Involving Community Members to Develop Culturally Relevant Word ...

Teaching and Learning 

research exchange 

Involving Community Members 

to Develop Culturally Relevant 

Word Lists for First Nations and 

Métis Students 

Minnie McKenzie 

Leda Corrigal 

Otto Fietz 

Cynthia Cook 

Grace Cook 

Project #187 

September 2009

This research was partially funded through a grant from the McDowell Foundation. However, the points of view and opinions 

expressed in project documents are those of the authors and do not necessarily reflect the views of the Foundation. 

The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and dissemination of 

information focusing on instruction (both teaching and learning) in the context of the public elementary and secondary education 

system. Specifically, it will: 

1) Contribute to knowledge about teaching and learning. 

2) Encourage educational inquiry through a wide range of methodologies. 

3) Support the involvement of practising teachers in active research projects. 

4) Encourage organizations as well as individuals to determine and act in areas of research and inquiry. 

5) Encourage experimentation with innovative ideas and methodologies related to teaching and learning. 

The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’ Federation in 1991. It is governed 

by a Board of Directors with the assistance of an Advisory Committee of representatives from the educational and business 

communities. The selection and evaluation of projects funded by the Foundation is carried out by a teacher-led Project Review 

Committee. Inquiries concerning research supported by the McDowell Foundation may be directed to the following address: 

Research Coordinator 

Dr. Stirling McDowell Foundation 

2317 Arlington Avenue 

Saskatoon SK S7J 2H8 

Telephone: 1-800-667-7762 or (306) 373-1660 

© 2009 by the Dr. Stirling McDowell Foundation for Research into Teaching Inc. Permission is given to use 

this work for educational purposes, except that authorization from the original source must be obtained for 

the use of any material that appears in the work with credit to another source.

Table of Contents 

Executive Summary ............................................................................................................. ii 

Acknowledgements .............................................................................................................. 1 

Introduction .......................................................................................................................... 2 

Purpose and Objectives 

The Principal Research Question ...................................................................................... 4 

Background Information 

Description of Research ..................................................................................................... 5 

Methodology ........................................................................................................................ 6 

Variables Affecting the Study ................................................................................................ 7 

Description of Data Collected ............................................................................................... 8 

Data Results 

Key Findings of This Study .............................................................................................. 9 

Supplementary Resources ................................................................................................ 9 

Suggested Language Acquisition Activities 

Preschool (Age Four and Under) .................................................................................... 10 

Kindergarten .................................................................................................................... 11 

Grade One ....................................................................................................................... 11 

Grade Two/Three ............................................................................................................. 12 

Grade Four ...................................................................................................................... 12 

What the Girls Were Taught From an Early Age ................................................................... 13 

What the Boys Were Taught From an Early Age ................................................................... 14 

Word Lists and Phrases 

Kindergarten Word List in Woodland Cree ....................................................................... 15 

Grade One Word List in Woodland Cree ........................................................................... 17 

Grade Two Word List in Woodland Cree .......................................................................... 20 

Grade Three Word List in Woodland Cree ........................................................................ 22 

Grade Four Word List in Woodland Cree .......................................................................... 25 

Additional Vocabulary List for School and Core Subject Areas ......................................... 29 

Kindergarten Word List in Northern Plains Cree ............................................................... 30 

Grade One Word List in Northern Plains Cree .................................................................. 32 

Grade Two Word List in Northern Plains Cree .................................................................. 35 

Grade Three Word List in Northern Plains Cree ................................................................ 37 

Grade Four Word List in Northern Plains Cree ................................................................. 40 

Additional Vocabulary List for School and Core Subject Areas ......................................... 44 

The Four Domains of Human Development 

Spiritual Development ...................................................................................................... 45 

Emotional Development ................................................................................................... 45 

Physical Development ...................................................................................................... 46 

Mental Development ........................................................................................................ 46 

Additional Comments, Suggestions, and Stories for All Age Groups ..................................... 47 

Appendix 

Interview Questions ......................................................................................................... 50 

RESEARCH REPORT: Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Métis Students 

i

Executive Summary 

The purpose of this research is to improve the educational experience of students enrolled in Cree 

immersion programs and instructional (core language) programs. Upon consultation with Cree 

Elders and fluent Cree-speaking community members, a word list was developed to supplement 

teaching and language development. The word list and cultural knowledge shared by fluent Creespeaking 

members from various communities in northern Saskatchewan are intended for classroom 

instruction in schools, early childhood programs, and the home environment. This research study 

is a guideline intended for use in teaching students to speak and to comprehend Cree language. 

We welcome other suggestions that can enhance our efforts such as: additional words, phrases, 

sentences, and other language acquisition methodologies. 

Parents who speak Cree to their children are continuously competing with the dominant use of 

the English language. English is heard everywhere—on television, video games, radio, including 

the subject areas taught at school and early childhood education centres. In order to revive Cree 

language, advocates of Cree need to voice their ideas. Immersion methods and innovative ways 

in which speakers can develop language skills for the children need to be planned and to be 

designed for success. 

In this study, community members and kihtī-ayak (Elders) were interviewed by bilingual educators. 

The ancestral background of the participants is Woodland Cree (nīhithawak) and Plains Cree 

(northern) (nīhiyawak) and Métis (āpihtawikosānak) from the communities of Stanley Mission, 

Pinehouse, Beauval, Grandmother’s Bay, Hall Lake, La Ronge, and Little Red River. Their 

participation validated the direct involvement from parents and kihtī-ayak (Elders) who raised 

their children and grandchildren to speak Cree and who taught their children that Cree language 

is important. The fluent speakers who were interviewed have children and grandchildren who 

speak Cree. They validated our work with their contribution of knowledge in sharing how they 

raised and immersed their children and grandchildren in a traditional Cree environment. 

Speakers of nīhithowīwin, nēhiyawēwin, nēhinawēwin (Cree) can revive the language by offering 

classes for parents, by implementing comprehensive programs in schools, and by organizing 

community events where the language is spoken. This can be done through song, drama, games, 

storytelling and interactive language lessons. The word lists and stories in this study can be utilized 

and expanded to teach students to acquire basic conversational skills and to move on to higher 

level thinking in the language. 

This special project was initiated by Mr. Otto Fietz. As a result, this research project was conducted 

by curriculum consultants, curriculum developers, and technicians who work under the supervision 

of Mr. Otto Fietz and the Gift of Language and Culture Partnership Project Executive. The 

researchers are pleased to have met with community members and kihtī-ayak (Elders) from the 

participating communities in northern Saskatchewan. 

This research project is another avenue in our attempts to revitalize, to preserve, to retain, to 

maintain, and to promote Cree and Michif languages in Saskatchewan. If the readers of this report 

have any questions or comments, please do not hesitate to contact: Otto Fietz, Minnie McKenzie, 

Leda Corrigal, or Cynthia Cook at (306) 425-4938. 

ii 

RESEARCH REPORT: Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Métis Students

Acknowledgements 

This action research study was conducted by: 

Otto Fietz, Director of Education for Lac La Ronge Indian Band 

Minnie McKenzie, Site Coordinator for Gift of Language and Culture Project 

Leda Corrigal, Curriculum Developer for Gift of Language and Culture Project 

Cynthia Cook, Curriculum Developer for Gift of Language and Culture Project 

Grace Cook, Curriculum Developer for Gift of Language and Culture Project 

The data were recorded by Charlie McKenzie and Susan Cook, audio/visual technicians and 

illustrators. The data were transcribed by Susan Cook. 

We are grateful to the McDowell Foundation for its support of this project. Also, we would like to 

recognize and to acknowledge contributions made by the following people: 

Susan McKenzie, Grandmother’s Bay 

Isaac McKenzie, Grandmother’s Bay 

Albert Ross, Hall Lake 

Sarah Ballantyne, Stanley Mission 

Daniel Cook, Stanley Mission 

Charlotte Stapleton, Little Red River 

Claire Roy, Beauval 

Ida Tremblay, La Ronge 

Jim Lafleur, Beauval 

Anne Lafleur, Beauval 

Yvonne Maurice, Pinehouse 


1

Introduction 

The Gift of Language and Culture Project is based out of two main sites. The Curriculum Resource 

Unit staff at the Lac La Ronge Indian Band work on the development of core language programming. 

They promote and produce teaching documents and supplementary resources for the Cree, Michif 

and Dene language teachers. The staff at the site of the Onion Lake First Nation work towards 

the development of Cree immersion language programming. They also produce supplementary 

resources that complement their thematic units. The Gift of Language and Culture is a partnership 

project between the Lac La Ronge Indian Band, Onion Lake First Nation, Prince Albert Grand 

Council, Meadow Lake Tribal Council, Peter Ballantyne Cree Nation, Northern Lights School 

Division No. 113, Saskatoon Public School Division and Northwest Education Authority Inc. 

The Aboriginal languages resource units at both sites develop curriculum and supplementary 

resources. They also provide assistance to support Aboriginal language teachers by providing inschool 

site visits in the classrooms in First Nations and Métis language and culture classrooms in 

provincial and band-controlled schools. 

The curriculum documents and additional resources are developed by bilingual educators. They 

all have previous experience in teaching an Aboriginal language and culture program in a school 

setting operated by First Nations and provincial organizations. This team of bilingual educators 

also performs other duties as curriculum developers and as in-service trainers for Aboriginal 

language teachers in the schools. They maintain ongoing professional development for the teachers 

in the schools. Each unit includes a recommended target word list for elementary students from 

nursery to grade two. The word list is written in each unit plan with topics and concepts from a 

scope and sequence chart. Some of the topics and concepts of the units include: daily routine, 

numerals, animals, buildings, astronomical terminology, clothing, cultural activities, health, birds, 

kinship, food, and fish for Grades 1 to 9. The scope and sequence is available online: 

www.giftoflanguageandculture.ca 

Curriculum developers and researchers are given the responsibility of validating the current target 

vocabulary by fluent speakers with strong cultural background. It is important to mention that 

the target word list presented in each unit is not exhaustive and is subject to validation by Elders. 

