Involving Community Members to Develop Culturally Relevant Word ...

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GrAde FOur wOrd LiSt in nOrthern PLAinS Cree northern Plains Cree 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 40 RESEARCH REPORT: Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Métis Students
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) Let’s go hunting 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 earth and sky: kaskāpiskaw kistānāpisk kīsik kitowak mihkwaskwan rock cliff bedrock sky thunder red sky RESEARCH REPORT: Involving Community Members to Develop Culturally Relevant Word Lists for First Nations and Métis Students 41
Page 1 and 2: Teaching and Learning research exch
Page 3 and 4: Table of Contents Executive Summary
Page 5 and 6: Acknowledgements This action resear
Page 7 and 8: 4. Identify environments/conditions
Page 9 and 10: Background Information descriPTion
Page 11 and 12: Variables Affecting the Study The c
Page 13 and 14: Data Results Key findings of This s
Page 15 and 16: KinderGArten: • Children cannot s
Page 17 and 18: What the Girls Were Taught From an
Page 19 and 20: Word Lists and Phrases KinderGArten
Page 21 and 22: GrAde One wOrd LiSt in wOOdLAnd Cre
Page 23 and 24: months: opāwahcikanasīs kisīpīs
Page 25 and 26: earth and sky: acahkosak ōko askiy
Page 27 and 28: clothing: ascisisak ōko asikanak
Page 29 and 30: GrAde FOur wOrd LiSt in wOOdLAnd Cr
Page 31 and 32: ministikwāpisk paskwānāpiskāw s
Page 33 and 34: AdditiOnAL VOCABuLAry LiSt FOr SChO
Page 35 and 36: wāciyimin waniskā wīcihin wīcih
Page 37 and 38: nakamotān natohta kihcīyim kihcī
Page 39 and 40: GrAde twO wOrd LiSt in nOrthern PLA
Page 41 and 42: GrAde three wOrd LiSt in nOrthern P
Page 43: earth and sky: amiskopiy amiskowīs
Page 47 and 48: kimowān kisāstīw maci-kīsikāw
Page 49 and 50: The Four Domains of Human Developme
Page 51 and 52: Additional Comments, Suggestions, a
Page 53 and 54: traditional medicines. People used
Page 56: 2317 Arlington Avenue Saskatoon SK

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