoot culture; e.g., storytelling, celebrations
  • CM–2.3 practices and products
  • a. observe and participate in a group in Blackfoot cultural experiences, practices and activities
  • CM–2.4 past and present perspectives
  • a. listen to stories from 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. explore kinship
  • CM–3.3 practices and products
  • a. observe and participate in Blackfoot cultural experiences, practices and activities
  • CM–3.4 past and present perspectives
  • a. express their own understanding of themselves and their family
  • CM–3.5 diversity
  • a. observe, celebrate and recognize their own uniqueness; e.g., physical characteristics, kinship
Strategies (Gr. 1)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. use simple interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. use simple cognitive, metacognitive and social/affective strategies, with guidance, to enhance general learning

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

Grade 2
Applications (Gr. 2)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. ask for and provide information
  • b. respond to simple, predictable questions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. identify favourite people, places or things
  • A–2.2 share emotions, feelings
  • a. identify 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
  • A–3.2 state personal actions
  • a. indicate choice from among several options
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. investigate and identify elements in the immediate environment
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • A–5.3 solve problems
  • a. experience meaning through a variety of moral teachings and problem-solving stories
  • A–5.4 explore perspectives and values
  • a. make connections between behaviour and values
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., use movement to respond to songs and poems
  • 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. 2)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. distinguish sounds k/g, p/b, t/d
  • LC–1.2 orthography
  • a. write some words and 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
    • pets
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • personal pronoun plural forms: Niistonnaan Kiistonnoon/kiisto -wawa Ostowawayi
    • anna, anni to distinguish and refer to that specific animate (NA) or an inanimate (NI) noun: Anna ninaawa Anni soopa’tsisi
    • noun possession form for animate (NA) and inanimate (NI) plural nouns indicating my (1S), yours (2S), his/hers (3S): (NA) Niitomitaama Kitomitaama Otomitaami (NI) Nisoopa’tsisi Kisoopa’tsisi Osoopa’tsisi
    • (VAI) declarative statement, simple sentences using I (1S), you (2S), he/she (3S) subjects and action words: Nitaopi Kitaopi Na aopiwa; and progressive action: Nitaoyi aopakiitsskii’pi Kitaoyi aopakiitsskii’pi Na aoyiwa aopakiitsskii’pi
    • commands or requests (Imperatives VTA) using action words between two people: you→me (2S→1S), (all of) you→me (2P→1S): Kokkit, kokkik
    • locative noun acts as a preposition in in the, on the, to the, at the, from the: Ipsst, itoh, ihk
    • demonstrative pronouns oma, omi to distinguish and refer to this specific animate (NA) oma aakiiwa or inanimate (NI) nouns omi iitaisooyo’pi
    • colour descriptors for a singular animate noun (VAI): Sikimiwa, Sikohpokon; and inanimate noun (VII): siksinaatsiwa
    • interrogative, simple questions: tsa, tahkaa, taka, tsima, tska, aahsa
    • answer forms, simple aa, saa questions using kata’
    • noun possession form for singular animate (NA) and inanimate (NI) nouns indicating my (1S), yours (2S), his/hers (3S): Nitomitaam Kitomitaam Otomitaam Nisoopa’tsis Kisoopa’tsis Osoopa’tsis
    • commands or requests (imperatives VAI) using action words for you (2S), all of you (2P), all of us (2I): apiit, apiik, aahkonipio’p
    • personal pronouns (singular): Niistowa Kiistowa Na

    Legend

    • NA Animate noun | NI Inanimate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular proximate | 2I Second person inclusive | 2P Second 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 spoken sentences 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 a series of 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 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
  • LC–4.2 expressions
  • a. understand and use some simple expressions as set phrases
  • LC–4.3 variations in language
  • a. acknowledge individual differences in speech
  • LC–4.4 social conventions
  • a. use basic politeness conventions
  • LC–4.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
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
  • LC–5.2 text forms
  • a. recognize some simple oral text forms
  • LC–5.3 patterns of social interaction
  • a. initiate simple social interaction patterns
Community Membership (Gr. 2)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. participate in harmonious activities and experiences related to Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. participate in activities and experiences that convey knowledge of Mother Earth* (past and present)
  • CM–1.3 practices and products
  • a. participate in activities, experiences and practices related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. participate in activities and experiences that reflect past and present Blackfoot perspectives related to Mother Earth*
  • CM–1.5 diversity
  • a. participate in activities and experiences that reflect diversity in perspectives related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. contribute to and cooperate in activities with others, and practise friendliness
  • CM–2.2 knowledge of past and present
  • a. explore a past and present Blackfoot community; e.g., their people, practices, products, beliefs
  • CM–2.3 practices and products
  • a. observe, understand and participate in family and/or school Blackfoot cultural experiences, practices and activities
  • CM–2.4 past and present perspectives
  • a. observe and participate in activities, experiences and product development that reflect the past and present, and explore change
  • CM–2.5 diversity
  • a. identify the unique qualities of others; e.g., family
CM–3 themselves
  • CM–3.1 relationships
  • a. express their own concept of themselves and extend that understanding to include new ideas and perspectives; e.g., home, school
  • CM–3.2 knowledge of past and present
  • a. explore kinship and community
  • CM–3.3 practices and products
  • a. observe and participate in Blackfoot 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 others’ perceptions
  • CM–3.5 diversity
  • a. identify and celebrate unique characteristics of family and community
Strategies (Gr. 2)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. use a variety of simple interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective strategies, with guidance, to enhance general learning

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

Grade 3
Applications (Gr. 3)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. describe people, places and things
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. express a personal response to a variety of situations
  • b. acknowledge the ideas, thoughts and preferences of others
  • A–2.2 share emotions, feelings
  • a. express and respond to a variety of emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to a variety of simple requests
  • A–3.2 state personal actions
  • a. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. identify kinship relationships
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. share personal knowledge of a topic
  • A–5.3 solve problems
  • a. experience meaning through a variety of moral teachings and problem-solving stories
  • A–5.4 explore perspectives and values
  • a. 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., share a collection of pictures or artifacts related to Blackfoot culture
Language Competence (Gr. 3)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. pronounce familiar words, phrases and expressions properly
  • LC–1.2 orthography
  • a. recognize and use some 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:
    • my community and neighbourhood
    • music
    • domestic animals
    • extended family
    • games
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • commands or requests (imperatives VAI) using action words for you (2S), all of you (2P), and all of us (2I): Miistapoot Miistapook Ahkonohkana yiistapaaop
    • simple sentences using I (1S), you (2S), he/she (3S) subjects and action words (VAI) in declarative statements form: Nitaanikko Kitaanikko Na aanistawa; and progressive action: Nitaitapo Kitaitapo Na aitapo
    • demonstrative pronouns Anna Annaak Amo Ama Oma Omi Omik to distinguish and refer to that specific animate (NA) or inanimate (NI) noun
    • noun possession form for animate (NA) and inanimate (NI) plural nouns indicating my (1S), yours (2S), his/hers (3S): (NA) Nitomitaamiksi Kitomitaamiksi Otomitaamiks (NI) Nitsowahsiistsi Kitsowahsiistsi Otsowahsiistsi
    • colour descriptors for a singular animate noun (VAI): Ksikkimiwa Otahkoimiwa Siksaapiikaon; and inanimate nouns: Ksikksinaattsiwa Siksinaattsiwa
    • simple questions using interrogatives: Tsa, tahka, tsima, tska, taka, aahsa
    • simple aa, saa questions using kata’
    • noun possession form for singular animate (NA) and inanimate (NI) nouns indicating my (1S), yours (2S), his/hers (3S): (NA) Nitomitaam Otomitaam (NI) Nisoopa’tsis Kisoopa’tsis Osoopa’tsis
    • colour descriptors for a singular animate noun (VAI): Ksikkimiwa/anna Ponokaomitaawa Ksikkimiwa; and inanimate nouns (VII): Ksikksinaattsiwa/anni Ihtaisinaakio’pi Ksikksinaattsiwa
    • simple questions using interrogatives: tahka, taka, tsa, tska, tsima
    • noun possession form for singular animate (NA) and inanimate (NI) nouns indicating my (1S), yours (2S), his/hers (3S): (NA) Nitomitaam Kitomitaam Otomitaam (NI) Nisoopa’tsis Kisoopa’tsis Otoopa’tsis