This short-term research study has validated the existing terminology and enhanced the vocabulary 

list. It has provided the curriculum teams with a deeper understanding of First Nations and Métis 

language development that is culturally relevant. 

During the course of this research project, the group met with a selection of fluent speakers from 

each of the following communities: La Ronge, Hall Lake, Sucker River, Little Red River, Beauval, 

Pinehouse, Grandmother’s Bay, and Stanley Mission. 

Collectively, the executive directors and the curriculum teams from both sites of the Gift of 

Language and Culture Partnership Project developed a five-year strategic plan. One of the areas 

of intervention is to assess and to evaluate the curriculum documents they produced. Although 

this research project attempts to address some of the issues as outlined in Goal #4 (below), it 

does not fully explore all areas of the goal. This goal was taken as an action item from the fiveyear 

strategic plan that was written collectively by the Gift of Language and Culture Partnership 

Project Partners: 

Goal #4: Short-term Research Study 

1. Explore potential for supporting research study. 

2. Condition for joining partnership project will be to conduct research/evaluation. 

3. Determine best practices from similar language programs. 

2 RESEARCH REPORT: Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Métis Students

4. Identify environments/conditions for effective language programs. 

5. Identify barriers to successful implementation. 

6. Identify community-specific practices for implementation. 

7. Explore potential funding from the Saskatchewan Ministry of Education and the federal 

government. 


3

Purpose and Objectives 

The PrinciPaL research QuesTion 

What target words can we teach to students that are age appropriate and culturally relevant to 

First Nations and Métis worldview? 

A selected group of community members met with the research team and other staff members of 

the Gift of Language and Culture Project in La Ronge, Saskatchewan on October 8 and 9, 2008. 

The gathering was organized in one of the meeting rooms in the La Ronge Hotel and Suites. The 

researchers who facilitated the sharing session were Otto Fietz, Leda Corrigal, Cynthia Cook, 

and Grace Cook. Other staff members from the Gift of Language and Culture Project were present 

to assist with recording and documenting the sessions through the use of audio and video equipment. 

A total of 15 community members participated. The facilitators/researchers familiarized the group 

of community members with the intent of the research project. Set to a certain level of comfort 

and workable groupings, the participants were further divided into three smaller groups. All three 

groups had two leaders to encourage ongoing dialogue related to Cree language teaching and 

learning and to ensure that conversations stayed focused on the initial purpose of the gathering. 

All the community members were given opportunities to share and to participate in the sessions. 

It was truly a learning and an enjoyable experience for both participants and researchers. The 

participants were very eager to share information, which was communicated informally and 

accepted in a dialogue format. The participants shared their knowledge and reminded each other 

of different incidences they experienced, making the atmosphere very inviting and conducive to 

ongoing constructive dialogue. 

The researchers recorded the word lists and cultural knowledge that were recommended by the 

participants. The community members talked extensively about language acquisition and the 

process. One of the key issues that was repeated was that in order for children to learn and to 

retain a language, they need to be immersed in the language on a daily basis. The community 

members stressed overwhelmingly that the efforts made as a result of this research were very 

important and to make every attempt possible to preserve the language and culture. They are 

very concerned about the state of Cree language and hope to be able to assist with every possible 

effort made to preserve the language. 


Background Information 

descriPTion of research 

The purpose of this research was to seek the assistance of community members who raised their 

children with a strong level of fluency in their mother tongue. The research team posed questions 

that would promote dialogue among the parents and the researchers and that would lead to identifying 

suitable words, phrases, and sentences that would be beneficial to a learner’s language development. 

Through dialogue and interviews, the community members were able to share their experiences 

and provide input about Cree language instruction in a classroom setting. The goal is to be able to 

produce a word list comparable to the Dolch word list used in the English language. Although 

English and Cree are by no means comparable in terms of structure and sounds, the idea of using 

a sight list is another attempt to assist with oral language development. This list could be used to 

teach students Cree language and culture in immersion and/or core language programs. 

There are five objectives of this study: 

1. Provide a forum for fluent speakers who have raised children fluent in their language and to 

assist in developing a key word list that is age and culturally appropriate. 

2. Provide a forum for fluent speakers to express their thoughts on how children acquire their 

language to help our project develop a First Nations and Métis language acquisition theory. 

3. Investigate and analyze the impact of traditional upbringing of the First Nations and Métis 

child in a Cree- and/or Michif-rich language learning environment. 

4. Generate information that can be collected in written form, synthesized and distributed to 

the Aboriginal language teachers who are teaching immersion and core language programs. 

5. Provide a forum for a collection of audio/visual recordings that will be used for future research 

projects and to enrich language acquisition for students learning First Nations and Métis languages. 

The significance of this research is to develop resources based on actual recorded interviews and 

notes collected by the research team. By doing this, not only will the participants validate the 

development of the resources, but they will also aid and enrich the learning environment for the 

child from the perspective of fluent speakers of the Cree language. The research team identified 

fluent speakers who successfully transferred their first language and cultural knowledge and skills 

to their children. All the participants have learned Cree language as their first language. These 

children, who are now adult bilingual speakers, appreciate their heritage and manage to survive 

productively in mainstream society. The research team continuously seeks alternative ways to enrich 

the existing curriculum documents with appropriate language acquisition methods of teaching 

students’ ancestral language and cultural traditions to the ultimate possible methods attainable. The 

research findings will be shared with classroom teachers and community members, and will be 

incorporated into the curriculum documents. 


5

Methodology 

In November 2008, Otto Fietz, Director of Education, Lac La Ronge Indian Band, and Charlie 

McKenzie, Audio/Visual Technician, Gift of Language and Culture Project traveled to the 

community members’ respective communities to conduct individual interviews. They purposely 

ventured to interview men from the original group to represent the male figure. They inquired 

about the role they had in teaching language, values, and other child rearing practices. To reach a 

certain degree of comfort among the males within the participants, they conducted interviews 

with the men from varying Cree speaking communities to ensure a good cross-section of feedback 

was gathered. They obtained interviews from Isaac McKenzie from Grandmother’s Bay, Albert 

Ross from Hall Lake, Daniel Cook from Stanley Mission, and Jim Lafleur from Beauval. 

Minnie McKenzie, Site Coordinator for the Gift of Language and Culture Project, Grace Cook, 

Curriculum Developer for the Gift of Language and Culture Project, and Charlie McKenzie, 

Audio/Visual Technician for the Gift of Language and Culture Project, also embarked on trips to 

the various other communities to interview the following women: Susan McKenzie from Grandmother’s 

Bay, Ida Tremblay from La Ronge, Charlotte Stapleton from Little Red River, and Sarah Ballantyne 

from Stanley Mission. Leda Corrigal, Curriculum Developer for the Gift of Language and Culture 

Project, interviewed Claire Roy and Anne Lafleur from Beauval and Yvonne Maurice from Pinehouse. 

Documentation of the forum, interviews, and observations was taken through audio-visual recordings, 

pictures and written accounts. The audio-visual recordings were completed by the following Gift 

of Language and Culture staff members: Charlie McKenzie, Susan Cook, and Zack O’Brien. 

Sarah Ballantyne Daniel Cook Grace Cook 

Ann Lafleur 

Jim Lafleur 


Variables Affecting the Study 

The communities in northern Saskatchewan are very spread out and extensive travel is required 

to journey from one community to another. Most of the roads travelled are grid roads and, 

depending on the weather conditions, can become quite hazardous for travel. The distance between 

communities, time, availability of community members and staff are some of the variable factors 

in conducting the research. 

Although there were various dialects of Cree among the research participants, the language used 

was not a factor. Four of the participants have also learned the Michif language as part of their first 

language, but this did not hinder the development of their children’s knowledge of Cree language. 

Elders group picture 


7

Description of Data Collected 

The community members shared stories on child rearing. They shared some of their memories 

on how they raised their children and grandchildren. The first language spoken in each of their 

homes was Cree. The English language was a very foreign language to them. Overall, most of 

the community members indicated that they felt it was very important that students be taught 

basic commands and familiar objects associated with their immediate surroundings. All of the 

participants agreed that most of the learning occurs within the first five years of a child’s life. 

This is the reason why their children learned to understand and to speak Cree. The selected list 

of words and commands spoken in Cree can be emphasized and used in the appropriate context 

within a classroom setting. It may be necessary to organize the classroom setting for learning by 

immersing the students in a culturally relevant and appropriate learning environment. The target 

language must be meaningful and purposeful for the children, therefore the participants also 

stressed the importance of modelling by speaking the target language as much as possible in and 

outside the classroom setting. 

A brief summary of the recommended word lists, phrases, and cultural teachings collected thus 

far is included with this report. The word lists and phrases are categorized under the headings: 

Kindergarten, Grade One, Grade Two, Grade Three, and Grade Four. Furthermore, the word lists 

and phrases for both Woodland and Plains (northern) Cree dialects make up a part of this report. 

All the participants indicated that cultural values and teachings are embedded within the language. 

They cannot be separated as children need to be taught virtues and to show respect toward 

themselves, others, and their environment. The virtues are very important teachings to model so 

that the children fully understand their significance and the impact they have upon their lives. 

Issac McKenzie Susan McKenzie Henry Roberts 

Albert Ross 

Ida Tremblay 


Data Results 

Key findings of This sTudy 

The lists of words and phrases are suggested words commonly spoken to children at home and 

in school. The community members interviewed emphasized immersing the children in the target 

language as much as possible. They stressed the importance of immersing the child into cultural 

experiences as much as possible, which will also assist in the development of the language. 

suPPLemenTary resources 

Included with this report is a DVD entitled Learning From Our Elders, which includes highlights 

from the interviews and work with the Elders on this project. 


9

Suggested Language Acquisition Activities 

PreSChOOL [AGe FOur And under]: 

• Show the children that they are important and constantly talk to them. 

• Associate objects and pictures with language terminology (e.g., point to a chair and say 

tihtapiwin). 

• Immerse the children in the target language when you entertain them. 