    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 proximate | 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 spoken sentences 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. 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. accept individual differences in speech
  • LC–4.4 social conventions
  • a. use appropriate oral forms of address for people frequently encountered
  • LC–4.5 nonverbal communication
  • a. 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. link words or groups of words in simple ways
  • LC–5.2 text forms
  • a. recognize some simple oral text forms and print text forms
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using simple social interaction patterns
Community Membership (Gr. 3)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. take care of Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. explore a past/present Blackfoot community
  • CM–1.3 practices and products
  • a. explore the practices and products related to 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 Blackfoot perspectives related to Mother Earth*
  • CM–1.5 diversity
  • a. participate in activities and experiences that reflect diversity in perspectives related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. practise consideration and helpfulness toward others
  • CM–2.2 knowledge of past and present
  • a. explore a past and present Blackfoot community; e.g., its people, practices, products, beliefs
  • CM–2.3 practices and products
  • a. explore Blackfoot community cultural practices and products
  • CM–2.4 past and present perspectives
  • a. describe similarities and differences between past and present Blackfoot community experiences, practices, products, perspectives and values, and examine change
  • CM–2.5 diversity
  • a. identify and celebrate the unique qualities of others; i.e., 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 understand their own strengths and abilities
  • CM–3.2 knowledge of past and present
  • a. explore and examine family/community traditions and practices
  • CM–3.3 practices and products
  • a. observe and participate in Blackfoot cultural experiences, practices and activities
  • CM–3.4 past and present perspectives
  • a. understand their own strengths and weaknesses
  • CM–3.5 diversity
  • a. identify and celebrate unique strengths and abilities
Strategies (Gr. 3)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. use a variety of simple interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. use a variety of simple cognitive, metacognitive and social/affective strategies, with guidance, to enhance general learning

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

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

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. ask for and provide information on a range of familiar topics
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express likes and dislikes
  • A–2.2 share emotions, feelings
  • a. inquire about and express emotions and feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. relay simple messages and encourage or discourage others from a course of action
  • A–3.2 state personal actions
  • a. make and respond to offers or invitations
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. talk about themselves, their family and their community 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 in the environment
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • A–5.3 solve problems
  • a. experience and reflect upon problem-solving stories
  • A–5.4 explore perspectives and values
  • a. explore Blackfoot values on a variety of topics 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
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively; e.g., employ models to create cumulative or predictable stories
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., play games in Blackfoot with friends
Language Competence (Gr. 4)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize and pronounce basic sounds consistently
  • b. recognize the effects of sounds
  • LC–1.2 orthography
  • a. recognize and use some 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
    • nutrition
    • modes of travel
    • dance
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • demonstrative pronouns amo, oma, ama, amoi, omi, anni to distinguish and refer to these and those animate (NA) and inanimate (NI) specific nouns
    • affixes to indicate noun size: big/large (omahk-, soohk-); small prefixes (i’nak-, ohpok-)
    • indefinite pronouns to indicate nonspecific or nonspecified animate or inanimate nouns for generalized meaning: naahkayi, tokskamma, noohkiitsimma, mattstsika, maatsitstsi’pa
    • noun possessive form for animate (NA) and inanimate (NI) plural nouns indicating ours (1P), all of ours (2I), yours (2P), theirs (3P): (NA) nitomitaaminnaan kitomitaaminnoon otomitaamowawa (NI) nisoopa’tsinnaan kisoopa’tsinnoon osoopa’tsowawa
    • simple sentences we, all of us, all of you, they using subject markers and action words in declarative statement form: nitainihkihpinnaan, ainihkio’p, kitainihkihpowa, ainihkiiyawa
    • commands or requests (imperatives VTA) using action words between two people: you→me (2S→1S), all of you→me (2P→1S): kokkit, kokkik
    • preverbal particles attach commands/requests to subject, action simple sentence: isspommookit noohksspommookit kippsspommookit stamsspommookit
    • 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: nito’kspanohkio’tsi’p nisoopa’tsisi kito’kspanohkio’tsi’p kisoopa’tsisi i’kspanohkio’tsim osoopa’tsisi
    • colour descriptors for plural animate nouns (VAI): ksikkimii, ksikkimii omiksi imitaiksi, ksikksinammi omiksi pokoiksi; and inanimate nouns (VII): ksikksinaatsi omistsi soopa’tsiistsi
    • personal pronoun plural: Niitstonnaan Kiistonnoon Kiistowawa Ostowawayi
    • noun possessive form for animate (NA) and inanimate (NI) singular nouns indicating ours (1P), all of ours (2I), yours (2P), theirs (3P): (NA) nitomitaaminnaan kitomitaaminnoon kitomitaamowawa Otomitaamowawayi (NI) Nisoopa’tsinnaan Kisoopa’tsinnoon Kisoopa’tsowawa Osoopa’tsowawayi
    • (VAI) in declarative statements simple sentences using I (1S), you (2S), she/he (3S) subjects and action words: nitaopi, Kitaopi, aopiwa; and progressive action: nitaopihpinnaan Kitaopihpowawa Na aopiwa
    • colour descriptors for plural animate nouns (VAI): ksikkimi, ksikkimi, ponokaomitaiksi, Ksikksinammi, ksikksinammi pokoiksi; and inanimate nouns (VII): Ksikksinaattsi Ksikksinaattsi soopa’tsiistsi
    • noun possession form for animate (NA) and inanimate (NI) plural nouns indicating my (1S), yours (2S), his/hers (3S): (NA) Nitomitaamiksi Kitomitaamiksi Otomitaamiksi (NI) Nisoopa’tsiistsi Kisoopa’tsiistsi Osoopa’tsiistsi
    • commands or requests using (VAI) plural action words for you, all of you, and all of us: Ma’kao’piit Ma’kao’piik Aaka’kao’pao’p
    • demonstrative pronouns amo, anna, oma, anni to distinguish and refer to that animate (NA) or inanimate (NI) specific noun

    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 proximate | 2I Second person inclusive | 1P First person plural exclusive | 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 situations
  • LC–2.2 speaking
  • a. produce a series of simple spoken sentences in guided situations
  • LC–2.3 interactive fluency
  • a. engage in simple, structured interactions
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand a variety of 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 the visual elements of a variety of media, in guided situations
  • LC–3.4 representing
  • a. express meaning through the use of visual elements in a variety of media, in guided 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 in new contexts
  • LC–4.3 variations in language
  • a. experience a variety of accents and variations in speech
  • LC–4.4 social conventions
  • a. recognize verbal behaviours that are considered impolite
  • LC–4.5 nonverbal communication
  • a. recognize appropriate nonverbal behaviours to use with people frequently encountered
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link several sentences coherently
  • LC–5.2 text forms
  • a. recognize a variety of oral and print text forms
  • LC–5.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and manage turn taking
Community Membership (Gr. 4)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. identify concrete ways in which to show respect for Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. explore past and present Blackfoot regions in Alberta
  • CM–1.3 practices and products
  • a. identify and describe some practices and products related to Mother Earth* of specific regions and communities
  • CM–1.4 past and present perspectives
  • a. compare past and present Blackfoot perspectives about Mother Earth*
  • CM–1.5 diversity
  • a. compare diverse Blackfoot perspectives about Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. respect others (e.g., property, thoughts), and practise humility
  • CM–2.2 knowledge of past and present
  • a. explore past and present Blackfoot people, practices, products and beliefs in Alberta; e.g., tribes, individuals
  • CM–2.3 practices and products
  • a. explore tribal or regional Blackfoot cultural practices and products
  • CM–2.4 past and present perspectives
  • a. examine past and present perspectives and values, and examine change
  • CM–2.5 diversity
  • a. explore characteristics of different Blackfoot-speaking peoples in Canada
CM–3 themselves
  • CM–3.1 relationships
  • a. explore various sources of information for development of their own self-concept and learn and understand the importance of respect for themselves
  • CM–3.2 knowledge of past and present
  • a. explore their family/community background—tribal affiliation/heritage, kinship
  • CM–3.3 practices and products
  • a. explore Blackfoot cultural experiences, practices and products
  • CM–3.4 past and present perspectives
  • a. explore others’ perceptions of them
  • CM–3.5 diversity
  • a. explore, identify and celebrate the unique characteristics of their own family and community
Strategies (Gr. 4)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. identify and use a variety of interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective strategies 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 Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. describe series or sequences of events or actions
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. record and share thoughts and ideas with others
  • A–2.2 share emotions, feelings
  • a. record and share personal experiences involving an emotion or feeling
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and follow a simple sequence of instructions
  • A–3.2 state personal actions
  • a. express appropriate and inappropriate actions
  • A–3.3 manage group actions
  • a. negotiate in a simple way with peers in small-group tasks
  • b. offer to explain or clarify
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. gather information from a variety of resources
  • A–5.3 solve problems
  • a. experience, reflect upon and discuss problem-solving stories, legends and situations
  • A–5.4 explore perspectives and values
  • a. explore how the Blackfoot 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., listen to favourite songs in Blackfoot
Language Competence (Gr. 5)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. recognize the rhythmic flow of sounds
  • LC–1.2 orthography
  • a. recognize and use some 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:
    • health
    • leisure
    • places/locations
    • wild animals
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • affixes to indicate noun size: big/large (omahk-, soohk-); small prefixes (i’nak-, ohpok-)
    • indefinite pronouns to indicate nonspecific or nonspecified animate or inanimate nouns for generalized meaning: naahkayi, tokskamma, noohkiitsimma, mattstsika, maatsitstsi’pa
    • preverbal particles attach commands/requests to subject, action simple sentence: isspommookit, noohksspommookit, kippsspommookit, stamsspommookit
    • (VTI) in declarative 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: Nitayinni’p amoi soopa’tsisi, kitayinni’p amoi soopa’tsisi, ayinnim amoi soopa’tsisi
    • demonstrative pronouns amo, amoi, anna, anni, anniksi, annistsi, amoksi, amostsi to distinguish and refer to these and those animate (NA) and inanimate (NI) specific nouns
    • noun possessive form for animate (NA) and inanimate (NI) singular nouns indicating ours (1P), all of ours (2I), yours (2P), theirs (3P): (NA) nitomitaaminnaam kitomitaaminnoon kitomitaamowawa otomitaamowawayi
    • (VAI) declarative statement simple sentences using we (1P), all of us (2I), all of you (2P), they (3P) subject markers and action words and progressive action form: Nitaokstakihpinnaan Aokstakio’p Kitaokstakihpowawa Aokstakiiyawa
    • commands or requests (imperatives VTA) using action words between two people: you→me (2S→1S), all of you→me (2P→1S): kokkit, kokkik
    • colour descriptors for plural animate nouns (VAI): Sikimii nitomitaamiksi Ksikkimii noota’siksi Maohksinammi noohpokoiksi; and inanimate nouns (VII): Siksinaattsi nisoopa’tsiistsi Ksikksinaattsi natsikiistsi Maohksinaattsi nisinaakia’ tsiistsi
    • personal pronoun plural: Niistonnaan Kiistonnoon Kisstowawa Ostowawayi
    • (VAI) declarative statement simple sentences using I (1S), you (2S), he/she (3S) subjects and action words: Nitaokska’s Kitaokska’s Aokska’siwa

    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 proximate | 2I Second person inclusive | 1P First person plural exclusive | 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 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. use formal and informal language in familiar situations
  • LC–4.2 expressions
  • a. use learned expressions to enhance communication
  • LC–4.3 variations in language
  • a. experience regional variations in language
  • LC–4.4 social conventions
  • a. recognize simple social conventions in informal conversations
  • LC–4.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts; e.g., eye contact
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. recognize common conventions to 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. initiate interactions and respond, using a variety of social interaction patterns
Community Membership (Gr. 5)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. participate in activities that show care and respect for Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. explore past and present Blackfoot regions in Canada
  • CM–1.3 practices and products
  • a. explore basic, key practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. explore past and present Blackfoot values related to Mother Earth*
  • CM–1.5 diversity
  • a. explore diverse Blackfoot values related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. form positive relationships with others; e.g., peers, family, Elders
  • CM–2.2 knowledge of past and present
  • a. explore past and present Blackfoot people, practices, products and beliefs in Canada
  • CM–2.3 practices and products
  • a. explore cultural practices and products of Blackfoot 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. compare characteristics of Blackfoot-speaking peoples in Canada
CM–3 themselves
  • CM–3.1 relationships
  • a. identify influences on the development of their own self-concept and self-identity
  • CM–3.2 knowledge of past and present
  • a. explore Blackfoot peoples in Canada
  • CM–3.3 practices and products
  • a. explore Blackfoot cultural experiences, practices and products
  • CM–3.4 past and present perspectives
  • a. recognize that individuals change and that the way they see themselves changes
  • CM–3.5 diversity
  • a. explore, identify and celebrate the unique characteristics of Blackfoot peoples in Canada
Strategies (Gr. 5)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. identify and use a variety of interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a.identify and use a variety of cognitive, metacognitive and social/affective strategies 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 Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

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, 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 or 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. make and break social engagements
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. explore classification systems and criteria for categories
  • A–5.2 gather and organize information
  • a. compose questions to guide research
  • b. identify sources of information and record observations
  • A–5.3 solve problems
  • a. experience, reflect upon and discuss problem-solving stories, legends and situations
  • A–5.4 explore perspectives and values
  • a. 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 or a dance
Language Competence (Gr. 6)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