• “When I was raising my children, quite a while ago, I spoke Cree to my children all the 

time. First, when a child is born, they are held in the arms and from there the child 

knows they are loved and the baby is spoken to immediately.” 

• When children begin to develop oral language skills, they focus their degree of 

communication on their immediate family and needs. They learn and start to communicate 

using words such as: āstam (come here), nāh (here you go), nāta (go and get it or retrieve 

it), nās (go to him or her), nānā (food) and cōcō (baby bottle). 

• Ages 3 to 4, children will begin asking questions about their surroundings. The language 

used is centred on safety: pōpō (you will get hurt or are you hurt/feeling pain?), kāwitha 

(do not do that), awas (go away). 

• When the children begin to talk, the first words they say are: māmā (mom/mother), 

pāpā (dad/father) and nipā (sleep). 

• When children begin talking, they usually use words related to their immediate 

surroundings, such as: asking for food items and attempting to communicate with their 

parents, grandparents and siblings. 

• “When our parents spoke to us, they only spoke Cree, therefore as children we were 

able to learn to speak Cree naturally.” 

• Children will remember if you teach them each number gradually and associate the 

number with an object, a few examples include: piyak tāpakwān (one snare), piyak 

nīpiy (one leaf), piyak maskisin (one shoe), piyak astis (one mitten), piyak miskotākay 

(one jacket), and other items. Review numbers with a child using a gradual learning 

curve to ensure natural language retention is happening: (piyak, niso, nisto, niyo, niyānan, 

nikotwāsik, tīpakohp, ayinānīw, kīkā-mitātaht, mitātaht …). They suggest that more 

numbers, patterns, and associations be used as children move into higher grades. 

• “Long ago, grandparents used to talk to children constantly to teach them life lessons. 

Grandparents really paid attention and communicated well with their grandchildren.” 

• Showing the children kindness and being gentle with them helps them to learn rapidly 

as they do not feel threatened. This is a good child rearing practice. 

• “I think the first words that children should be taught are words that could be used at 

home, like kinship terms or everyday phrases. Cree language could also be taught by 

using prayers as a teaching tool for children. Long ago, people used prayer a lot. They 

used to say a prayer every night before going to bed; children will learn how to speak 

Cree through prayer.” 


KinderGArten: 

• Children cannot sit still for very long. This is normal—they need to be taught how to 

sit still and to listen. Teachers could use hand motions to show them, point to the chair 

and the ears for listening. 

• Teach the child words and phrases of personal belongings, e.g., clothing items, toys, 

classroom objects, and other items associated with his or her learning environment. 

• Introduce kinship terminology. Children are taught how they are related to people and the 

importance of relating to people by how they are related by kinship and not on a firstname 

basis. 

• Children are reminded to be respectful to people. 

• Sharing is an important teaching for children. 

• At age five, children begin naming their surroundings: mīcisowinahtik (table), tihtapiwin 

(chair), nāpīsis (boy), and iskwīsis (girl). 

• Children at age five are taught how to dress for outdoor weather activities; the word list 

has a list of command words. 

• They need to know words so they will know how to ask for help or to do something, 

such as: wīcihin (help me), pī-mīcisow (come and eat), kikaskihtān cī kita-itōtaman? 

(do you know how to do this?). 

• Question and response dialogue: tānisi ī-isithihkāsowin? (what is your name?), tānitī 

kā-wīkīyin? (where do you live?), tānisi ī-isithikāsocik kinīkihikwak? (what are your 

parents’ names?). 

GrAde One: 

• “First, the teacher should find out what the children were taught in Kindergarten, then 

from there, he or she can introduce simple sentences. If the child hears Cree up to grade 

four, the child would be able to retain the Cree language.” 

• Teach them command words; later they can write the words. 

• Children learn more responsibility. 

• Praise is very important. When children are praised, they feel proud and want to do 

more tasks. 

• Children should be able to name objects that they use daily around the home. 

• “I would ask my children questions about the kind of food or the kind of drink they 

wanted. When I took my children berry picking, they learned the names of berries: 

misāskwatōmina (Saskatoon berries), ithinimina (blueberries), pasisāwīmina (pin cherries).” 

I used to teach them which berries were edible. 

• “We raised our children at the trapline, when their ages were five and six; I taught the 

names of animals we trapped: amisk (beaver), sākwīsiw (mink), ōcīk (fisher), nikik 

(otter), pisiw (lynx), mahkīsīs (fox), wāpos (rabbit). I taught my children how to say 

the animal names while making pelts; the children observed.” 

• “When we ate at the table, I used to teach them to name the body parts of the rabbit: 

wasakīnis (shoulder), opwāmis (thigh), ospikāsak (ribs), and other parts of the wāpos 

(rabbit). I would ask my children, what would you like to eat? ospiskwanis (the back), 

oscikwānis (the head). Other items they learn at this time are the names of utensils.” 

• “I taught my children how to name everyday objects in Cree such as: spoon—īmihkwānis.” 

Keep talking to children in Cree even if they don’t speak or understand Cree—they will 

eventually understand. When you are outdoors with children, point out objects such as 

trees, animals, leaves and other things they see outside. Teach them about smokehouse 

and drying meat; say the Cree name of each one. 


11

GrAde twO/three: 

• Children about seven or eight used to listen to legends and oral stories. Children learned 

through stories and legends; they knew to sit still and to listen while legends were being 

told to them. Through legends, children learn how certain places got their names and 

how other objects got their Cree names. Other ways that children were taught were by 

telling them about everyday things, and eventually they were taught about religion and 

how the world was made and other living things. As they got a little older, I told my 

children not to be disrespectable and to have respect for others. 

• I encouraged my children to address their relatives by kinship term, not by their first 

name. Some examples include: nohkom (my grandmother), nitōsis (my aunt), and nistīs 

(my older brother). Through these terms, children learn words and concepts about 

relations and about respect. 

• I taught my own children not to hate other people, not to spread rumours or to talk 

unflatteringly about other people. This should be talked about to students at schools, 

how words can destroy people. Children need to be taught appropriate behaviour and 

how to get along with others. 

• Children should be encouraged to visit Elders; they will learn from them and it is okay 

to tell children repeatedly about the same lesson. 

GrAde FOur: 

• When a child is immersed in a language from preschool age to 11 years old, they should 

develop practical conversational skills. 

• The children will acquire language that is used at home, in the community, and at school. 

They learn from observing and conversing with relatives, friends, community members, 

and teachers at school. 

• The students can begin to read story books written in the language. 

• Songs are very important teaching methodologies; sing songs with students. 

• mistahi kita-kī-kiskinwahamowāwak kwayask kita-nīhithowīcik. Children can be taught 

a lot on how to speak Cree. 

Copyright Gift of Language and Culture Project, 2009 


What the Girls Were Taught From an Early Age 

• Child rearing practices were taught to girls at a young age—how to love and care for 

young children. 

• To play house so they would learn how to care for their own households. 

• How to use and to make moss bags and cradle boards. 

• They were taught how to clean the house and to help their mother with household 

chores. 

• Setting up tents and getting spruce boughs for the tent floor. 

• The girls learned how to make moccasins, mittens, to work on beadwork, and other 

craft items and clothing items. 

• The young girls babysat their younger siblings, nieces and nephews. 

• Children were shown how to take care of themselves. 

• Girls could be taught words such as: sīpīkinithākanī (wash dishes), sīpīkinik asikanak 

(wash socks), anohc ōma kita-sīpīkinikiyahk (we are going to wash clothes now). 

• Girls were taught how to sew from an early age, and boys were also taught how to 

mend their clothes. 

• Girls should be taught about cooking, hygiene, and parenting skills. Kids should be 

taught not to talk to strangers and not to take food from them, not to trust everyone. 

• My wife used to stay home with the first two children—girls—and they are fluent Cree 

speakers. They heard us talking in the language all the time. 



13

What the Boys Were Taught From an Early Age 

• How to use and to make slingshots, bows, and arrows. 

• To carve and/or to whittle willows and other forms of woodwork. 

• To lift heavier items. 

• They learned how to hunt, trap, and fish from their father, grandfathers, uncles, older 

siblings, and/or mentors from their community. 

• To have respect for all people. 

• We used to go around hunting all the time. We learned to hunt from an early age. We 

learned to do a lot of things at an early age, like how to use guns, axes, and knives. We 

learned to use these things from the time we were kids. 

• Everything that people needed to survive in the wild, they made from natural things 

that they took from the land or from animals. They made bows and arrows for the boys 

and snowshoes, and from these they learned to utilize these things in a way that would 

prepare them for adult life and survival. 

• Boys went with the father. If the father went to check the net, the boy went along; girls 

stayed with the mothers. Boys also learned a lot from their grandfathers. 

• The boys were taught how to snare for rabbits and to hunt for grouse. Later they were 

taught how to set traps for muskrats and beavers. When they got older, they were taught 

how to hunt for big game animals—moose and caribou. 

• The boys learned from their fathers and grandfathers. “I used to go with my grandfather 

to go trapping. He used to teach me how to set the traps.” 

• The boys learned how to set traps from an early age and as they got older, they hunted 

for large animals. “We used to go along the shore setting mink traps, sometimes we 

used to trap muskrats. It was nice that we were taught about trapping and living off the 

land at a young age and as we got older, we hunted for larger animals.” 