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
    • 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 the following grammatical elements: .......
    • (VTI) in declarative simple sentences involving a direct object using we (1P), all of us (2I), all of you (2P), they (3P) subject markers along with an action word involving an inanimate object: nitaissa’tsi’pinnaan amoi sinaakia’tsisi, aissa’tsi’p amoi sinaakia’tsisi, kitaissa’tsi’powawa amoi sinaakia’tsisi, aissa’tsimiawa amoi sinaakia’tsisi
    • (VTI) nominalizer changing an action word involving an inanimate to a noun by adding –n: passkaan, o’kaan
    • compounding a verb and noun together to form a new action word: nitayaaksistotoohs nitayaaksstsitsik nitayaaksinao’s nitaisttsisookoan
    • commands or requests (imperatives VTI) for an action word involving an inanimate (NI) object for you (2S), all of you 2P), all of us (2I): issa’tsit omi kitsimi, issa’tsik omi kitsimi, aahkonssa’tsi’p omi kitsimi
    • commands or requests (imperatives VTI) for an action word involving an inanimate (NI) object for you (2S), all of you (2P), all of us (2I): issa’tsit omi kitsimi, issa’tsik omi kitsimi, aahkonssa’tsi’p omi kitsimi nitomitaaminnaaniksi, kitomitaaminnooniksi, kitomitaamowawaiksi, otomitaamowawaiksi
    • (VTI) declarative 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: nitsiiksisato’p nisoopa’tsisi, kitsiiksisato’p kisoopa’tsisi, iiksisatoom osoopa’tsisi
    • affixes to indicate noun size: big/large (omahk-, soohk-); small prefix (pok-)
    • indefinite pronouns to indicate nonspecific or nonspecified animate or inanimate nouns for generalized meaning: amohkayi, nihkayi, amokskayi, niistsiskayi
    • preverbal particles attach commands/requests to subject, action (VAI) simple sentence: isspommookit noohksspommookit kipsspommookit stamsspommookit
    • tense markers: yaak oma aakiiwa aakota’po’takiwa future imminent future ayaak nitayaakitapo perfective past akaa omiksi pookaiksi akaayakihtsiyawa variant ikaa, oma saahkomaapiiwa maatsikaitapoowa Sikoohkitoki
    • demonstrative pronouns amo, amoi, oma, omi, anna, anni, to distinguish and refer to these and those specific animate (NA) and inanimate (NI) nouns
    • noun possessive form for animate (NA) and inanimate (NI) singular nouns indicating ours (1P), all of ours (2I), yours (2P), theirs (3P): (NA) Nitomitaaminnaan Kitomitaaminnoon Kitomitaamowawa Otomitaamowaway (NI) Nisoopa’tsinnaan Kisoopa’tsinnoon Kisoopa’tsowaway Osoopa’tsowawayi
    • (VAI) declarative statement simple sentences using we (1P), all of us (2I), all of you (2P), they (3P) subject markers and action words: nitaokska’sspinnaan, aokska’so’p, kitaokska’sspowa, aokska’siiyawa
    • commands or requests (imperatives VTA) using action words between two people: you→me (2S→1S), all of you→me (2P→1S): kokkit, kokkik
    • colour descriptors for plural animate nouns (VAI): sikimi, sikimiyawa, ksikkimi, ksikkimiyawa; and inanimate nouns (VII): siksinaattsi, siksinaattsiyawa, ksikksinaattsi, ksikksinaattsiyawa

    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 proximate | 2I Second person inclusive | 1P First person plural exclusive | 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 idiomatic expressions correctly
  • LC–4.3 variations in language
  • a. recognize some common regional variations in language
  • 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
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
  • 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
Community Membership (Gr. 6)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. demonstrate leadership in caring for and respecting Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. identify and describe basic, key facts about some Blackfoot geographical regions or communities
  • CM–1.3 practices and products
  • a. identify and describe basic, key practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. identify and examine traditional Blackfoot perspectives and values related to Mother Earth*
  • CM–1.5 diversity
  • a. identify and examine diverse Blackfoot perspectives and values related to Mother Earth*
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 Blackfoot historical and contemporary events, figures and developments; e.g., treaties
  • CM–2.3 practices and products
  • a. identify and describe key Blackfoot cultural practices and products
  • CM–2.4 past and present perspectives
  • a. identify and explore past and present perspectives and values, and celebrate change
  • CM–2.5 diversity
  • a. explore Blackfoot-speaking cultural groups as part of larger Aboriginal communities
CM–3 themselves
  • CM–3.1 relationships
  • a. reflect on various facets of self-identity
  • CM–3.2 knowledge of past and present
  • a. explore Blackfoot peoples in Canada
  • CM–3.3 practices and products
  • a. explore and identify Blackfoot cultural experiences, practices and products
  • CM–3.4 past and present perspectives
  • a. recognize the effects of positive and negative treatment on themselves; i.e., stereotyping
  • CM–3.5 diversity
  • a. explore and celebrate their own unique cultural heritage
Strategies (Gr. 6)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. identify and use a variety of interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. identify and use a variety of cognitive, metacognitive and social/affective 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 Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. understand and use definitions, comparisons and examples
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. inquire about and express interest and lack of interest, 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. learn consequences in a variety of situations
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for the contributions of others
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. use routine means of interpersonal communications
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 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 Blackfoot 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 new words to a known melody
  • 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. 7)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

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 consistently 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
    • living things
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • (VTI) declarative statement simple sentences involving a direct object using we (1P), all of us (2I), all of you (2P), they (3P) subject markers along with an action word involving an inanimate object: nitsitohkitaopihpinnaan anni soopa’tsisi, iitohkitaopao’p anni soopa’tsisi, kitsitohkitaopihpowawa anni soopa’tsisi, iitohkitaopiyawa anni soopa’tsisi
    • compounding a verb and noun together to form a new action word: aya’ksistotoohsiwa, aya’ksisstsitsikiwa, aya’ksisttsomo’kiwa
    • weather verbs in past, future tenses: iisootawa, ihpotawa, iisopoowa, ayaaksootawa, ayaakohpotawa, ayaksopoowa
    • days of the week along with past and future tense markers for I and you: akattatoyiiksistsikoyi nitsiitaatsimoihk, anohk naatoyiiksistsikosi nitakotaatsimoihk
    • commands or requests (imperatives VTI) for an action word involving an inanimate object for you, all of you, all of us: kokkit anni miistsisi, kokkik anni miistsisi,aahkonohkanaohk -ottspa anni miistsisi
    • (VTI) declarative simple sentences involving a direct object I (1S), you (2S), he/she (3S) subject markers along with an action word involving an inanimate object: nitaissa’tsi’p anni sinaakia’tsisi, kitaissa’tsi’p anni sinaakia’tsisi, na aissa’tsim anni sinaakia’tsisi
    • preverbal particles attach commands/requests to subject, action simple sentence: isspommookit, nohksspommookit, kipsspommookit, stamsspommookit
    • tense markers (–iik): past tense (iikska’siwa, iikaitapowa, yaak-); future (ayaakokska’siwa, ayaakihpiiwa)
    • noun affixes to indicate size: big/large (omahk-, soohk); small prefix (pok-)
    • indefinite pronouns to indicate nonspecific or nonspecified animate or inanimate nouns for generalized meaning: naahkayi, tokskamma, noohkiitsimma, mattstsika, maatsitstsi’pa

    Legend

    • VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular proximate | 2I Second person inclusive | 1P First person plural exclusive | 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, 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 short written texts on unfamiliar 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 idiomatic expressions in a variety of contexts
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., age, gender, kinship
  • 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
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
  • LC–5.3 patterns of social interaction
  • a. initiate interactions and respond, using a variety of social interaction patterns
Community Membership (Gr. 7)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. examine their own treatment of, and attitudes toward, Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. explore and examine aspects of Mother Earth*
  • CM–1.3 practices and products
  • a. explore the significance of practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. examine their own perspectives and views related to Mother Earth*
  • CM–1.5 diversity
  • a. examine diverse perspectives and views related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. form and maintain authentic, respectful relationships with others; i.e., opposite sex
  • CM–2.2 knowledge of past and present
  • a. explore key Blackfoot historical and contemporary events, figures and developments; e.g., residential schools, Crowfoot
  • CM–2.3 practices and products
  • a. explore the significance of Blackfoot cultural practices and products
  • CM–2.4 past and present perspectives
  • a. explore and identify basic, key Blackfoot perspectives and values
  • CM–2.5 diversity
  • a. appreciate and respect similarities and differences in others
CM–3 themselves
  • CM–3.1 relationships
  • a. understand self-concept and the factors that may affect it 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
  • CM–3.3 practices and products
  • a. explore the significance, to themselves, of Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. explore changing perspectives of themselves (i.e., cultural, language, family, roles), and examine stereotyping
  • CM–3.5 diversity
  • a. examine and celebrate their own unique cultural heritage
Strategies (Gr. 7)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. select and use a variety of interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

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 probability, possibility 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. accept or decline an offer or invitation
  • 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
  • A–5.2 gather and organize information
  • a. organize and prepare information, using a variety of techniques
  • A–5.3 solve problems
  • a. identify potential problems and their potential consequences
  • A–5.4 explore perspectives and values
  • a. understand how the Blackfoot 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 in a variety of situations
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create and perform a skit
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., explore Blackfoot culture on the Internet
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

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 life
    • healthy living
    • our land
    • family traditions
    • crafts
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • weather verbs (VII) in past, future tense: iisopoowa, aaksopoowa, iisootawa, aaksootawa, ihpotawa, aakohpotawa
    • weather verbs (VII) in the subjunctive mode: for past tense (kamikaisootasi, nimaatakitapoohpa); for future tense (kamaaksootasi nimaatakitapoohpa)
    • days of the week along with past and future tense markers for I and you: akattomiiksistsikoyi kitsiimiihk, aomiiksistsikosi kitaakotoomiihk
    • (VTA) declarative statement simple sentence involving an animate (NA) object/goal for I (1S), you (2S), him/her (3S) subject markers along with an action word involving an animate (NA) his/her (3S) object/goal: nitsiinowayini otomitaam, kitsiinowayini otomitaam, iinoyiwa otomitaam; and progressive form: nitainowayini otomitaam, kitainowayini otomitaam, ainoyiwa otomitaam
    • descriptive words (VII) for inanimate (NI) objects both singular and plural: Pokitaisoopao’pistsi Omahkitaisooyo’p Omahkitaisooyo’pistsi Sikohtaisinaakio’p Sikohtainsinaakio’pistsi Ksikksaapioyis Ksikksaapioyiistsi
    • simple sentences involving a direct object using we (1P), us (2I), you (2P), they (3P) subject markers along with an action word involving an inanimate object (VTI) in declarative statement form: nitsitski’pinnaani nisoopa’tsinnaanistsi, iitski’pi kisoopa’tsinnoonistsi, kitsitski’powawa kisoopa’tsowawaistsi, iitskimmiawa osoopa’tsowawaistsi
    • compounding a verb and noun together to form a new action word: Nitayaksapskaohs Nitayakotsi’tsi Nitayaksistaahtsitsi
    • commands or requests for an action word involving an inanimate object (VTI) for you (2S), all of you (2P), all of us (2I): issa’tsit omi kitsimi, issa’tsik omi kitsimi, aahkonssa’tsi’p omi kitsimi
    • tense markers: akaa—past tense (akaayo’kaayaawa; yaak-); future (oma aakiiwa aaka’po’takiwa); imminent future (ayaak-nitayaakihpi)
    • nominalizer, changing an action word involving an inanimate to a noun by adding –n to the base form: okaan, passkaan

    Legend

    • NA Animate noun | NI Inanimate noun | VII Inanimate intransitive verb | VTA Transitive animate verb | VTI Transitive inanimate verb | 1S First person singular | 2S Second person singular | 3S Third person singular proximate | 2I Second person inclusive | 1P First person plural exclusive | 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, simple 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 idiomatic expressions in culture
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., occupation, level of education
  • 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
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions
Community Membership (Gr. 8)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. examine their own and others’ treatment of, and attitudes toward, 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 Mother Earth*
  • CM–1.4 past and present perspectives
  • a. examine and compare perspectives and views related to Mother Earth*
  • CM–1.5 diversity
  • a. examine and compare diverse perspectives and views related to Mother Earth*
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 Blackfoot historical and contemporary events, figures and developments; e.g., local government, reserve system, leadership styles
  • CM–2.3 practices and products
  • a. understand the meaning and significance of some Blackfoot cultural practices and products
  • CM–2.4 past and present perspectives
  • a. examine basic, key Blackfoot perspectives and values
  • CM–2.5 diversity
  • a. identify and discuss similarities and differences in others and examine stereotyping
CM–3 themselves
  • CM–3.1 relationships
  • a. examine their own 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 Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. examine changing perspectives of themselves (i.e., peer groups, social environments) and examine stereotyping
  • CM–3.5 diversity
  • a. examine and celebrate changes in their own perspectives about Blackfoot culture
Strategies (Gr. 8)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