Word Lists and Phrases 

KinderGArten wOrd LiSt 

in wOOdLAnd Cree 

Woodland Cree 

english 

colours: 

askihtakwāw 

atōspīwinākwan 

kaskitīwāw 

mithkwāw 

osāwāw 

sīpihkomithkwāw 

wīskwastīwinākwan 

green 

orange 

black 

red 

yellow 

purple 

brown 

commands and greetings: 

api ōta 

astā ōta 

āstam ōta 

mitho-kīsikāw 

mitho-kīkisīpāyāw 

mīciso 

nahapi 

namwāc nānitaw 

nītha 

nitohta 

kāsihkwī 

kihtwām ka-wāpamitin 

kītha 

koskwāwātapi 

okiskinwahamākīw 

pāskihtīna 

pihktokī 

pītā 

postiska kimaskisina 

postiska kiskotākay 

poskiskaw kitāpiskākan 

sit down here 

place it here 

come here 

it is a nice day 

it is a good morning 

eat 

sit down 

i am fine 

me 

listen 

wash your face 

i shall see you again 

you 

sit still 

teacher 

open it 

come inside 

bring it 

put your shoes on 

put your jacket on 

put your scarf on 


15

pasikō 

sīpīkinicihcī 

tānisi 

wāciyī 

waniskā 

wīcihin 

wīcihātān 

get up (from where you are) 

wash your hands 

hello and how are you? 

shake hands with me 

wake up 

help me 

let us help him or her 

classroom and household objects: 

cihcapiwinis 

iskwahtīm 

mīcisowinahtik 

nipīwin 

kitohcikan 

tīhtapiwin 

wāsīnamān 

small chair 

door 

table 

bed 

musical instrument 

chair 

window 

clothing items: 

astis 

astisak 

mitt 

mittens 

food items: 

athōskanak 

ithinimina 

kā-osāwāk mīnis 

oskātāskohkān 

osāwapak/misti mīnis 

tohtōsāpoy 

wīsakīmina 

raspberries 

blueberries 

orange 

carrot 

pumpkin 

milk 

cranberries 

Kinship: 

nikāwiy 

nimosōm 

nimis 

nohkom 

nohtāwiy 

my mother 

my grandfather 

my older sister 

my grandmother 

my father 

Pets: 

acimosis 

pōsīs 

puppy 

cat 


GrAde One wOrd LiSt in wOOdLAnd Cree 

Woodland Cree 

english 

animals in the Wilderness: 

apisimōsos 

maskwa 

mahihkan 

wāpos 

deer 

bear 

wolf 

rabbit 

Birds: 

cahcākathōs 

pithīw 

oskahcakopithīw 

sīsīp/sīsīpak 

blackbird 

grouse 

spruce grouse 

duck/ducks 

domestic animals: 

kohkōs 

māthacihkos 

mistatim 

misihthīw 

misti-misihthīw 

mostos 

pig 

sheep 

horse 

chicken 

turkey 

cow 

days of Week: 

ayamihīwikīsikāw 

piyakokīsikāw 

nīsokīsikāw 

nistokīsikāw 

niyokīsikāw 

niyānanokīsikāw 

mātināwikīsikāw 

Sunday 

Monday 

tuesday 

wednesday 

thursday 

Friday 

Saturday 


atikīwī 

mīciso 

mītawī 

minihkwī 

nipā 

nikamotān 

nitohta 

go home 

eat 

play 

drink 

go to sleep 

let’s sing 

listen 


17

kistīthim 

kosikwīthim 

kāsihkwī 

kāwitha tīpwī 

pakamicihcīhamātān 

sipwihtītān 

waniskā 

wāwāstahikī 

wathawī 

respect him or her 

be respectful to him or her 


don’t scream or shout 

let’s clap our hands 

let’s go somewhere 

wake up/get out of bed 

wave your hand 

go out the door or outside 

earth: 

askiy 

nipiy 

ohpatināw 

nāsipītimihk 

sakahk 

wāthipiyāw 

wasko 

earth 

water 

a hill 

down at the lake 

in the bush 

a puddle 

clouds 

household objects: 

cīstahasīpon 

īmihkwānis 

kā-pōskāk othākanis 

othākanis 

othākan 

pīsimohkān 

piminawaswākan-askihk 

sāsīskihkwān 

fork 

spoon 

bowl 

cup 

plate 

clock 

cooking pot 

frying pan 

food items: 

kā-kaskitīwākamik 

kīkisīpā mīciwin 

minisāpoy 

pahkwīsikan 

pimiy 

sīwāpōs 

sīwinikan/sōkāw 

sīwihtākan 

sōminisak 


wāpiskiy pimiy 

molasses 

oatmeal 

wild fruit jam (blueberry/cranberry) 

bannock 

fat/grease 

juice 

sugar 

salt 

raisins 

milk 

lard 


months: 

opāwahcikanasīs 

kisīpīsim 

mikisiwipīsim 

niskipīsim 

athīkipīsim 

opiniyāwīwipīsim 

opaskowipīsim 

ohpahowipīsim 

nimitahamowipīsim/nōcihitowipīsim 

pimahamowipīsim 

kaskatinowipīsim 

thithikopīwipīsim 

January 

February 

March 

April 

May 

June 

July 

August 

September 

October 

november 

december 

Transportation: 

ocāpānāskos 

pimithākan 

soskwaciwākan 

vehicle 

plane 

sleigh for sliding 

Weather: 

kimowan 

kisāstīw 

mispon 

thikwaskwan 

thōtin 

it is raining 

it is sunny 

it is snowing 

it is cloudy 

it is windy 



19

GrAde twO wOrd LiSt in wOOdLAnd Cree 

Woodland Cree 

english 

animals: 

amisk awa 

anikwacās awa 

apisimōsos awa 

maskwa awa 

mahihkan awa 

mahkīsīs awa 

mōswa awa 

wacaskos awa 

this is a beaver 

this is a squirrel 

this is a deer 

this is a bear 

this is a wolf 

this is a fox 

this is a moose 

this is a muskrat 

clothing: 

astotin ōma 

miskocākās ōma 

this is a hat 

this is a jacket 

conversational skills: 

awina awa 

kīkwāy ōma 

tānitī ohci kītha 

tānitī ohci wītha 

tānitī i-wī-itohtiyin 

tānitī kohtohtān 

who is this? 

what is this? 

where are you from? 

where is she or he from? 

where are you going? 

where did you come from? 

food: 

askipowipak 

mahtāminak 

mīcīminak 

misti-okiniy 

napatākwa 

oskātāskohkānak 

cabbage 

corn 

peas 

tomato 

potatoes 

carrots 

fish: 

asahkwīsis 

atihkamīk 

ithinikinosīw 

mithācōs 

ocōthipīs 

okāw 

perch 

whitefish 

jackfish 

maria 

tullibee 

pickerel 


earth and sky: 

acahkosak ōko 

askiya 

āstāskamikwa 

maskīkosihk 

maskihkīwāpoy 

ministik ōma 

minīwātim ōma 

kīsikāwi-pīsim awa 

sākahikan 

sākahikanisīs 

sīpiy 

tipiskāwi-pīsim awa 

wāsāw ōma 

wathawītimihk ōma 

these are stars 

sphagnum moss 

moss 

at the muskeg 

traditional medicine 

this is an island 

this is a point/peninsula 

this is a sun 

lake 

small lake 

river 

this is a moon 

this is a bay 

this is outside 


cihcapiwinis ōma 

iskwahtīm ōma 

mīcisowinahcikos ōma 

othākanis ōma 

pihtokamihk ōma 

wāsīnamān ōma 

wathawītimihk ōma 

this is a small chair 

this is a door 

this is a small table 

this is a cup 

this is inside a building 

this is a window 

this is outside of a building 


asāmak 

awātāswākan 

ōsi 

ōcisis 

piponicāpānāskos 

snowshoes 

truck 

boat 

canoe 

snowmobile 

Trees: 

māthimītos 

mītos 

minahik 

nīpisiy 

oskahtak 

waskway 

black spruce 

poplar tree 

spruce tree 

willow 

jack pine 

birch tree 


21

GrAde three wOrd LiSt 


Woodland Cree 

english 

animals: 

amisk 

anikwacās 

mahkīsīs 

mīscacākanis 

nikik 

ocīk 

sākwīsiw 

sihkos 

wacaskos 

wāpiscānis 

beaver 

squirrel 

fox 

coyote 

otter 

fisher 

mink 

weasel 

muskrat 

martin 

Body Parts: 

nanawaya ōho 

nāskikan ōma 

nicihciya ōho 

nihtawakaya ōho 

nisita ōho 

nisōkan ōma 

niskīsikwa ōho 

nispiskwan ōma 

nispitona ōho 

nistikwān ōma 

nitōn ōma 

these are my cheeks 

this is my chest 

these are my hands 

these are my ears 

these are my feet 

this is my rear end 

these are my eyes 

this is my back 

these are my arms 

this is my head 

this is my mouth 

Buildings: 

atāwikamik 

ahkosīwikamik 

ahkosīwikamikos 

maskihkīwātāwikamik 

mītawīwikamik 

kipahotowikamik 

kiskinwahamātowikamik 

simākanisīwikamik 

store 

hospital 

clinic 

drug store 

gymnasium 

jail 

school 

police station 


clothing: 

ascisisak ōko 

asikanak ōko 

nimaskisina ōho 

mitās awa 

nīpin-asākay ōma 

nīpin astotin ōma 

pahkīkinwīskisina 

papakiwayān 

pipon-astotin 

pipon-asākay 

pipon-askisina 

thōskaskisina 

these are mittens 

these are socks 

these are my shoes 

these are pants 

this is a summer jacket 

this is a summer hat 

moccasins 

shirt 

toque or winter hat 

winter coat 

winter boots 

rubber shoes 


kinitohtīn 

mahti sipwihtītān 

mahti nikamotān 

mahti mītawītān 

mahti mīcisotān 

mahti pimipahtātān 

mahti pī-itōhtī 

mawisotān 

mawisotān ithinimina 

mawisotān wīsakīmina 

mawisotān athoskanak 

mawisotān otīhimina 

nikamo 

nikamotān 

pī-mīciso 

Are you listening? 

Let’s go somewhere 

Let’s sing 

Let’s play 

Let’s eat 

Let’s run 

Can you come here? 