S–1 language learning
  • S–1.1 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 interactive, interpretive, productive
  • a. select and use a variety of interactive, interpretive and productive 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 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 cognitive, metacognitive, social/affective
  • a. select and use a variety of cognitive, metacognitive and social/affective 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 Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic
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. search for possible ways to solve problems
  • A–5.4 explore perspectives and values
  • a. provide information and reasons for their own ideas and thoughts on an issue or a topic
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express appropriate humour
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., speak or write from the viewpoint of a designated character in a story
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., keep a personal journal
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. speak clearly and coherently 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:
    • trades and professions
    • community service/volunteering
    • peoples that make up Canada
    • safety
    • nature
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • simple sentence involving an object/goal for I (1S), you (2S), him/her (3S) subject and I→you (1S→2S), you→me (2S→1S) markers along with an action word involving an animate (NA) his/her (3S) object/goal (VTA) in declarative: nitainowawa imitaawa, kitainowawa imitaawa, ainoyiwa imitayi, kitaino, kitainook
    • weather verbs in the subjunctive mode: for past tense (nitsitahkay otaomataponooksiksistsikohsi); for future tense (nitaakitahkay aomataponooksiksistsikohsi)
    • descriptive words (VII) for inanimate objects: pohkohtssi, pokohtssiwa, miistapohpokohtssi, mattsiistapohpokohtssi, stohkanaohpokohtssi; iikoksipoko, o’tsitskoksipoko, miistapo’tsitskoksipoko, stohkanaoksipoko
    • reflexive marker, doing an action for oneself for action only (VAI) for I (1S), you (2S), he/she (3S), we (1P) all of us (2I), all of you (2P), they (3P): nitsstsipisoohs kitsstsipisoohs isstsipisoohsiwa nitsstsipisoohsspinnaan isstsipisoohso’p kitsstsipisoohsspowaawa isstsipisoohsiiyaawa
    • sentences that indicate who is doing a certain action or specifies a particular noun with the help of demonstrative pronouns known as a relative clause: anna innoisspiwa aakiiwa iikaisoksinihkiwa, omistsi iimaisinatsikskoistsi miinistsi iksskaomahksinokoyaawa
    • (VTI) declarative, simple sentences involving a direct object using we (1P), all of us (2I), all of you (2P), they (3P) subject markers along with an action word involving an inanimate object: nitaini’pinnaani naapioyiistsi, ani’pi naapioyiistsi, kitaini’powayi naapioyiistsi, ainimmiaawa naapioyiistsi
    • compounding a verb and a noun together to form a new action word: aakotsi’tsi, aaksstsitsik, aaksapskaohs
    • days of the week along with past and future tense markers for I and you: To’tohtaatoyiiksistsikoyi Kitsitahkay, nohk Isttsinaiksistsikoyi Nitsitota’pihkayi Nitsinaka’siimiksi Akattomiiksistsikoyi Nitakkaawa Iitatowa’pistotowawa aissikatoyiiksistsikosi nitaakitsitapo aakaitapisskoyi, aomiiksistsikosi nitaakitsoi mamii, otomohtsisto’kissikatoyiiksistsikohpi aotstsiisi kitakitotoissksinima’tsooko, aotstsiisi iitawaanaokso’ki’pi nitakitsipaawan
    • commands or requests for an action word involving an inanimate object (VTI) for you (2S), all of you (2P), all of us (2I): issa’tsit omi sa’pia’tsisi, issa’tsik omi sa’pia’tsisi, ahkonssa’tsi’p omi sa’pia’tsisi
    • weather verbs (VII) in past, future tense: akaiksistohpotawa, matonni aisootawa, iiksiiksopoowa mistapotonni, ayaaksootawa apinakosi, naatoyiiksistsikosi aakohpotawa

    Legend

    • NA Animate 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 proximate | 2I Second person inclusive | 1P First person plural exclusive | 2P Second person plural | 3P Third person plural

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 a variety of ways that meaning can be expressed through the visual elements of a variety of media, in guided situations
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 idiomatic expressions
  • LC–4.3 variations in language
  • a. recognize other influences resulting in variations in language; e.g., 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 or chronological sequencing
  • LC–5.2 text forms
  • a. use a variety of familiar text forms and media in their own productions
  • LC–5.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions
Community Membership (Gr. 9)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. examine community and societal treatment of, and attitudes toward, Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. examine and identify changes in other Blackfoot communities
  • CM–1.3 practices and products
  • a. understand the meaning and significance of a variety of practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. explore a variety of perspectives related to the treatment of Mother Earth*
  • CM–1.5 diversity
  • a. explore a variety of perspectives related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. participate in creating consensus while working with others and encourage and help others
  • CM–2.2 knowledge of past and present
  • a. identify key Blackfoot historical and contemporary events, figures and developments; e.g., government styles
  • CM–2.3 practices and products
  • a. understand the meaning and significance of a variety of Blackfoot cultural practices and products
  • CM–2.4 past and present perspectives
  • a. explore traditional and contemporary Blackfoot 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 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 Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. explore the significance, to themselves, of the Blackfoot culture
  • CM–3.5 diversity
  • a. identify and celebrate knowledge of their own cultural heritage
Strategies (Gr. 9)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

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

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

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

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

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

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

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

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

10-12Y
Applications (10-12Y)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. ask and answer questions about an informative text 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 Aboriginal cultures are portrayed in a variety of contexts
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 situated in a different time or place
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., explore ways to use knowledge of Blackfoot in community activities/functions
Language Competence (10-12Y)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. produce, with ease, the essential sounds, stress, rhythm and intonation patterns where rehearsal is possible
  • LC–1.2 orthography
  • a. read and write Roman 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
    • family roles
    • communicating
    • health practices
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • reflexive marker doing an action for oneself for action only (VAI) for I (1S), you (2S), he/she (3S), we (1P), all of us (2I), all of you (2P), they (3P): nitsspommoohs kitsspommoohs isspommoohsiwa nitsspommoohsspinnaan isspommoohsso’p kitsspommoohsspowaawa isspommoohssiiyawa
    • change in discourse: sentences that indicate who is doing a certain action or specify a particular noun with the help of demonstrative pronouns known as a relative clause: anna ninaawa iimaohksisttohsisoka’simiwa iiksstatsinihkiwa, kokkit anni maohksinattsi sinakia’tsisi
    • (VTA) simple sentences involving an object/goal for we (1P), us (2I), you (2P), they (3P) subject markers along with an action word involving an animate (NA) his/her (3S) object/goal in declarative form: nitsiinowannaan nahk imitaawahk, iinowawa nahk imitaawahk, kitsiinowawaawa nahk imitaawahk, iinoyiiyaawa niisk imitayissk

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 1S First person singular | 2S Second person singular | 3S Third person singular proximate | 2I Second person inclusive | 1P First person plural exclusive | 2P Second person plural | 3P Third person plural
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 texts 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 of 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 idiomatic 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 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 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 (10-12Y)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. explore and identify ways in which to live in harmony with Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. explore and examine the impact of traditional treatment of Mother Earth* on their own contemporary community
  • CM–1.3 practices and products
  • a. identify, describe and practise protocols related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. examine a variety of perspectives related to the treatment of Mother Earth,* and examine the impacts of these perspectives
  • CM–1.5 diversity
  • a. accept others’ diverse viewpoints related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. participate in following protocols relating to interaction in the community; i.e., requesting information from others
  • CM–2.2 knowledge of past and present
  • a. explore the impact of historical and contemporary Blackfoot events, figures and developments on the immediate community; e.g., Canada’s Indian Act
  • CM–2.3 practices and products
  • a. reflect on the meaning and significance of a variety of Blackfoot cultural practices and products to Blackfoot peoples
  • CM–2.4 past and present perspectives
  • a. describe and understand traditional and contemporary Blackfoot 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. reflect on the personal meaning and significance of a variety of Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. examine the personal significance of various aspects of Blackfoot culture
  • CM–3.5 diversity
  • a. examine and celebrate the significance of Blackfoot culture
Strategies (10-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

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

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

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

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

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

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

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

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

20-12Y
Applications (20-12Y)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

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 task 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 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 in the resolution of real-life problems
  • A–5.4 explore perspectives and values
  • a. explore the portrayal of Aboriginal cultures to understand the underlying values and perspectives
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 with different audiences
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., create a multimedia production on a familiar topic
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., watch films or television programs
Language Competence (20-12Y)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa.)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. produce, with ease and spontaneity, the essential sounds, stress, rhythm and intonation patterns
  • LC–1.2 orthography
  • a. read and write Roman 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
    • social life
    • hunting and gathering, trapping and fishing
    • consumerism
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • (VTA) declarative simple sentences involving an object/goal for we (1P→3S), all of us (2I→3S), all of you (2P→3S), they (3P→3S) subject markers along with an action word involving an animate (NA) his/her (3S) object/goal: Nitainowannaan na imitaawa, ainowawa na imitaawa, kitainoawaawa na imitaawa, ainoyiyaawa ni imitaayi
    • weather verbs in the past tense: Kaakohtsitsipstaopiwa otsootahsi, ihtsaitapoyaawa Omahkoyisi otsskao’ka’piksistsikohsi; and future tense: apinakosi aakssopoowa, mattatoyiiksistsikosi ayaakitomatapsstoyiihk
    • (VTA) simple sentence involving an object/goal for I, you, him/her subject markers along with an action word involving an animate his/her object/goal: nitainowayini oota’s, kitainowayini oota’s, ainoyiinayi oota’s
    • reflexive marker (VAI) doing an action for oneself for action only for I, you, he/she, we, all of us, all of you, they: nitsstsipisoohs, kitsstsipisoohs, isstsipisoohsiwa, nitsstsipisoohsspinnaan, isstsipisoohso’p, kitsstsipisoohsspowaawa, isstsipisoohsiiyaawa
    • (VAI→VTA) benefactive changing an action-only word to an action word involving (3S) object/goal: iihpommaawa→iihpommoyiiwayi, nitsskiitatoo’piaawa→nitsskiitoawaistsi
    • (VAI) (benefactive) someone doing an action for someone: for action-only words the element omo is added to the action word and this changes the meaning to an action word involving a (3S) object/goal: nitsiiyissksipistomoawa nitakkaawa ota’siksi
    • change in discourse: relative clause in object noun phrase: Oma ninaawa ayo’kaawa ni’sa. Oma aakiikoana ainihkiwa ayaakahkayiwa.
    • sentences that indicate who is doing a certain action or specifies a particular noun with the help of demonstrative pronouns known as a relative clause: Anna aakiiwa iimaohksisoka’simiwa iksstatspiiwa. Anni iimayaahssi sitokihkiitaani asakohkokkit.
    • descriptive words (VII) for inanimate objects: pokohtssiwa iitaisoopao’pi, miistapohpokohtssiwa iitaisoopao’pi, stohkanaohpokohtssiwa iitaisoopao’pi

      • Legend

      • NA Animate noun | VAI Animate intransitive verb | VII Inanimate intransitive verb | VTA Transitive animate verb | 3S Third person singular proximate | 2I Second person inclusive | 1P First person plural exclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of lengthy oral texts on familiar topics, in guided situations
  • LC–2.2 speaking
  • a. produce lengthy oral texts on a variety of familiar 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 situations
  • LC–3.2 writing
  • a. produce a variety of lengthy written texts on familiar topics, in guided 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 idiomatic 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 nonverbal communication techniques appropriately 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 (20-12Y)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. reflect on personal beliefs, attitudes, understandings and practices related to Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. reflect on past traditional treatment of Mother Earth*
  • CM–1.3 practices and products
  • a. understand and value the meaning of protocols related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. identify and celebrate positive perspectives related to Mother Earth*
  • CM–1.5 diversity
  • a. value and respect others’ diverse viewpoints related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. show leadership and mutual support
  • CM–2.2 knowledge of past and present
  • a. identify the impact of historical and contemporary Blackfoot events, figures and developments on the immediate community; e.g., residential schools
  • CM–2.3 practices and products
  • a. examine the meaning and significance of a variety of Blackfoot cultural practices and products to Blackfoot peoples
  • CM–2.4 past and present perspectives
  • a. recognize and appreciate traditional values and perspectives and understand that Blackfoot 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. examine the personal meaning and significance of a variety of Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. identify with the Blackfoot culture
  • CM–3.5 diversity
  • a. identify and celebrate their own unique understanding of their cultural heritage
Strategies (20-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

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

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

S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use appropriate interactive, interpretive and productive strategies effectively to enhance language use in a variety of situations

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

S–3 cultural learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use appropriate cognitive, metacognitive and social/affective strategies effectively to enhance cultural learning in a variety of situations

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

S–4 general learning
  • S–4.1 cognitive, metacognitive, social/affective
  • a. use appropriate cognitive, metacognitive and social/affective strategies effectively to enhance general learning in a variety of situations

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

30-12Y
Applications (30-12Y)
General Outcome for Applications

Students will use and apply Blackfoot in various situations at home, in school and in the community for different purposes. (Pookaiksi aakohtaomia’nistayissitapiiyaawa niitsi’powahssini.)

A–1 to share information
  • A–1.1 share factual information
  • a. discuss factual information on a variety of topics in a variety of situations
A–2 to express emotions and personal perspectives
  • A–2.1 share ideas, thoughts, preferences
  • a. share ideas, thoughts, opinions and preferences on a variety of topics in a variety of situations
  • A–2.2 share emotions, feelings
  • a. share a range of emotions and feelings in a variety of situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. guide the actions of others in a variety of formal and informal situations
  • A–3.2 state personal actions
  • a. state their own actions in a variety of formal and informal situations
  • A–3.3 manage group actions
  • a. manage the planning, functioning and assessment of group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. form, maintain and change personal relationships in a variety of formal and informal situations
A–5 to enhance their knowledge of the world
  • A–5.1 discover and explore
  • a. use a broad range of skills to discover and explore various media
  • A–5.2 gather and organize information
  • a. gather, evaluate, organize and synthesize information about various topics from a variety of sources
  • A–5.3 solve problems
  • a. apply problem-solving skills in the resolution of a variety of real-life problems
  • A–5.4 explore perspectives and values
  • a. understand and examine differing perspectives and their underlying beliefs and values; e.g., in the mass media or among family, Elders and peers
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 situations
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes in a variety of situations
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment in a variety of situations
Language Competence (30-12Y)
General Outcome for Language Competence

Students will be effective, competent and comfortable as Blackfoot speakers. (Pookaiksi aakaisokai’tsi’poyiiyaawa..)