Let’s pick berries 

Let’s pick blueberries 

Let’s pick cranberries 

Let’s pick raspberries 

Let’s pick strawberries 

sing 

Let’s sing together 

come and eat 

daily routine: 

anohc kā-kīsikāk 

ayamihātān 

kīsikāw 

otākosihk 

tipiskāw 

wāpahki 

today 

Let’s pray now 

day 

yesterday 

night 

tomorrow 


23


amiskopiy 

amiskowīstiy 

pikwacōpīkos 

oskwatim 

thiskipīw 

sīpiy 

sīpīsis 

wacaskowīcis 

wāthipīyāwa 

beaver pond 

beaver lodge/house 

pond 

beaver dam 

flood 

river 

creek/small river 

muskrat push up 

puddles 

household and classroom objects: 

kotawānāpisk 

masinahikanahcikos 

masinahikanīkin 

maskimot 

nayahcikaniwat 

okohtaskway 

pīsimohkān awa 

simacihtak 

thikihcakasihk 

stove 

pencil 

paper 

bag 

packsack 

chimney 

this is a clock 

ceiling 

in the corner 

hunting: 

ī-minahoyān 

posihtāsotān 

positān 

mācītān 

sipwītāpāsotān 

i had a successful hunt 

Let’s load the boat/vehicle 

Let’s go in the boat/vehicle 

Let’s go hunting 

Let’s go for a ride 

illness: 

nikisison 

nitahkosin 

nitīyistikwānān 

nōtakikomin 

i have a fever 

i am sick 

i have a headache 

i have a cold 

Copyright Gift of Language 

and Culture Project, 2009 


GrAde FOur wOrd LiSt 


Woodland Cree 

english 

Birds: 

āhāsiw 

āmowipithīsīs 

cahcakiw 

mikisiw 

mīscaskosīs 

niska 

kahkākiw 

kahkākīsip 

kaskaskacīscacay 

kiyāsk 

ōhō 

opahkwācīs 

osāwaskopithīsīs 

pāspāscīs 

pīskwa 

pihpihciw 

sīpihkopithīsīs 

sihkihp 

wīskacānis 

crow 

hummingbird 

pelican 

eagle 

barn swallow 

goose 

raven 

cormorant 

song sparrow 

seagull 

owl 

bat 

yellow bird 

downy woodpecker 

night hawk 

robin 

blue bird 

western grebe 

whiskey jack/grey jay 

Body Parts: 

ī-papwācīt 

mahkwan 

maskasiy 

mathakāskisitān 

mathakāskicihcān 

micīstatay 

micihcin 

mikitik 

misistān 

mitasiskitān 

thihthīkicihcāna 

muscular body 

heel of foot 

nail 

foot sole 

palm 

muscle 

thumb 

knee cap 

big toe 

calf 

fingers 


25

clothing: 

kimowan-asākay 

kīsowisiho 

kītaskisinī 

kītasikanī 

postasikanī 

postaskisinī 

rain coat 

Put on warm clothing 

take your shoes or boots off 

take your socks off 

Put your socks on 

Put your shoes on 

commands: 

āstawīyāpāwata 

cīpatahikītān 

iskotīw 

kaskikwāsotān 

kikasāmīwin 

kikasāmīwikīsikāw 

kwāpikī 

kwāskwīpicikīwin 

mācītān 

mānokīwin 

mahti nitawi-minītān 

mahti nitawi-mawisotān 

mahti sipwihtītān 

nitawi-minīk 

nitawi-sipītān 

pahkwīsikanihkītān 

papāmiskātān 

pihtokacinihtī 

tāpakwī 

wī-nikohtīw 

wī-kwāpikīw 

wī-pihtokacinihtīw 

wī-nahascikīwak 

Put the fire out with water 

Let’s cook over the fire 

fire 

Let’s sew 

snowshoeing 

it is a day for snowshoeing 

haul water 

fishing (angling) 


setting up a tent 

Let’s look for berries 


Let’s go for a walk 

Go look for berries 

Let’s go duck hunting 

Let’s make bannock 

Let’s go canoeing 

haul wood inside 

snare 

he/she is going to haul wood 

he/she is going to haul water 

he/she is going haul inside 

they are going to clean and 

put things in order 


kaskāpiskaw 

kistānāpisk 

kīsik 

kitowak pithīsiwak 

mithkwaskwan 

rock cliff 

bedrock 

sky 

thunder 

red sky 


ministikwāpisk 

paskwānāpiskāw 

sakāw 

tahtakwāw 

wāsiskotīpathiw 

reef 

flat rock surface 

thick bush 

flat land surface 

lightning 

insects and reptiles: 

athīkis 

maskotīhkom 

misisāhk 

mīthāmow 

kinīpik 

okwāskohcisīs 

omihcītōsīw 

omīmīsiw 

pihkos 

sāwantihkom 

frog 

spruce beetle/bug 

horsefly 

bumble bee 

snake 

grasshopper 

carrion beetle 

mayfly 

black fly 

snow flea 

outdoor activities: 

miskwamiy 

sōskwaciwīwin 

sōniskwacipathihowin 

sōniskwātahikīwin 

sōniskwātahamowin 

thahkiwīpahosowākana 

ice 

sliding 

skiing 

skating 

skating 

ski-poles 

Weather: 

anohc kā-kisikāk tānisi isi kīsikāk 

ī-ākawāstīk 

ī-asanīk 

ī-kimowahk 

ī-kisāstīk 

ī-kisināk 

ī-mispok 

ī-nānahtīk 

ī-ohpihtihk 

ī-ithihtīk 

ī-thōtihk 

kīstin 

kihkwan 

how is the weather today? 

there is shade 

the tree sap is available 

it is raining 

it is sunny 

it is extremely cold 

it is snowing 

there are heat waves 

there is a mirage formation 

Bare around spots after a snow melt 

it is windy 

plow wind/tornado 

earthquake 


27

kimowān ōma 

kisāstīw ōma 

maci-kīsikāw 

misi-pastōsīwan 

mispon ōma 

pī-tānaskwāw 

tānisi ōma ī-isi-kīsikāk 

tānitahto kīsikāk anohc 

kīko pīsim awa 

thōtin ōma 

wī-kimowan 

wī-thōtin 

wī-maci-kīsikāw 

wī-misi-kimowan 

wī-misi-thōtin 

it is raining (at present) 

it is sunny/hot (at present) 

it is not a good day 

tornado/a strong whirlwind 

it is snowing (at present) 

Clouds are approaching 

how is the weather? 

what is today’s date? 

what month is it? 

it is windy (at present) 

it is going to rain 

it is going to be windy 

it is not going to be a good day 

there is going to be a downpour 

it is going to be very windy 



AdditiOnAL VOCABuLAry LiSt FOr SChOOL 

And COre SuBJeCt AreAS 

rooms in the school: 

Principal’s Office 

Vice-principal’s Office 

General Office 

industrial Arts room 

Video room (tV, dVd and VCr) 

Computer room 

Guidance Office 

teacher resource room 

home economics room 

Gymnasium 

washroom 

Staff room 

Girls 

Boys 

Janitorial room 

Classroom 

Science Lab 

Multipurpose room 

Library 

resource room 

Cree Culture room 

Cree Language room 

kā-nīkānīstahk kiskinwahamātowikamik 

askohc kā-nīkānīstahk kiskinwahamātowikamik 

atoskīwikamik 

osihcikīwikamik 

cikāstīpicikīwi-astāsowinikamik 

mamahtawāpacihikanikamik 

kiskinohtahiwīwikamik 

okiskinwahamākīw kiskinwahamākaniāpacihikanikamik 

nanātohk isi-pamihisowikamik 


wathawīstamāsowikamik 

otatoskīwi-athwīpīwikamik 

iskwīsisak 

nāpīsisak 

onānapacihcikīwikamik 

kiskinwahamātowi-piskihcikamikos 

nitawi-kiskīthihcikīwikamik 

nanātohk itatoskīwikamik 

masinahikanikamik 

nitawi-kiskīthihtamikamik 

nīhithawi-isihcikīwikamik 

nīhithowīwikamik 

subject areas: 

Math 

Science 

Social Studies 

english Language Arts 

health 

Art 

Physical education 

native Studies 

Chemistry 

Biology 

akihtāsowin 

nitawi-kiskīthihcikīwin 

athisitinīwi-nātawi-kiskīthihtamowin 

akathāsīwascikīwin 

mithwayāwin 

nanātohk isihcikīwin 

sīsāwīwin 

nīhithawi-kiskinwahamākīwin 

nitawi-kiskīthihtamowin kīsi-atoskīmakahk 

pīsihcikan 

ī-nitawi-kiskīthihcikātīk kīkwāy ī-isi-pimātisīmakahk 


29

KinderGArten wOrd LiSt 

in nOrthern PLAinS Cree 

northern Plains Cree 

english 

colours: 

askihtakwāw 

atōspīwinākwan 

kaskitīwāw 

mihkwāw 

osāwāw 

sīpihkomihkwāw 

wīskwastīwinākwan 

green 

orange 

black 

red 

yellow 

purple 

brown 


api ōta 

astā ōta 

āstam ōta 

miyo-kīsikāw 

miyo-kīkisīpāyāw 

mīciso 

nahapi 

namwāc nānitaw 

nīya 

natohta 

kāsihkwī 

kihtwām ka-wāpamitin 

kīya 

koskawātapi 

okiskinwahamākīw 

ohtīna / pāskihtīna 

pihktikwī 

pītā 

postiska kimaskisina 

postiska kiskotākay 

postiskaw kitāpiskākan 

pasikō 

sīpīkinicihcī 

tānisi 

sit down here 

place it here 

come here 

it is a nice day 

it is a good morning 

eat 

sit down 

i am fine 

me 

listen 


i shall see you again 

you 

sit still 

teacher 

open it 

come inside 

bring it 

put your shoes on 

put your jacket on 

put your scarf on 

get up (from where you are) 

wash your hands 

hello or/and how are you? 


wāciyimin 

waniskā 

wīcihin 

wīcihātān 

shake hands with me 

wake up 

help me 

let us help him or her 

classroom and household objects: 

cihcapiwinis 

iskwahtīm 

mīcisowinahtik 

nipīwin 

kitohcikan 

tihtapiwin 

wāsīnamān 

small chair 

door 

table 

bed 

musical instrument 

chair 

window 

clothing items: 

astis 

astisak 

mitt 

mittens 

food items: 

ayōskanak 

iyinimina 

kā-osāwāk mīnis 

oskātāsk 

osāwapak / misti mīnis 


wīsakīmina 

raspberries 

blueberries 

orange 

carrot 

pumpkin 

milk 

cranberries 

Kinship: 

nikāwiy 

nimosōm 

nimis 

nohkom 

nohtāwiy 

my mother 

my grandfather 

my older sister 

my grandmother 

my father 

Pets: 

acimosis 

pōsīsis 

puppy 

kitten 


31

GrAde One wOrd LiSt 



english 

animals in the Wilderness: 

apisimōsos 

maskwa 

mahihkan 

wāpos 

deer 

bear 

wolf 

rabbit 

Birds: 

cahcākayōs 

piyīw 

oskahcakopiyīw 

sīsīp / sīsīpak 

blackbird 

grouse 

spruce grouse 

duck/ducks 

domestic animals: 

kohkōs 

māyacihkos 

mistatim 

pahpahakwān 

misti-misihīw 

mostos 

pig 

sheep 

horse 

chicken 

turkey 

cow 

days of Week: 

ayamihīwikīsikāw 

pōni- ayamihīwikīsikāw / piyakokīsikāw 

nīsokīsikāw 

nistokīsikāw 

nīwokīsikāw 

niyānanokīsikāw 

mātināwikīsikāw 

Sunday 

Monday 

tuesday 

wednesday 

thursday 

Friday 

Saturday 


atikīwī 

mīciso 

mītawī 

minihkwī 

nipā 

go home 

eat 

play 

drink 

go to sleep 


nakamotān 

natohta 

kihcīyim 

kihcīyimā 

kāsihkwī 

kāwiya tīpwī 

pakamicihcihamātān 

sipwihtītān 

waniskā 

wāstahikī 

wayawī 

let’s sing 

listen 

respect him or her 

be respectful to him or her 


don’t scream or shout 

Let’s clap our hands 

Let’s go somewhere 

wake up / get out of bed 

wave your hand 

go out the door or outside 

earth: 

askiy 

nipiy 

ohpatināw 

nāsipītimihk 

sakahk 

wāyipiyāw 

wasko 

earth 

water 

a hill 

down by the lake 

in the bush 

a puddle 

cloud 


cīstahasīpon 

īmihkwān 

oyākanis 

minihkwākan 

oyākan 

pīsimohkān 

piminawaswākaniw-askihk 

sāsāpiskisikan 

fork 

spoon 

bowl 

cup 

plate 

clock 

cooking pot 

frying pan 

food items: 

la melasse (French loan) 

kikisīpā mīciwin 

minisāpoy 

pahkwīsikan 

pimiy 

sīwāpōs 

sōkāw 

sīwihtākan 

molasses 

oatmeal/cereal 

fruit jam 

bannock 

fat/grease 

soft drink/juice 

sugar 

salt 


33

sōminisak 


wāpiskiy pimiy 

raisins 

milk 

lard 

months: 

kisē-pīsim 

mikisiwi-pīsim 

niski-pīsim 

ayīki-pīsim 

sākipakāwi-pīsim 

opāskāwihowi-pīsim 

opaskowi-pīsim 

ohpahowi-pīsim 

onōcihitowi-pīsim 

pimahamowi-pīsim 

kaskatinowi-pīsim / yityikopīwi-pīsim 

pawācakinisīsi pīsim / 

manitow-kīsikam-pīsim 

January 

February 

March 

April 

May 

June 

July 

August 

September 

October 

november 

december 

(*need to check with local term depending on the region) 


otāpānāsk 

pimiyākan 

soskwaciwākan 

vehicle 

plane 

sleigh 

Weather: 

kimowan 

kisāstīw 

mispon 

yikwaskwan 

yōtin 

it is raining 

it is sunny 

it is snowing 

it is cloudy 

it is windy 


GrAde twO wOrd LiSt 



english 

animals: 

amisk awa 

anikwacās awa 

apisimōsos awa 

maskwa awa 

mahihkan awa 

mahkīsīs awa 

mōswa awa 

wacaskos awa 

this is a beaver 

this is a squirrel 

this is a deer 

this is a bear 

this is a wolf 

this is a fox 

this is a moose 

this is a muskrat 

clothing: 

astotin ōma 

miskotākay ōma 

this is a hat 

this is a jacket 

conversational skills: 

awina awa 

kīkwāy ōma 

tānitī ohci kīya 

tānitī ohci wīya 

tānitī i-wī-itohtiyin 

tānitī kohtohtān 

who is this? 

what is this? 

where are you from? 

where is she or he from? 

where are you going? 

where did you come from? 

food: 

askipowipak / otiyihpak 

mahtāminak 

mīcīminak 

okiniy 

napatāk / askipwāwi 

oskātāsk 

cabbage 

corn 

peas 

tomato 

potato 

carrot 

fish: 

asahkwīsis 

atihkamīk 

iyinikinosīw 

ma(rr)ācōs 

ocō(l)ipīs 

okāw 

perch 

whitefish 

jackfish 

maria 

tullibee 

pickerel 


35


acahkosak ōko 

askiya 

āstāskamikwa 

maskīkohk 

maskihkīwāpoy 

ministik ōma 

minīwātim ōma 

kīsikāwi-pīsim awa 

sākahikan 

sākahikanis 

sīpiy 

tipiskāwi-pīsim awa 

wāsāw ōma 

wayawītimihk ōma 

these are stars 

sphagnum moss 

moss 

at the muskeg 

traditional medicine (liquid) 

this is an island 

this is a point/peninsula 

this is the sun 

lake 

small lake 

river 

this is the moon 

this is a bay 

this is outside 


tihtapiwin ōma 

iskwahtīm ōma 

mīcisowinahtik ōma 

minihkwākan ōma 

pihcayihk ōma 

wāsīnamān ōma 

wayawītimihk ōma 

this is a chair 

this is a door 

this is a table 

this is a cup 

this is indoors 

this is a window 

this is outdoors 


asāmak 

awātāswākan 

ōsi 

ōcisis 

piponicāpānāskos 

snowshoes 

truck 

boat 

canoe 

snow machine 

Trees: 

māyimītos 

mītos 

minahik 

nīpisiy 

oskahtak 

waskway 

black spruce 

poplar tree 

spruce tree 

willow 

jack pine 

birch tree 


GrAde three wOrd LiSt 



english 

animals: 

amisk 

anikwacās 

mahkīsīs 

mīscacākanis 

nikik 

ocīk 

sākwīsiw 

sihkos 

wacaskos 

wāpiscānis 

beaver 

squirrel 

fox 

coyote 

otter 

fisher 

mink 

weasel 

muskrat 

martin 

Body Parts: 

nimanawaya ōhi 

nāskikan ōma 

nicihciya ōhi 

nihtawakaya ōhi 

nisita ōhi 

nisōkan ōma 

niskīsikwa ōhi 

nispiskwan ōma 

nispitona ōhi 

nistikwān ōma 

nitōn ōma 

these are my cheeks 

this is my chest 

these are my hands 

these are my ears 

these are my feet 

this is my rear end 

these are my eyes 

this is my back 

these are my arms 

this is my head 

this is my mouth 

Buildings: 

atāwikamik 

ahkosīwikamik 

ahkosīwikamikos 

maskihkīwi-atāwikamik 


kipahotowikamik 

kiskinwahamātowikamik 

simākanisīwikamik 

store 

hospital 

clinic 

drug store 

gymnasium 

jail 

school 

police station 


37

clothing: 

astisak ōki 

asikanak ōki 

maskisina ōhi 

mitās awa 

nīpin-asākay ōma 

nīpin astotin ōma 

pahkīkiniwīskisina 

papakiwayān 

pipon-astotin 

pipon-asākay 

pipon-askisina 

yōskaskisina 

these are mittens/gloves 

these are socks 

these are shoes 

this is a pair of pants 

this is a summer jacket 

this is a summer hat 

moccasins 

shirt 

toque or winter hat 

winter coat 

winter boots 

rubber shoes 


kinatohtīn ci 

kasipwihtānaw 

kanikamonaw 

kamītawānaw 

kamīcisonaw 

kapimipahtānaw 

kakī-pī-itōhtān 

mawisotān 

mawisotān iyinimina 

mawisotān wīsakīmina 

mawisotān ayōskanak 

mawisotān otīhimina 

nikamo 

nikamotān 

pī-mīciso 

Are you listening? 

we will go somewhere 

we will sing 

we will play 

we will eat 

we will run 

Can you come here? 


Let’s pick blueberries 

Let’s pick cranberries 

Let’s pick raspberries 

Let’s pick strawberries 

sing 

Let’s sing together 

come and eat 

daily routine: 

anohc 

ayamihātān 

kīsikāw 

otākosihk 

tipiskāw 

wāpahki 

today 

Let’s pray 

day 

yesterday 

night 

tomorrow 



amiskopiy 

amiskowīstiy 

pikwacōpīkos 

oskwatim 

yiskipīw 

sīpiy 

sīpīsis 

wacaskowīcis 

wāyipiyāw 

beaver pond 

beaver lodge/house 

pond 

beaver dam 

flood 

river 

creek/small river 

muskrat push up 

puddle 

household and classroom objects: 

kotawānāpisk 

masinahikanahcikos 

masinahikanīkin 

maskimot 

nayahcikaniwat 

okohtaskway 

pīsimohkān awa 

simacihtak 

wihkwītakohk 

stove 

pencil 

paper 

bag 

packsack 

chimney 

this is a clock 

ceiling 

in the corner 

hunting: 

ī-minahoyān 

posihtāsotān 

positān 

mācītān 

sipwītāpāsotān 

i had a successful hunt 

Let’s load the boat/vehicle 

Let’s go in the boat/vehicle 


Let’s go for a ride 

illness: 

nikisison 

nitahkosin 

nitīyistikwānān 

nōtakikomin 

i have a fever 

i am sick 

i have a headache 

i have the flu/cold 


39

GrAde FOur wOrd LiSt 



english 

Birds: 

āhāsiw 

āmowipiyīsīs 

cahcakiw 

mikisiw 

mīscaskosīs 

niska 

kahkākiw 

kahkākīsip 

kaskaskacīscacay 

kiyāsk 

ōhō 

apahkwācīs 

osāwaskopiyīsīs 

pahpāscīs 

pīskwa 

pihpihciw 

sīpihkopiyīsīs 

sihkihp 

wīskacānis 

crow 

hummingbird 

pelican 

eagle 

barn swallow 

goose 

raven 

cormorant 

song sparrow 

seagull 

owl 

bat 

yellow bird 

woodpecker 

night hawk 

robin 

blue bird 

grebe 

whiskey jack 

Body Parts: 

ī-papwācīt 

mahkwan 

maskasiy 

mayakāskisitān 

mayakāskicihcān 

mīcīstatay 

micihcin 

mikitik 

misistān 

mitasiskitān 

yihyīkicihcān 

muscular body 

heel of foot 

nail 

foot sole 

palm 

muscle 

thumb 

knee cap 

big toe 

calf 

finger 


clothing: 

kimowan-asākay 

kīsowisiho 

kītaskisinī 

kītasikanī 

postasikanī 

postaskisinī 

rain coat 

dress warm 

take your shoes or boots off 

take your socks off 

Put your socks on 

Put your shoes or boots on 

commands: 

āstawīyāpāwata iskotiw 

cīpatahikītān 

iskotīw 

kaskwāsotān 

kikasāmīwin 

kikasāmīwikīsikāw 

kwāpikī 

kwāskwīpicikīwin 

mācītān 

mānokīwin 

nitawi-minītān 

nitawi-mawisotān 

nitawi-papamohtītān 

nitawi-minī 

nitawi-sipītān 

pahkwīsikanihkītān 

papāmiskātān 

pihtikwacimihtī 

tāpakwī 

wī-nikohtīw 

wī-kwāpikīw 

wī-pihtikwacimihtīw 

wī-nahascikīwak 

Put the fire out with water 

Let’s cook over the fire 

fire 

Let’s sew 

snowshoeing 

it is a day for snowshoeing 

haul water 

fishing (angling) 


setting camp 

Let’s go look for berries 

Let’s go pick berries 

Let’s go for a walk 

Go look for berries 

Let’s go duck hunting 

Let’s make bannock 

Let’s go canoeing 

haul wood inside 

snare 

he/she is going to chop wood 

he/she is going to haul water 

he/she is going to haul wood 

they are going to clean up 

and put things in order 


kaskāpiskaw 

kistānāpisk 

kīsik 

kitowak 

mihkwaskwan 

rock cliff 

bedrock 

sky 

thunder 

red sky 


41

ministikwāpisk 

pwaskwānāpiskāw 

sakāw 

tahtakawāw 

wāsaskotīpatyiw 

reef 

flat rock surface 

thick bush 

flat land surface 

lightning 

insects and reptiles: 

ayīkis 

misisāhk 

āmow 

kinīpik 

okwāskohcisīs 

omihcītōsīw 

omīmīsiw 

pihkos 

sāwantihkom 

maskotihkom 

frog 

horsefly 

bee 

snake 

grasshopper 

beetle 

mayfly 

black fly 

snow flea 

spruce beetle/bug 

outdoor activities: 

miskwamiy 

soskwaciwīwin 

yahkiwīpahosowin / sōskwācipayihowin 

sōskwātahikīwin 

sōskwātahamowin 

yahkiwīpahosowākana 

ice 

sliding 

skiing 

skating 

skating 

ski-poles 

Weather: 

tānisi isi kīsikāw anohc 

ī-ākawāstīk 

ī-asanīk 

ī-kimowahk 

ī-kisāstīk 

ī-kisināk 

ī-mispok 

ī-nānahtīk 

ī-ohpihtihk 

ī-tihkitīk 

ī-yōtihk 

kīstin 

kihkwan 

how is the weather today? 

there is shade. 

the tree sap is available. 

it is raining. 

it is sunny/very hot. 

it is extremely cold. 

it is snowing. 

there are heat waves. 

there is a mirage formation. 

the snow is melting/it is melting. 

it is windy. 

plow wind/tornado. 

earthquake. 


kimowān 

kisāstīw 

maci-kīsikāw 

misi-pastōsīwan 

mispon ōma 

pī-tānaskwāw 

tānisi ōma ī-isi-kīsikāk 

tānitahto kīsikāk anohc 

kīko pīsim awa 

yōtin ōma 

wī-kimowan 

wī-yōtin 

wī-maci-kīsikāw 

wī-misi-kimowan 

wī-misi-yōtin 

it is raining. 

it is sunny/hot. 

it is not a good day. (weather) 

tornado/a strong whirlwind 

it is snowing. (at present) 

Clouds are approaching. 

how is the weather? 

what is today’s date? 

what month is it? 

it is windy. (at present) 

it is going to rain. 

it is going to be windy. 

it is not going to be a good day. 

there is going to be a downpour. 

it is going to be very windy. 



43

AdditiOnAL VOCABuLAry LiSt 

FOr SChOOL And COre SuBJeCt AreAS 

rooms in the school: 

Principal’s Office 

Vice-principal’s Office 

General Office 

industrial Arts room 

Video room (tV, dVd and VCr) 

Computer room 

Guidance Office 

teacher resource room 

home economics room 

Gymnasium 

washroom 

Staff room 

Girls 

Boys 

Janitorial room 

Classroom 

Science Lab 

Multipurpose room 

Library 

resource room 

Cree Culture room 

Cree Language room 

kā-nīkānīstahk kiskinwahamātowikamik 

askohc kā-nīkānīstahk kiskinwahamātowikamik 

atoskīwikamik 

osihcikīwikamik 

cikāstīpicikīwi-astāsowinikamik 

mamahtawāpacihikanikamik 

kiskinohtahiwīwikamik 

okiskinwahamākīw kiskinwahamākaniāpacihikanikamik 

nanātohk isi-pamihisowikamik 


wayawīstamāsowikamik 

otatoskīwi-ayiwīpīwikamik 

iskwīsisak 

nāpīsisak 

onānipacihcikīwikamik 

kiskinwahamātowi-piskihcikamikos 

nitawi-kiskīyihcikīwikamik 

nanātohk itatoskīwikamik 

masinahikanikamik 

nitawi-kiskīyihtamikamik 

nīhiyawi-isihcikīwikamik 

nīhiyawīwikamik 

subject areas: 

Math 

Science 

Social Studies 

english Language Arts 

health 

Art 

Physical education 

native Studies 

Chemistry 

Biology 

akihtāsowin 

nitawi-kiskīyihcikīwin 

ayisīyinīwi-nātawi-kiskīyihtamowin 

akayāsīwascikīwin 

miyowayāwin 

nanātohk isihcikīwin 

sīsāwīwin 

nīhiyawi-kiskinwahamākīwin 

nitawi-kiskīyihtamowin kīsi-atoskīmakahk 

pīsihcikan 

ī-nitawi-kiskīyihcikātīk kīkwāy ī-isi-pimātisīmakahk 


The Four Domains of Human Development 

This portion of the interviews is focused on the four domains: spiritual, mental (intellectual), 

physical, and emotional. Not all the Elders were asked how children are prepared intellectually, 

spiritually, emotionally, and physically. The initial questions prompted Elders to talk about the 

importance of prayer, respect, work ethics, sharing of food, and leading a positive lifestyle. 

SPirituAL deVeLOPMent 

The Elders talked about the importance of teaching prayer and of providing guidance to children, 

as one Elder stated “prayer is an important part of a person’s life; the children need to be taught 

how to pray and to respect other people’s beliefs” (Personal communication, 2008). 

It is important to teach respect to children, and to guide them by telling them about positive 

lifestyles—to teach children to how to avoid a negative lifestyle, not be angry and disrespectful. 

As stated by one of the Elders, people need to help one another. “Elders need to help out, we 

need to share our stories of how to help children follow the positive lifestyle, we need to encourage 

them to follow the right path” (Personal communication, 2008). 

The Elders share important messages about the importance of spiritual development and for 

children to learn how to respect all living things. When children acquire knowledge and skills of 

how to respect people, animals, and the environment, they will avoid following the negative path. 

One of the Elders shares his views and thoughts of what children see on television is what they 

imitate: “I try to tell story hoping to help others, whatever that children see on television is what 

they imitate” (Personal communication, 2008). 

We, as Elders, need to help out a lot. We need to share our stories to help 

children follow the positive way of life, and we need to tell them things to 

encourage them to follow the right path. I tell people how my parents raised 

us and how they taught us the gift of prayer. (Personal communication, 2008) 

We were told not to waste food; we needed to use and to share all the food 

and not to hunt animals for fun. We need to teach proper protocol for 

hunting—to respect animals. 

eMOtiOnAL deVeLOPMent 

The Elders share stories of how they were raised by their grandparents and parents, and this is 

how they raise their children. They share messages of how important it is to teach the children 

positive manners and to be respectful to people. Some of the messages can be categorized under 

emotional development. 

When I was growing up, I remember my mother telling me not to swear. 

She constantly told me not to swear. When I raised my children I told them 

not to communicate in a negative manner. This is the most important 

teaching that children should know when they are three to four years old. 

(Personal communication, 2008) 

When the children used to get into situations where they didn’t get along I 

used to set some activities aside for the children to do in order to distract 

them and to get them away from the situation. I used to take the child aside 

and talk to them, ask them what is wrong, and explain to them about hurting 

each other’s feelings. Distract their attention through other activities such 

as songs; first talk to the children and engage them in activities. (Personal 

communication, 2008) 


45

PhySiCAL deVeLOPMent 

Families worked hard to provide for their children and the elderly people. The men provided 

food for their families. They hunted game animals, trapped small animals, fished, built cabins, 

made tools, and taught their sons to do the same. The women cooked meals, hauled wood and 

water, picked berries and medicinal plants, raised children, and provided strong moral support 

for their families. The physical work was demonstrated by all people in the community. Children 

grew up to become strong individuals who in turn provided for their own families. 

Years ago children used to work hard for everything. Everyone in the family 

had to work together in order to provide for their livelihoods. Before 

electricity or running water, people had to work hard; they had to get their 

own wood and water. Girls and boys worked on wood and water. Children 

went with their parents to check fish nets and traps. This was how they 

were prepared for adulthood, how to survive. Women and girls hung moss 

for diapers. Boys went with their fathers to get wood. They would chop 

trees down, saw them up with a hand saw, chop the wood, and pile the 

wood up to be used for the winter. Girls learned to plant and cultivate the 

ground for gardens. (Personal communication, 2008) 

MentAL deVeLOPMent 

The Elders were asked how to prepare the children to utilize their mental capabilities, how to use 

their thinking skills, how to learn, and ways to retain information and to be able to make decisions. 

I think that the teachers should show that they genuinely care for the wellbeing 

of children. I think that children should be taught in a kind and loving 

manner. I think that if they know that the teacher cares about them and 

treats them kindly that they [children] learn better in that environment. I 

know from experience that the children that I taught were never 

disrespectful, because I used to talk to the children calmly whenever they 

did something that they were not supposed to do. I used to explain to the 

children why the bad behaviour was not acceptable in a kind, gentle 

manner—no yelling. (Personal communication, 2008) 


Additional Comments, Suggestions, 

and Stories for All Age Groups 

• “I spoke Cree to my children all the time.” 

• When children begin to crawl they cannot speak yet, but they understand what is said 

to them. If someone says āstam (come here) to the child, the child will respond. 

• Families worked hard to feed their families. 

• People were compassionate towards one another. When someone in the community was 

successful at hunting, they would share food (moose meat, caribou, fish, ducks, beaver, etc.). 

• “I learned traditional activities from my grandmother. She taught me how to prepare 

hides, meat, and fish. When I raised my own children, I taught them what I learned 

from my grandmother.” 

• If children are taught about religion, they will know how to respect; they will know in 

their hearts to respect everything around them. If children are taught how to respect all 

living things in the world, they will know how to treat everything with respect. Young 

people need to respect themselves. 

• If children are exposed to healthy lifestyles right from the beginning, then they will 

grow up to lead healthy lives; the future generation will survive in a healthy way. 

• “I grew up listening to how my parents communicated, and that is how I began to talk 

as I was growing up.” 

• Children are taught how to provide for themselves, how to hunt, set a fish net, and how 

to make a fire. 

• When children are taught using books, they do not remember the information for very 

long because they are trying hard to remember things and tend to forget. But if they are 

taught hands-on learning, they will remember. An example is how to make bannock— 

the children will learn from watching and experimenting. 

• Children learn to do things by watching others do the tasks. Children need to be taught 

again and again to do things such as writing syllabics—that is how my grandmother 

used to teach us. The best way to teach children is to guide them step by step and not to 

put pressure on them and this way they will learn to retain information better. You have 

to be gentle with children and to have lots of patience with them. 

• Long ago, children were taught how to prepare traditional foods and they learned the 

Cree words and phrases. 

• If a child is fluent Cree speaker, you spoke to them in sentence form “kāwitha wāhthaw 

itohtī, pī-kīwī ōma ispī kita-kī-mīcisowin”, don’t go far, come home when you need to eat. 

• Children should be taught to name objects around the home that they use, such as: 

nipīwin (bed), tihtapiwin (chair), kitohcikan (musical instrument), and so forth. 

• I used to help my grandmothers and grandfathers make rabbit blankets. I wanted to learn 

from the Elders and this was my way of learning to make rabbit blankets. This is how I 

was brought up. We only spoke Cree and I didn’t hear the English language very often. 

• Because of school, I missed out on a lot of the teachings in the winter time. It wasn’t 

until I returned from school during the summer months that I learned about the traditional 

way of life, which was setting fish nets and playing all kinds of traditional games. 

• The child should be encouraged to do chores. Long ago, children used to be asked to 

bring wood inside the house, cabin or tent. Children went berry picking with their parents 

and grandparents. They also dried and smoked meat at the main camp. 


47

• If my late father brought meat to the settlement, it was my job to go give meat to the 

people in our community. My father would cut some meat and tell me who the meat 

was for and I would run to that person’s house, return to my house, and pick up more 

meat for another household. 

• Where there was a successful hunt, the widows who were raising children were the first 

ones to be given meat and fish. 

• We used to snare rabbits, trap weasels and muskrats. 

• My father used to make paddles; he would send me to the saw mill to pick scraps of 

lumber. He would tell me the length, thickness, and width of lumber he needed to make 

a paddle. 

• “I used to go with my father to the forest to cut down a birch tree to make snowshoes. 

He showed me how to put the lacing on the snowshoes; I don’t remember what kind of 

hide we used, but I remember my mother cutting long strips of hide to use for lacing on 

the snowshoes. My father used bear or moose grease to grease the string for lacing. I 

asked him why he greased the string; he told me that snow doesn’t stick to snowshoes.” 

• “I remember I went with my father and mother hunting somewhere south of here. We 

were just canoeing out of this riverbend and we saw a moose swimming across the river 

up ahead. My father immediately started paddling toward it quite fast. We were getting 

close and my mother got scared and began paddling backwards away from the moose 

[laughter]; that’s what I remember. Just before the moose got to the shore my father shot 

the moose, and he killed the moose there. When I used to go with my father hunting, he 

used to tell me ‘if you call a moose, don’t leave, no matter how far the moose is, if he 

hears you, he will come to you, you just have to be patient. Sometimes he won’t hear 

and won’t come but if he hears you he will come. Sometimes I didn’t have the patience 

to wait and later if I went back to the same area I would find tracks there.’ I sometimes 

made the mistake of not waiting long enough. It’s amazing how quiet they [moose] are 

and yet they are so huge, their antlers are so big [gestures with hands held wide above 

his head], that it’s impossible for them (antlers) not to get caught on branches or trees or 

to bang them against trees. It is from these activities that Cree words and/or phrases 

could be learned from. For example, the moose is silent while in the forest (ī-kīmāsit), 

the moose is a good listener (ī-nahihtahk), and also canoeing (pimiskāwin).” 

• The words we heard while canoeing were: kapīsiwin (camping); mānokīwin (setting up 

a tent), kotawīwin (making the fire), and kita-nācinihtīyin (to haul wood). 

• “I used to go around with my grandfather and father while they went out on the land. I 

used to go around with them and they explained a lot of things to me as we went along. 

They would tell me certain things about hunting. If we went hunting for moose, my 

father would pay close attention to the wind direction and tell me that moose have a 

very keen sense of smell, and if we didn’t see a moose, then that moose was cooling 

off in a muskeg.” 

• Whenever someone killed a moose, everyone in the community was expected to go to 

the kill site to get meat, but first they would have a big feast. There they would cook 

meat over the fire—they used to cook the whole head and feed everyone. They would 

cook meat and eat the marrow from the bones. The person who killed the moose usually 

divided up the meat amongst the people of the community; the moose hide went to the 

person who made the kill. They used every part of the moose—even the hooves; they 

would take the marrow from the hooves and eat it. People never wasted anything. 

• We need to come up with ways to save life around us. We need to bring back the protocols 

of hunting and trapping where animals were respected. There is a word that Elders used 

to use if you play with wildlife: they called it kihkakaskanihihson (bring bad luck to 

oneself especially in hunting). We were told that we should not waste food and whatever 

we killed for food, we needed to use and not to kill animals just for fun. Same with 

medicines—we need to respect them and to follow the protocols that we were taught 

when gathering medicines; like rat root, we use that a lot for many ailments and other 

medicines. They were given to us to use; not everyone was given the gift of knowing 


traditional medicines. People used to dream of what kind of roots and plants to pick and 

what they were good for. 

• The other thing that children should be told about is religion. There is only one god that 

we pray to and however everyone prays, we need to respect their beliefs. If we respect 

other people’s belief/ideals, we begin to get along with each other. Getting along with 

each other leads us to raising children with the right beliefs, behaviours, and ideals. We 

need to teach children these things, help each other. The mind is a very complex organ; 

it is amazing how it works. We need to come up with ways to teach young people about 

the traditional way of life. 

• Everyone in the school should use the Cree language to talk the children, like the bus 

driver, teachers, guidance counsellors, and this way the children will begin to learn faster 

because they will be constantly hearing the Cree language utilized. 

• “We did all kinds of traditional activities where we helped out. We helped Elders make birch 

syrup; we hauled the sap collected in containers. We learned from watching the Elders.” 

• As soon as the children were strong, they helped with all the chores from lifting a moose 

hide from the ground and to making fire to dry the hide. “We used to help make hides. 

There was a lot of work when moose hides were made in the winter. You had to raise 

the hide off the ground and make a fire underneath to dry the hide.” 


49

APPendix 

Interview Questions 

The interview questions posed to project participants included the following: 

1. When you were raising your children from the time they started talking to age 3, what words 

did they use? 

2. When you were raising your children from ages 3 to 5, what was necessary for them to 

learn at these ages? 

3. At the age of 6, what was necessary for them to learn and to be able to say in their language? 






9. What should be taught to the girls as they are growing up? 

10. What should be taught to the boys as they are growing up? 

11. How are girls prepared for teenage life, adult life, to become mothers? 

12. How are boys prepared for teenage life, adult life, to become fathers? 

13. What are the moral teachings that are passed on to the children so they lead healthy lifestyles? 

14. How are children prepared intellectually, spiritually, emotionally, and physically? 


2317 Arlington Avenue 

Saskatoon SK Canada S7J 2H8 

Phone: 306-373-1660 

Toll Free: 1-800-667-7762 

Fax: 306-374-1122 

E-mail: mcdowell@stf.sk.ca 

www.mcdowellfoundation.ca 

DTP8240-60

Involving Community Members to Develop Culturally Relevant Word ...

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