LC–1 attend to the form of the language
  • LC–1.1 phonology
  • a. speak with clear, comprehensible pronunciation, intonation, stress and rhythm in rehearsed and spontaneous situations
  • LC–1.2 orthography
  • a. read and write Roman 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:
    • future plans
    • technology
    • art
    • environment
    • independent living
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use the following grammatical elements: .......
    • doing an action for oneself a reflexive marker (VAI) for action only for I, you, he/she, we, all of us, all of you, they using “omoohs”: nita’pao’tomoohs, kita’pao’tomoohs, a’pao’tomoohsiwa, nita’pao’tomoohsspinnaan, a’pao’tomoohsso’p, kita’pao’tomoohsspowaawa, a’pao’tomoohssiiyaawa
    • (VAI-VTA) benefactive changing an action-only word to an action word involving (3S) object/goal by the addition of one of two suffixes –o and –mo~omoI: iihpommoyiiwayi onniki, nitsiiyissksipistomoawa nitakkaawa ota’siksi
    • change in discourse: sentences that indicate who is doing a certain action or specify a particular noun with the help of demonstrative pronouns known as a relative clause: Anna saahkomaapiwa iimaohksisttohksisoka’simiwa ikksstatsinihkiwa. Oma aakiikoana iimainnoisspiwa iikaahsitapiiwa.
    • simple sentences involving an object/goal for we (1P-3S), all of us (2I-3S), all of you (2P-3S), they (3P-3S) subject markers along with an action word involving an animate (NA) his/her (3S) object/goal (VTA) in declarative form: nitsiinoannaan nahk imitaawahk, iinoawa nahk imitaawahk, kitsiinoawaawa nahk imitaawahk, iinoyiiyaawa niisk imitaayisk; and progressive form: nitainoannaan nahk imitaawahk, ainoawawa nahk imitaawahk, kitainoawawaawa nahk imitaawahk, ainoyiiyaawa niisk imitaayisk
    • simple sentence involving an object/goal for I, you, him/her subject markers along with an action word involving animate his/her object/goal in declarative form: nitsiinowa oma imitaawa, kitsiinowa oma imitaawa, iinoyiwa omi imitaay
    • weather verbs in the subjunctive mode: for past tense (ihtsaiikkayiskattsiiyaawa otsootahsi, akattotakoyi iksskaohpotawa); for future tense (maatak sootawa miistapapinakosi, maatak ohpotawa aomahkatoyiiksistsikosi Iisiksipohsiiyaawa)
    • (VAI→VTA) (benefactive) changing an action-only word to an action word involving (3S) object/goal: iihpommaawa→iihpommoyi-wayi, nitsskiitatoo’piaawa→nitskiitoawaistsi
    • someone doing an action for someone: for action-only words the element omo is added to the action word and this changes the meaning to an action word involving a (3S) object/goal (VAI→VTA) (benefactive): nitsiiyissksipistomoawa nitakkaawa ota’siksi
    • change in discourse: sentences that indicate who is doing a certain action or specify a particular noun with the help of demonstrative pronouns known as a relative clause: anna ainihkiwa ninaawa ikaisstatsinihkiwa, kokkit anni maohksinattsi panokainattsi

    Legend

    • NA Animate noun | VAI Animate intransitive verb | VTA Transitive animate verb | 3S Third person singular proximate | 2I Second person inclusive | 1P First person plural exclusive | 2P Second person plural | 3P Third person plural
LC–2 interpret and produce oral texts
  • LC–2.1 listening
  • a. understand a variety of lengthy oral texts on familiar topics, in guided and unguided situations
  • LC–2.2 speaking
  • a. produce a variety of lengthy oral texts on familiar topics, in guided situations
  • LC–2.3 interactive fluency
  • a. converse with ease in routine and nonroutine situations
LC–3 interpret and produce written and visual texts
  • LC–3.1 reading
  • a. understand a variety of lengthy written texts on familiar 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. examine a variety of visual media, in guided and unguided situations
  • LC–3.4 representing
  • a. explore a variety of techniques and conventions used to express meaning in visual media, in guided and unguided situations
LC–4 apply knowledge of the sociocultural context
  • LC–4.1 register
  • a. use the appropriate level of formality with a variety of people in a variety of contexts
  • LC–4.2 expressions
  • a. explore and interpret unfamiliar idiomatic expressions and use learned idiomatic expressions appropriately in a variety of situations
  • LC–4.3 variations in language
  • a. adapt to some variations in language
  • LC–4.4 social conventions
  • a. explore and use a variety of social conventions in a variety of situationss
  • LC–4.5 nonverbal communication
  • a. use a variety of nonverbal communication techniques appropriately in a variety of contexts
LC–5 apply knowledge of how the language is organized, structured and sequenced
  • LC–5.1 cohesion/coherence
  • a. link a series of ideas
  • LC–5.2 text forms
  • a. use their knowledge of text forms to aid interpretation and enhance production of texts
  • LC–5.3 patterns of social interaction
  • a. use a wide range of social interaction patterns to deal with routine and some nonroutine transactions and interactions
Community Membership (30-12Y)
General Outcome for Community Membership

Students will live peacefully with Mother Earth,* others and themselves, guided by the Creator.* (Pookaiksi aakayaahsopaatomoyiiyaawa ksaahkommiitapi ki noohkiitsimmiksi.)

*Discretionary: The terms Mother Earth and Creator are discretionary terms; communities may choose alternative terms acceptable to them (e.g., nature, the environment).

CM–1 Mother Earth*
  • CM–1.1 relationships
  • a. understand, respect and value Mother Earth*
  • CM–1.2 knowledge of past and present
  • a. respect and understand how knowledge of past and present interaction with Mother Earth* affects Canada
  • CM–1.3 practices and products
  • a. understand, value and respect Blackfoot practices and products related to Mother Earth*
  • CM–1.4 past and present perspectives
  • a. respect traditional and contemporary views and perspectives of Mother Earth*
  • CM–1.5 diversity
  • a. accept, value and respect others’ diverse viewpoints related to Mother Earth*
CM–2 others
  • CM–2.1 relationships
  • a. form positive and respectful relationships with a variety of other people
  • CM–2.2 knowledge of past and present
  • a. explore how historical experiences of the Blackfoot culture have shaped the contemporary Blackfoot culture
  • CM–2.3 practices and products
  • a. respect and value the meaning and significance of a variety of Blackfoot cultural practices and products to Blackfoot peoples
  • CM–2.4 past and present perspectives
  • a. respect and value traditional culture in contemporary society
  • CM–2.5 diversity
  • a. accept, value and respect others’ diverse viewpoints and celebrate the diversity of Blackfoot-speaking peoples
CM–3 themselves
  • CM–3.1 relationships
  • a. understand, accept and celebrate their own uniqueness and identity, their desire to live a balanced lifestyle and their spirituality
  • CM–3.2 knowledge of past and present
  • a. value and respect their own cultural heritage
  • CM–3.3 practices and products
  • a. respect and value the personal meaning and significance of a variety of Blackfoot cultural practices and products
  • CM–3.4 past and present perspectives
  • a. recognize and engage in activities that will promote their own lifelong Blackfoot cultural development
  • CM–3.5 diversity
  • a. celebrate their own uniqueness as Blackfoot-speaking peoples
Strategies (30-12Y)
General Outcome for Strategies

Students will know and use various strategies to maximize the effectiveness of learning and communication. (Maanistaakohkottsokiitsi’poihpi pookaiksi aakaissksinima’tsoohsiiyaawa.)

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

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

S–2 language use
  • S–2.1 interactive, interpretive, productive
  • a. use appropriate interactive, interpretive and productive strategies effectively to enhance language use in a variety of contexts

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

S–3 cultural learning
  • S–3.1 cognitive, metacognitive, social/affective
  • a. use appropriate cognitive, metacognitive and social/affective strategies effectively to enhance cultural learning in a variety of contexts

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

S–4 general learning
  • S–4.1 cognitive, metacognitive, social/affective
  • a. use appropriate cognitive, metacognitive and social/affective strategies effectively to enhance general learning in a variety of contexts

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





Resources to support: