DOCUMENT RESUME ED 365 158 FL 021 787 AUTHOR Tailfeathers, Esther : TITLE Blackfoot for Beginners. Books 1, 2, and 3. INSTITUTION Lethbridge Catholic Separate School District $9 (Alberta).; Lethbridge Separate School District #51 (Alberta). SPONS AGENCY Alberta Dept. of Education, Edmonton. REPORT NO ISBN-O-7732-1106-3; ISBN-O-7732-1108-x; ISBN-O-7732-1110-1 PUB DATE 93 NOTE 299p. PUB TYPE Guides - Classroom Use ~ Instructional Materials (For Learner) (051) EDRS PRICE MFO1/PC12 Plus Postage. DESCRIPTORS *Alphabets; *American Indian Languages; Canada Natives; Cultural Education; *Daily Living Skills; Elementary Secondary Education; Foreign Countries; Grammar; Introductory Courses; Native Language Instruction; *Phonology; Second Language Instruction; Sentence Structure; *Sociocultural Patterns} Uncommonly Taught Languages; *Vocabulary Development IDENTIFIERS: Alberta; *Blackfoot (Language) ABSTRACT The set of three workbooks is designed for Canadian introductory-level instruction in Blackfoot, an Auerican Indian language. Each workbook is intended to provide basic understanding of language use and dail: language functions. The First volume focuses on the Blackfoot oral tradition, alphabet, and phonology, and some basic daily living skills. The second workbook treats counting and numbers, concepts of animate and inanimate, and counting animate and inanimate things. The third addresses social conventions, body parts, kinship and the extended family, daily routine, foods, use of verbs, clothing, home furnishings, and animals, birds, insects, and plants. ALL three target vocabulary development and simple sentence structure, while incorporating some traditional Blackfoot themes. A teacher's guide is appended to each volume. (MSE) EES ISIS IO IIIS IS SASS ADI IIIS ISSIR SSRIS AAAS A RIAA A * Reproductions supplied by EDRS are the best that can be made * . from the original document. * Jet TI STII IIIT AOI TA SSIS I SISA DI ARIA IAAIFLOZIFPZ ED 365 158 Blackfoot for Beginners Book 1 of 3 Esther Tailfeathers Author and Illustrator Lethbridge Public School District #51 Lethbridge Catholic Separate School District #9ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Tailfeathers, Esther iackfoot for beginners : Workbook 1. ISBN 0-7732-1106-3 1. Kainah Indians -- Languages -- Study and teaching. 2. Indians of North America — Alberta -- Languages -- Study and teaching. I. Title. II. Lethbridge Public School Distriet #51. Ill. Lethbridge Catholic Separate ‘School District #9. IV. Alberta. Alberta Education. PM2341 no. 1 1993 497979 Copyright © 1993, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Native Education Project, 11160 Jasper Avenue, Edmonton, Alberta, TSK OL2. All rights reserved. AdZitional copies may be obtained from the Learning Resource: Distributing Centre.Acknowledgements Lethbridge Public School District #51 and Lethbridge Roman Catholic Separate School District #9 gratefully acknowledge the contribution made by the following individuals to the development of “Blackfoot For Beginners". Esther Tailfeathers - Author and Uluscrator Johnel Tailfeathers - Graphics Don Frantz - Editing Earle Warnica Maurice Landry Merv Kowalchuk John Sokolowski Bernadette Pard Sharon Vanderhilt - Lethbridge Laser Steering Committee: Nina Provost, Krista Manybears Glenda McCue, ESL Consultant Louise Robert, French Language Consultant Johnel Tailfeathers, Coordinator Grateful acknowledgement is made to Native Education Project, Alberta Education, for financial assistance in developing "Blackfoot For Beginners" and to Language Services Branch, Alberta Education, for consultative services and moral support.INTRODUCTION Blackfoot For Beginners - Workbooks One, Two and Three was first developed because the author, Esther Tailfeathers, wanted to teach her two young children to speak their affiliate language which is Blackfoot. About this same time, both the Lethbridge Public and Separate school districts were beginning to offer the Blackfoot language and had it offered in seven schools at various grade levels. Blackfoot language resources that were designed specifically to teach the language were nearly non- existent, Therefore, when the Lethbridge Schools Native Education Project had the opp. tunity to develop this material, al forces were conducive to the successful completion of a series of excellent language tools for the beginning-speaking student. Each workbook is geared to provide the leamer with a basic understanding of various aspects of language use and daily functions and notions, such as; Blackfoot For Beginners, Workbook One (99 pages) * oral tradition + Blackfoot language alphabet = consonants - vowels - diphthongs (double letters) + daily functions Blackfoot For Beginners, Workbook Two (85 pages) + counting and numbers + animate and inanimate concept + counting animate and inanimate things Blackfoot For Beginners, Workbook Three (94 pages) social conventions body parts extended family daily routine foods use of verbs clothing home fumishings animals, birds, insects, plants All three workbooks are designed to help the leamer develop vocabulary and to begin simple sentence structure, while incorporating some traditional themes. Ample opportunity is given the leamer to interact with the lessons in the way of interesting exercises for repetition, and as well, to help the instructor there is a Teacher's Guide section at the end of each workbook. Soké” piiwa! Kitéakai" stamatisootsspoaawa Johnel Tailfeathers Project Coordinator calTABLE OF CONTENTS Page Introductory story — Néépiwa ki iksowa’pomaahkaiks ...... 1-8 Section 2, leters A, H, I, K,M,N,O. .....0.c0eccseee eee 9-38 Section 3, Ksiskandétonisi ..........0..00000eeeeeeee ee 39-44 Section 4letters PSulWaYaseanerter te tetas 45 - 66 Section 5, Nitéaksoyi ..........0..0eecceeeeeeeeeee eee 67-72 Section 6, Double Letters and Diphthongs................ 73-88 Appendix I, Teacher's Guide «0.2.0.0... 00.c0eeeeeeee 89 - 100Na aapi’siwa iitohkomiwa @ “Are arf azaayoooo” “Kitéaksspommon; kitdakohkoto ami A.” aS \isskiinaawa Aéniiwa “Tii ii iii’, kitdaksspommo; kitéékohkoto ami I.” ipiwa ikkihkinii’takiwa; méatohkottsi’poyiwa Ki na pédsa iitohkomiwa “hihh, hihh, kitéaksspommo; kitéakohkoto ami H.”“Kaaaa Kaaa!” iitohkomiwa = mai’st66wa “ma’tsit ama K” ° Tiniiwa iitohkomiwa “Mmmaa mmmaa ma’tsit ami M” Ponokéémitaawa iikska’siwa = @& ki iitohkomiwa “Nii nii Kitéaksspommo; kitéakohkoto ama N” co“Oooo Oooo Oooo” Sipisttowa iitohkomiwa “ooo ooo. Kitéakohkoto ami O” Kiftokiiwa iitahkomiwa “piip piip kitéakohkoto ami P” SHY “Sssss Sssss” Pitsfiksiinaawa “Ssss Sss” iitohkomiwa ma’tsit ami S” Tsikatsiiwa iitohkomiwa “Tsi Tsi tsi tsi ma’tsit ami T” Sa’aiwa iitohkomiwa “Waak Waak ma’tsit ami W”“Tiyaa ijiyaaa” omahksstookiwa iitohkomiwa “nmdéétohtsikiopa, ma’tsit ami ¥” 2 Na Apéniiwa iipééwaniiwa, méatachtakowaatsiks (o> maminnistsi, iitohkotawa ndépiyi otsiitohkokka ami ’. R> Néépiwa itahkohkouét’ poyiwa; 4éniiwa, “admoyi i’powahsini niitd’pssoka'piiwa. Nitsiikohtaahsii’taki.” 10e As your teacher calls out the animal’s name, put the sound that the animal gave to Nddpiwa in the space beside it.MAKE AND DO - ANIMAL SOUND DICE Each student should bring a light cardboard box or shoe box. On the blank side of the box the student should copy this pattern. Cut out all the outside edges and fold on the dotted line and on the little flaps. Glue the die together. When it is dry, put the12 sounds that the animals gave néadpiwa on the die.SECTION 1 - VOCABULARY LIST e@ | rrrCS—s=CisCsCsN animals aapi’siwa poosa . ké4naisskiinaawa . mai’st66wa . crow iinffwa .. . buffalo (bison) ponokéémitaawa . . horse sipisttoowa - owl kiitokiiwa . grouse pitsifksiinaawa . . snake tsikatsifwa .... . grasshopper . duck 6mahksstookiwa . donkey apéniiwa. . . butterfly extra noun - maminnistsi . wings e@ Verbs and Adjectives: ikkihkinii’takiwa méaatohkottsi’ poyiwa . . he was feeling sad . he couldn’t speak iitohkomiwa « he called kitéaksspommoo . . . Twill help you kitéakohkoto .. . . I will give you ma’tsit . take this niméatohtsikio’pa . - I don’t care iipédwaniwa.... . flew maétéohtakowatsiks . didn’t make a sound iitohkotawa .... . gave it to him itahkohkottéi’poyiwa. . . he could speak ii he said admoyi i’ péwahsini niita this language is very good nitsffkohtaahsii’taki . Lam pleased @SECTION 2 - “€l” and “A€a” Now we can start with the letters of the Blackfoot language. Remember Aapf’siwa gave the letter A so we shall start with the letter A. Ais heard in the English words like faught, father, walk, and talk. Say these words: always caught tanght almost call tall got sock hot bother fall not Can you hear the aaa sound? Can you think of any other words that make that sound? In the last lesson these words had the Aa sound. Listen while your teacher says the words of the last lesson. Now it is your turn to say the words. Can you hear the Aa sound? Naa - pi - wa A- pa-nii- wa Aa - pi’ - si- wa Ti - pad - wa - ni- wa K4a - nais - skii - naa wa Maa’ - tsit Sa’ - 4f- wa a-ma onCan you remember the names of the characters below?@ Here are some new words. Repeat after your teacher the follow- ing words:Ama aakifkoan Ki ama apaniiwa A4waawahkaayaawa 7 Ki anna apaniiwa dyiistapowaawa ki anni aakffkoani Awaasai’niyindyi Teacher: Read this to the students. Ask the students to answer these questions. 1s 2e Ts4 anistaépssiwaatsiksi? (What is this?) While your teacher repeats the words of the animals above, write under the animal how many times you hear the Aa sound. Example: Adattsistaawa i9 13Here are some more things with the Aa sound, Listen while your teacher says the words. The second time around, the students should repeat after the teacher. @ aakifkoana apaniiwa 44potskinawa mamiiwa aakif wa naam66wa e 8 N a Q nddpiooyisi Adattsistaawa Awdkaasiwa naaté’siwa imitédwae SECTION 2- “H” HI Poosa gave nd4piwa the “h” sound. This H is not like any of the sounds of the English language. Acat’s kihhh comes very close to the Blackfoot H. In the first section, we heard a few words with the H sound - they were: (your teacher will say them) ikkihkinii’takiwa maatohkottsi’ poyiwa . . he was feeling sad . he couldn’t speak iitohkomiwa . the animal called kitéakohkoto . . - I will give you omahksstookiwa . donkey niméétohtsikio’ pa . e@ méétéohtakowaatsiks itahkohkott4f’ poyiwa . nitsffkohtaahsii’taki . . . I don’t really care . didn’t make a sound . he could speak . am very pleased Did you hear the H? Listen to the following new words. QiHere are some more new words. Listen to your teacher say e@ these words. Now repeat after your teacher. Ksi - soh - ksi - si - wa Im - mi - stsffh - kii - taan - i In - n6oh - soy - is - a 2016Here are some more H words. Listen while your teacher says the words. Try to repeat the words the second time around. L 6d6hkotoka immistsifhkiitaani ksisohksisiwa piihksso innddhsoyisa ihkitsikayi > ez 6mahkokatawa mohsoyisi Tiht4d0yo"pa a’siftahtaai dohpiikiinatisi 25 ”SECTION 2 - “I” I Remember from the story of Né4piwa and the animals kddnaisskiinaawa gave Ndédpiwa the J sound. Tin the Blackfoot language is pronounced like “i” in if, it, is and in. Often like “i” of elite especially when long (ii). Say these words and listen for the L ink think kiss flip this pin miss chin We have now heard very many Blackfoot words with the J sound, such as these: (Listen while your teacher reads.) aap{’siwa nédpiwa ké4naisskiinaawa iinffwa sipisttoowa kfftokiiwa pitsiiksinaawa tsikatsifwa apéniiwa mamifwa aakffkoana aakifwa imité4wa piihkssé ksisohksisiwa ihkitsikayi iiht46oyo’pa ffkohtaahsii’taki ikkihk{nii’takiwa A6hpiikiinattsie Here are some I words. Listen while your teacher says them. Repeat after your teacher the second time around. a I- mi - té4 - wa 7 Ih - ki - tsf- ka - yiRead through these words with your teacher; listen first then say. Can you bear all the I's? wo a 7 Z N ; <4) imité4wa diksiniwa ihkitsfkayi £ isst66wahsini méékiiwa kiftokiwa g ° kiddyowa kitsima mamfiiwa bE A miistaki nifpi niitéyisiIhkitsfkammiaawa tsikatsfiksi; iitap6dyaawa sikohkotoki. Thk66nimaayaawa mamii ki pitsifksiinai, itahk4yiyaawa. @ Listen while your teacher reads this little story. Can you hear 16 i's? enA: Amok niitéyisi A: Imitdééwa A: Nitaénikkoowa Apiniskim Aa: Nitdéakomatapéo A: Oki, pfft A: Tsimda? A: Tsa kiténikkoowa? Aa: Nitéakihtsisoo Aa: Niténikkoowa Aakifkoana A: Apiniskim Aa: Tsa anistépssiwaatsiksi? Aa: Aakfikoana Listen to your teacher tell this little story. Your teacher will read it first so you can understand. The second time around can you @ hear all the i's? n° oO 2SECTION 2 - The K that mai’st66wa gave to Nédpiwa may sound to you more like the “g” of English words like goat, go, gander, girl and goose. That is because English K has a puff of air after it in most positions in “a” words. The Blackfoot K never has this puff of air. Here are some words with the Blackfoot K. kéénaisskiinaawa kfftokiiwa aakifkoana kidéyowa kitsimi When K and S come together, the two sound like the “x” in Mexico. Try these words after your teacher says them. ksisohksisiwa piihkss6 émahksstookiwa kitéaksspommoo pitsfiksiinaawa ikkihkinii’takiwa kitéakohkoto nitsffkohtaahsii’ taki itahkohkottéi’ poyiwa ~ BWhen your teacher says these words to you, listen for the voiced e “K” and the soft “K”. amt J \\4 0 i a ~N /\\ 7 x Ka - ka - t6’ - si wa Ki - 44- yo- wa Kf - to - ki- wa Ki - tsim -iKdanaisskiinaawa ki kidédyowa. K44naisskiinaawa d4niiwa “Nitéakahkayii”. Ki na kiddyowa daniiwa “Kak6!” Listen while your teacher reads this to you. How many K’s do you hear? yeListen while your teacher says these words to you. The second time around, write “k” under the picture if it is voiced and “ks” if it is the “ks” sound. Cc ksiséyiwa kakaté’siwa kiddyowa F kitsim kiftokiwa aakifwa Se aakifkoana ksisohksisiwa 6dhkotoki SSS piihkss6é 6konoki ponokawa 32 26e SECTION 2 - “M”" linffwa gave M to Nadpiwa. Mis just like the M of English. From all of the previous lessons, we have learned very many M words. Can you think of some? Do you remember these? MalstoOwa ce ee cee crow maminnistsi. . . omahkokatawa . wings - gopher immistsffhkiitaani omahksstookiwa mohsoyis maékiiwa 27Here are some ““M” words. Can you say them after your teacher @ says them? How many can you say by yourself? Ma - mid’ - tsi - ki - mi wa ( a e Ma - mif- wa Ma - toy - ih- ko- yi AN — Mii - sték - iMAokiiwa ki Matsiyikkapisaawa. Maokiiwa iinoyifwa Matsiyikkapisaayi. Ki na ma6ékiiwa i’tsikinsstsoohsiwa. Listen while your teacher reads this to you. 30 29Listen while your teacher says the words which go to the things below. Put an “M” under the things that start with “M”. A __ amia’tsikimiwa __amifwa __ at6yihkoyi __ o’tsfsi __ iistéki aamé6é6wa __ mité4wa __ Oapsspa __ ohksisisi q . __ oht6dkiists — daoyi — otsisi apeSECTION 2 - Ponokdéémitaawa gave Ndéd4piwa the N sound. This is a very easy sound which is much like the N in the English language. Can you say these words without the help of your teacher? Do you remember them from other lessons? (pictures) nddpiwa naam66wa niitéyisi nifpi naat6’siwa nddpiooyisi Did you know that the first 6 numbers start with the letter N? Ni’t6kskaa . . Naato’ka ... Nioékska . Niis6 .. Niisito . Naéo .. Ausune 3y 3Listen while your teacher says these words. Perhaps you can say them now without your teacher’s help. ZS \ ids ws => Naédpiwa Niitéyisi naat6’siwa a naamé6wa nifpi nd4piooyisi What numbers begin with “N”? Can you say them as you write them? ° S 32= Naa - m66 - wa \ a A oe fi N - & q 8 | so: Naa - pi- wa Naa - pioo - yis - i 0-to-kéa’-tsis-i 3Ts anistépiiwa? (What is it?) e Na naahka Ndépi? Na naahk Naépi? Na naahk Néépi? Amokao’k, amokao’k Tsa niité’pii Naapi? Tsa niita’pii Naapi? Ikssoka’pii, Ikssoka’ pii Teacher: This song is to be sung to the tune of “Where is e Thumbkin?” (Are you Sleeping, Brother John) 40 34@ SECTION 2 - “O” Remember that Sipisttoowa gave Nadpivw’ this sound. O is the third vowel of the Blackfoot language. It is pronounced like “o” in go, toe, low, and snow. Can you hear the “o” in these words? potato no doe bow sew flowRead through these words with your teacher. In the bottom 6 spaces, draw anything that has the “o” sound. % niitoyisi ~~ Porcmen y 66hkotoki paapdowahsini ponokdémitaawaNaa - t6’ - si- wa Ko’ - ko - mf- ki’ - som - ma C0"Ninaistako Aaa - Ti Aaa - Tii - Ooo Aaa - Iii Aaa - Iii - Ooo Aaa - Iii - Ooo Tii - Aaa - Iii - Ooo O-ki Tsa - tsi - 00 issd’ - tsit mii - sta - pohts mii - std - kiists Ni - nai - sta - koo Aaa - Tii Aaa - lii - 000 Aaa - lii Aaa - Iii - 000 Aaa - lii - 000 Jii - Aaa - Iii - 000 ~ nse SECTION 3 - Ksiskandotonisi a IS, ki Ann6ohk ksiskandétonisi nitsifpookakiNitsssisskiitsiNitsffydaksistotoohsi Nitsiiydakowayi aNitssdpskaohsatoo’pa nitsisttohksisoka’sim 4sNitsifydakotoahsimi ki nitéaksstsitsik. 4BNitsitsikiiniiwa na nississae@ SECTION 4 - “P” Let’s do the second half of the Blackfoot letters. Which animal gave Né4piwa the letter P? It must have been Kiftokiwa. The letter P is pronounced almost like “b” of the English language. In this lesson, we shall not only listen and say but we will start to write some words. poosa, aapi’siwa, nifpi, ponok4, n44piwa, pi’kssiiwa poo - sa, aa - pi’ - si (wa), po - no - kéwa, nif - pi, pi’ - ks - sii (wa)Read through these words with your teacher. Then draw 6 things that have the “P” sound in them. (LZ poosa aapi’siwa nifpi ponokéwa nddpiwa pi’kssffwa 46Issk66htsika mdatsitstsii’pa ponokddémitaiksi. Christopher Columbus ii’to’toowa ki ii’tsipiyiiwa ponokdémitaawa, Niitsitapiiksi itsiinoyiiyaawa ponokdémitaawa, ponokdinattsi ki imitdfnattsi. Inihkdtsiiwa ponok4éémitaawa. Ponokéwa Imitéawa Ponok4émitaawa oeWrite and say. z e@ Po - no - ka6 - mi - taa - wa Po’ - ta - ni Paa - péo - wah - sin - ie@ Where do these words fit? Poosa Ponokéwa Aapi’siwa Pok6éna ‘en (Pa 4 )- 49Have your teacher read this little poem about popcorn. Paap4owahsini, paapdowahsini Paap paap paapdowahsini nitsffpapao’ka nitsifpapao’ka Paap paap paap4owahsini 1. Can you say this poem? 2. Can you draw a picture to match the poem? 3. Can you make up a nonsense poem with all the sounds you have learned, wn eo@ Fill in the proper consonant: K, M, N, P -. . 00 ___itsimi ___iistsisa okona e@ idd4yowa __ ifpi ___ aamé6wa iitdyisi o'tsisi ___ amfiwa vt 4 ca rj ake a e __ onokaémitaawa ___ sisoyi ___ akato’siwa 7 woCan you fill in this crossword puzzle? eSECTION 4 - “S” “Ssssss” iitohkom{wa pitsifksiinaawa. Remember that pitsffksinaawa gave Nédpiwa the letter S. S in Blackfoot is a little different than in English. The Blackfoot S is made by holding the tip of your tongue up towards the roof of your mouth and not against the back of your bottom teeth. Let’s review some words we have learned to say with the S sound. Can you draw these things? miist4ki niitéyisi naat6’siwa These 3 were easy because the S is not mixed up with another letter. Now we will look at when K comes before S, if you remember KS gives the same sound as “x” in Mexico. piihkss6é. diksiniwa mohksisisi ni’t6kska ksisohksfsiwa ksiséyiwaa= Sa’ - 4i- wa Si - pist - too - wa Sia - pia’ - tsis - i Si’ - ka - na Soo - tsf - maan -iListen for the “'s” sound as your teacher reads the words, Can you think of @ 6s" words to draw in the 6 empty boxes? Draw them. ( > piihkss6 diksiniwa mohksisisi a, N aR @ ni’tokska ksisohksisiwa ksiséyiwa 6; 55“Saahkémaapiyi, kitaé6kska’sspa?” “Aa, nité6kska’si.” “Aakiikoani, kitdissinaakihpa?” “Aa, nitéissinaaki.” 62 56SECTION 4 - “ Tsikatsffwa iitohkotawa Né4piwa ama T. T is not pronounced exactly like the T of English. Listen to these T words, then say them: Train Tomorrow To Put your hand in front of your mouth when you say them. Can you feel your breath on your hands? Then say the following words in Blackfoot. Can you feel your breath on your hands? naaté’siwa imité4wa oohkotoki niitéyisi kfitokiwa a’sfitahtaai When T comes before S$ in a word, it sort of slides into the S. Like in Tsikatsifwa. Here are some more words with T and S together. 37Tsi - ka - tsif- wa t A-tsi-kin-i Th - ki - tsf- ka - yi WIL Za Ist - t6 - ki - maa’ - tsis - i Aéat - tsis - taa - wae Review the story in the previous section called ksiskand6tonisi. Listen while your teacher reads it to you. You may try to read along but listen very carefully for the “ts” sound. Can you count how many times you hear the “ts” sound? 1" ts] D>} 1 Annéohk ksiskan46tonisi Nitsssisskiitsi nitsffpookaki fa e 4 Nitsfiydakowayi Nitsffydaksistotoohsi @ Nitdaksstsitsiki Nitsitsikifniiwa na nississa 59Listen while your teacher says these words. Fill in the missing letters. q ____ __ katsfiwa > faat________ staawa| SECTION 4 - “ Sa’aiwa iitohkotsiiwa Nadpiyi ami W. W is almost like the W of English. It is different when it comes at the end of a word followed by an “a” then you whisper the “wa”. So sa’diwa sounds like you are saying sa’ai. We can call it the ghost “wa”. It is there but can barely be heard. 6° 6Paapd46wahsini Isst66wahsini @e Find the words that go with the pictures, then find the 2 words that don’t end in “wa”,SECTION 4 - “Y” Remember that omahksstookiwa gave Nddpiwa the letter ¥. Y is much like the Y of English but it is like W because when Y is at the end of a word followed by “i”, it too is whispered. Like in ihkitsikayi and matéyihkoyi and mdaoyi. W and Y are letters which mark the difference between what we call animate and inanimate. Animate means things that are living or have just been put in the animate category. They are marked with a “wa” and inanimate are non-living things marked with “yi”. Sometimes the “w” is dropped and only “a” appears. Sometimes the Y is dropped and only the “i” appears. On the following page, look for animate (wa) and inanimate things (yi) or (i)."Y .3 Niitéyisi Naapiooyisi Mohsoyisi lihté6oyo’pa TsSECTION 4- ’and the Stress Mark “ Ap4niiwa maminnistsi maatéohta - kowatsiks. Remember that Ap4niiwa’s wings did not make a sound, instead of making a sound you must pause. When you see this mark ’. ’ is like the silent moment when the butterfly flaps its wings. Let’s practice the pause with these words. Mo ‘sisi Mamia’tsikimiwa si’kéana ni’t6kska ndato’ka a’siftahtaai iiht4doyo’pa iihtaf’ poyo’pa You have probably noticed the “ mark over some of the letters. It means that you must say those letters at a little higher pitch than the rest of the word.SECTION 5 - NITAAKSOY! 225 Nitdaksoyi Nitsiksisttso’kini 67Na niksissta 46oyo’siwa owaf ki diksinédsakiAf’tama’kito’to’wa ihkitsfkayi 44nao’kaotooma 23 0Nitsssifkiniistsi ki nitsss{sskioohsi nNitéakitapoo iitdissksinima’tstohkio’pi nSECTION 6 - DOUBLE LETTERS Double letters in Blackfoot are more important than double letters in English. Vowels become longer if there are double vowels. Consonants become longer too when you double them or triple them. The following pages have double letters. Can you find them?Say these words with your teacher. Listen for the double letters. e Aéa - ttsis - taa - wa Naa - to’ - ka Maa - ta - ki 60 “Gy - wad - yi 4DOUBLE LETTERS: AA Ama 4Aattsistaawa 46oyiwa maatdéaki ki 4waaniiwa, “likédéhsiiwa ami maaté4ki.” Aakfiwa iinikkoyihkaamiiwa, “Mfistapoot!” Aaattsistawa its{fstapokska’siwa! I Amokao isstsffyainaka’siwa ki kédnaisskiinaawa iihkématakiwa. I’ndkssaahkomaapiwa iihk66noyiiwa k4énaisskiinaawa ki isstsfiyainaka’siwa. Tnakssaahkomaapiwa iyimmiwa. Listen while your teacher reads the 2 passages above. Can you hear all the double a’s and i’s? 5K4ééanaisskiinaawa Pi’kssifwa liht4é6o0yo’pa Isstsifyainaka’siwaMookitsisaSECTION 6 - DIPHTHONGS When certain pairs of vowels are next to each other, the sound they make is called a diphthong. ZL o Ai “Ai” that comes before double consonants is pronounced like “ai” in said, and the short “e” in fed, red and head. “Ai” that comes before the ’ (glottal stop) or butterflys wing beat is longer than it is before double consonants. Ao “Ao” is like the “aw” in dawn and becomes longer when it comes before the ’ (glottal stop) when it is like “ou” in house. Oi “Oi” is not very common but it is pronounced like the “oy” in boy. Try saying: 6tahk6inattsiwa - yellow 6tsskoinattsiwa - blue or green 78Af - ksi - ni- wa eS Sa’ - 4f- wa Omahk - ai’ stoo - waAmoka iitéfsooyo’pi. Am 4iksiniwa 4doyiwa 4issinii’ pi ki ama Sa’diwa d6oyiwa dissinii’ pi. 80Amoksi kddnaisskiinaiksi ohkitépiiyaawa ksiwéinaka’siiksi. Ama saahkémaapiwa dénistawa ‘Herb,’ ki ama aakifkoana 44nistawa ‘Mabel’. Herb ki Mabel ohkitopiiyaawa ksiwdinaka’siiksi. &TPo - no - kaé - mi - taa- wa Ao6 - wah - sin -i Aoh - pii - kii - nat - tsi Mao6 - yiAmoksi ponokdémitaiks 46kska’siyaawa. Ama ponokdémitaayi ksikksinamma ki ami miattsstsiki siksinammindyi. 5 BSECTION 6 Ao Can you say, “Six horses are running.”? Nddoyaawa ponokdémitaiks 46kska’siyaawa. How about saying, “The girl is eating corn.”? Aakfikoana 46oyiwa 46hpiikfinattsiyi. Ai Say, “The mice are writing.” K4aénaisskiinaiks 4issinaakiyaawa. Say, “Are those ducks eating?” Omiksi sa’4iks 460yiwaiksaawa?SECTION 6 Some difficult sounds in the Blackfoot language are “ih”, “ah”, and “oh”. Here is some extra practice with these sounds. ih Say, “The sheep sang ‘what’s wrong, what’s wrong’.” fimahkihkinawa inihkiwa kitsikifhpa, kitsikffhpa. Here are some practice words: ihkitstkayi piihkssé akihsin immistsffhkiitani iiht46oyo’pa iiht4{’ poyo’pa Th Say, “The boy said, ‘Where is my grandfather?’ Over there, oops sorry old man, there is my grandfather.” Saahkémaapiiwa awanfiwa “Na nahk nadhsa?” “Oma!” “Paahtsé’pi omahkinaa. Omao’k naahk nadhsa.” Oh Say, “Elephant ears and mosquito nose.” Innééhksisiwa oht6ékiists ki ksisohksisiwa ohksisfsi. Here are some more practice words: nohk6wa. . . my son koohkatsi . . your foot 66hkimaat! . + wait! innd¢éhsoyisa. spoon mohtddkiists..... ears mohksisisi. . . . « NoseMat6nni ama saahkémaapiiwa iitasai’niiwa ki na fimahkihkinayi itohkomiyindyi, “Kitsikifhpa? kitsikifhpa?” Saahkémaapiiwa aanffwa, “Na nahk nadhsa?” fimahkihkinayi isopé6wahtsi’siyindyi, “Takdatsiksi kadhsi?” Saahkémaapiiwa aaniiwa, “Ts46tsi.” fimahkihkinayi aanffyindyi, “Mindttas4f’nit, issammisa oma omahkinaawa, ito’taipoyi oma iitawai’pihtakio’pa.” “Aa, 6mao’k naahk nadhsa, nitsifkohtaahsii’taki.” 92 Co iede@ Fill in the missing letters as your teacher says the words. 66 __ kotoki i __ kitsfka pii __ kss6 a’sifta ___ tayi 87APPENDIX | TEACHER’S GUIDE FOR BOOK 1 The material in this book is meant to be a supplemental resource for students who are at various levels of learning the Blackfoot language. Beginning students are not expected to read the material but rather to listen while the teacher reads and follows picture sequences. Students with more advanced knowledge of the language should begin to interact with the written words. SECTION 1 - INTRODUCTORY STORY y (pages 1-8) In the past teaching was done through storytelling so this section is meant to introduce the language with a story of how Nadpiwa was given language. Because beginning students have little or no understanding of the language teachers may use various ways of helping the students to understand. The story of Ndédpiwa may be told in English first then in Blackfoot. This should be done using each picture as an interval. The teacher may choose to be very animate and mime each picture sequence while telling the story in Blackfoot. EXERCISES: Do not be afraid to repeat the story and to add on to it if you feel like it. During the second reading ask the students to repeat the sounds that the animals gave to Nagpiwa. Perhaps you could give each child an animal to portray while you tell the story. (Pages 5 & 6) While the teacher goes over the story the students should be asked which animals gave certain sounds or letters to Nédpiwa. The students should write the sounds in the space provided. (Page 7) Assimall project allowing the students to think about the letters which the animals gave, The pattern for the die should be cut out and glued to a light cardboard box like a cereal box and then cut out the whole piece. Fold along the dotted lines then glue the little flaps to the sides which are specified so that you end up with 12 sides. Use the dice for the following activities. 89ACTIVITIES: Animal Sound Game (a) Each student must have a partner. Partners should sit facing each other and about 3 feet apart. They must toss the die to the partner while the partner tosses his/her die back. When they catch the dice they must make the sound of the side of the die which is highest up and quickly toss it back to the partner. ‘The players must try not to end up with 2 dice at the same time. (b) More advanced version - the same as above but the student must say the name of the animal which gave the letter then make the sound. Save the dice for further on. Animal Puppet Show Students should bring an old sock that is not going to be used again. With marking pens or colored construction paper the students can make puppets of the animals which helped Nédpiwa and of Néépiwa. Proceed to follow the story from this section. Each animal can introduce itself and give Nédpiwa a sound. (Eg. Oki, nitanikko aapfsiwa ki kitéakohkoto ama A.) Animal Race (Should be played outside or in gymnasium.) The teacher is the first to be Nadpiwa alll the players must line up at the start line when Nadpiwa calls out an animal (in Blackfoot) then the children must crawl, walk on all fours, hop, duckwalk, flapwings, etc. towards the finish line. If they make a mistake they must go back to the start. The winner then becomes Nédpiwa. Animal Name The teacher is again Nédpiwa and gives each student an animal name. Nédpiwa may choose to give the child a name in the manner of name giving the traditional way. Nédpiwa can put his/her hands on the students shoulders and give the student a gentle push while giving the name. After everyone has a name then Nddpiwa calls out an animal name. The animal must answer with the sound it gave, If the students are advanced enough they may take turns being Néépiwa. 83we, Aun a x Centimeter ee oe 10) e024 1S em u i! mm 1 me ee Le (28 A tes = I io MANUFACTURED TO ALIM STANDARDS BY APPLIED IMAGE. INC.Hot Potato “Maataaki Néépiwa must stand in the middle of a circle, using a beanbag or a small soft object. Nddpiwa must throw the object “Maatddki” to a student and give a sound the student must throw the bag “Maatddki” back to Nédpiwa and repeat the sound. Making Noise Each student is given a sound. When the teacher points at the student, the student must keep making the sound until another student makes a sound. SECTION 2 - BLACKFOOT LETTERS A, H, I, K, M,N, O. (pages 9-38) This section introduces the first 7 letters of the Blackfoot language. Each letter has an introduction that the teacher should read to/with the class. The teacher should say each word slowly breaking each word into syllables, as is done on page 11, then have the students concentrate on each syllable. Slide the syllables together and repeat the word in the fashion which it is normally said. A Page 9 - Introductic~ to A Read page 9 with the students, make sure they are very familiar with the “a” sound. Page 10 For repetition ask them to give you the names of the characters, if they need help suggest a name, ask them if it is the proper name for the character. Page 11 Div. I should repeat the words after the teacher. Div II should write the word in the space provided below the printed word. Get them to practice each syllable as they write it. Page 12 Read this with the students so they begin to hear the “a” sound in context. Page 13 ‘Try to get the students to listen for the “a” sound as they say or answer the question. c a”Page 14 Div. I students should cover the words below the pictures as the teacher says what each picture is. Ask them to listen for the “a” sound the first time around. The second time through have the students repeat after you. Div. IT ean read the words both times through. EXERCISES: Page 14 ‘Teacher should enlarge the pictures on this page and then cut them out, glue them on cards and use them as flash cards. Students can cut the pictures out and make flash cards. First for familiarity with the words the teacher says the word and each student may hold up the picture. Example the teacher says néépiooyisi, the students hold up the picture of the house. Second for pronounciation practice the teacher holds up a flash card and the students must say what it is. ACTIVITIES: Telephone Line “Iihtat’poyo’pa” The students can place chairs side by side or stand side by side. The student at the front of the line must whisper a word from this lesson into the next. child’s ear. The word must be passed on to the last student in line. The last student must say the word he/she heard, Is it what was said into the telephone? Give everyone a chance to be first. In what order? Using the last page 14 of 12 pictures, the teacher can say the words in a cifferent order than they appear on the page. The students must write (1) by the first, (2) by the second and so on. H Page 15 Read through page 15 with the students in the same manner as you did with the part on A. Pages 16 & 17 Should be done the same as A too. 1. Teacher say words - students must repeat and count how many times you hear “h” sound. 922. Teacher say these short sentences - students count on fingers how many times they hear the “h” sound for each sentence. (a) ksisobksfsiwa maatétohtakowaatsiks (b) omabksstookiwa déniiwa nimédtobtsikio'pa (©) kitéakohkoto innéchsoyisa (@) kitéakohkoto immistsithkiitaani (e) nédpiwa ikkibkinii'takiwa (© piihkss6yi dohkotokists (g) nitsffkohtaahsii'taki Note: A short, unaccented vowel before “h” is voiceless and simulta- neous with the “h” (eg. “oh” will sound like a long “h” made with the lips rounded). 3. Péésaiks itahkohkottéfpoyiyaawa (The cats could talk) The teacher is the leader cat he/she picks a list of words with the “h” sound. All the students become cats and must kneel on all fours on the floor. Everytime the leader cat says a word with an “h” the other cats must arch their backs and repeat the word exaggerating the “h” sound. (Eg. list - ksisohksisiwa, 6éhkotoki, immistsffhkiitanni, piihkss6, inééhsoyisa, 6mahksstookiwa, nimédtohtsikio’pa) Pages 18, 19 & 20 ‘To be done in the same manner as the previous 2 letters A, H. Page 21 ‘The teacher should read through this once, helping the students to understand the story. The second time through students should have a pen and paper handy to tick off every time they hear the “i”, There are 16 “i’s” that can be heard. Page 22 ‘An introductory to conversation. This page can be used in many ways. First, the teacher should read through the dialogue helping the students to understand what is being said. Second, you can have the students listen for the “i's.” Third, each student should have a partner to practice with. This may be a bit difficult for Div. I but should be done by Div. Il. cy 93ACTIVITIES: Find a partner, then find a space where you and your partner can have an imaginary niitéyisi. In your niitéyisi put as many “i” things as you can. think of. You may even practice saying what the two friends are saying to each other in this short story. Here is a list of things that might be in a niitéyisi. kitsfma . - door ksiséyiwa........,. tea kettle inné¢hsoyisa . + spoon immistsffhkiitaani .. fry bread Have your teacher help you with these words. K Pages 23, 24 & 26 Should be done in the same manner as the previous letters. Page 25 - The teacher should read through this short story with the students, helping them to understand. Have them count how many “k’s” they hear. Then ask them to make up a short ccaversation between ké4naisskiinaawa and kidéyowa. ACTIVITIES: Kidéyowa One student is chosen to be kiddyowa he/she must leave the room. While kiddyowa is out of the room the others must choose who is kadnaisskiinaawa. Then they must all find a spot to stand quietly (and still). Kidéyowa must be blindfolded and brought back into the room. Kiddyowa must search for kédnaisskiinaawa, if he/she finds someone, kiddyowa must say kédnaisskiinaawa kitdnikkowa kédnaisskiinaawa. The student must answer saa niténikkowa (give hisher name), if he/she is not kédnaisskiinaawa. If he/she is kadnaisskiinaawa, he/she must answer az niténikkowa kéanaisskiinaawa. Kéénaisskiinaawa now becomes kigayowa. Play this until everyone has had a chance to be both. 100M Pages 27-30 Should be done as the previous letters except that page 30 asks that the students print an “m” in the blank under the picture if the words starts with “m”, Maataaki This game is played like hot potato where everyone sits in a circle except for the one who stands in the middle. The one who stands in the middle must toss a small object like a bean bag or a ball to one person in the cirele and say an “m" word. The one who catches it must throw it back and repeat the word. If someone misses saying the word he must be it. ACTIVITIES: Bingo with the Letter “M” ‘The students may pick any 6 of the 12 pictures which appear on the previous page. They can make a small circle in the top right hand corner of the picture. The teacher can then choose randomly which word to call. If the student has that word as one of his/her 6 choices he/she can put an ‘x" in the circle. The first one to get all 6 is the first one out. Keep calling until everyone is finished, You may play this several times if the student has small removable objects, eg. pebbles that may be placed in the circle. Magazine Collage ‘Ask the students to bring old magazines that can be cut up. Students should find pictures that have the letter “m” in them and cut them out and glue them to the page to make an “m” collage. Telephone Line - “Iihtét’poyo'pa” This game appears in the section on the letter A. Use only words with “m” in them. 95THIS PAGE INTENTIONALLY LEFT BLANKPages 31-34 Should follow along the same as before. Page 32 asks that the students begin to say these 6 first words on their own. The second part of page 32 asks that they write down the numbers which begin with ‘n” using the 6 empty boxes. Page 24 Has 2 short exercies, Ts4 anist4piiwa? This just introduces the question “Tsd anistdpiiwa?”, if you remember page 13 asks “Tsa anistépssiwaatsikei?” ‘The difference being T'sa anistdpiiwa is asking “what is it?” referring to an inanimate thing while “Tsa anistdpssiwaatsikei?” is referring to an animate thing. ‘The botwm half of the page is a fun little song Na neahk Néépiwa? ‘Translated - Where is Nédpiwa, where is Nédpiwa? Here he is, here he is. How are you Nadpiwa? How are you Nédpiwa? Doing fine, doing fine. ACTIVITIES: You might want to play Nédpiwa and the animals as outlined in Section 1. Only now you should have each student have a short conversation with Néépiwa before he/she gets an animal name. Pages 35, 36, 37 & 38 Should follow normal procedure. You may choose acti appropriate from those suggested previously. SECTION 3 - KSISKANAOTONISI (pages 39-44) This short section is designed just to introduce the vocabulary of daily routine. The importance of this section is that the students hear the sounds which they have learned and that they begin to understand some common words. Div. 1 should try to say some of the words but they need not memorize. Just have fun with trying to say and help them to understand. Div. II should work at being able to say all the words. ACTIVITIES: “This Morning” Annéohk ksiskandétonisi Pages 39-44 1. For each phrase develop a movement all the students must stand by their chair and imitate washing their face if the teacher saysnitsitsssisskiitsi or put on their pants for nitsfiyéakowayi, etc. 2. The teacher can mimic or do each movement and the students either individually or all together must say what it is using the Blackfoot word. 3, Give each student a phrase (in secret) either whisper in the ear or show the picture to them. One student may start by miming the phrase, the students must guess using the Blackfoot term. The first student to guess must then act out his/her word. Play this game until all have had a turn. It is not important for level one students to know how to write the words but they should be able to first recognize them and later to say them. SECTION 4 - BLACKFOOT LETTERS P, S, T, W, Y,’. (pages 45-66) This section completes the rest of Blackfoot alphabet starting with “p”. It fe the same procedure as Section 2, and because there are a number of activities suggested in the first part of this book the teacher should choose some of those which best fit, P Pages 45-51 Page 47 translation - “In the past there were no horses.” Christopher Columbus came and brought the horse. Native Americans saw the horse. It looked like an elk and a dog so they called it elk-dog. This page is meant for more advanced students than Div. IT but can be used just so that both Div. I and II may hear the language in context and learn the history of how some words came to be. Page 49 A simple crossword puzzle can be done by both Div. I & II. Page 50 Help the students to say this little poem about popcorn - translation: Popcorn, popcorn - paap - paap - popcorn. I dreamt, I dreamt - pap - pap * popcorn. Page 51 & 52 Are both simple but the students may need help with the words. For I you should read the words as they fill in the missing letters,Pages 53-56 Page 53 Asks that the students draw miistéki, niitoyisi, naaté’siwa. Page 54 Standard. Page 55 ‘Asks that the students draw 6 “s” words in the empty boxes. Help them if they need help. Page 56 Introducing the verbs 46kska'si and dissinaaki. The teacher should have the students pair up. Each pair should learn how to ask and answer each question. Perhaps you want to work with a few other verbs. Pages 57-60 Page 57 Do the little exercise with the difference between “t” & “d”. They should feel their breath on their hands as they say the English words and not with the Blackfoot words. Tsi, Tsa are very difficult sounds. Page 59 should help a bit but the teacher should help them to practice the ts. Pages 61-63 Page 61 ‘This page is standard. The teacher should spend a little time showing the difference betwen a “w” whicli occurs in the middle of a word and a “w” which occurs at the end of a word and a “w” which occurs at the end of a word. Keep in mind that some Blackfoot speakers do pronounce the “wa” at the end of a word. Page 63 Is the same as page 14, Read the words out loud to the students. Tell them that you will pronounce the “wa” at the end so they can hear it. The 2 words that do not end in “wa” are aakitkoana and nddpiooyisi. 195 98Y Pages 64 & 65 Page #4 Gives a short introduction to animate and inanimate nouns. Book 2 will deal with that in much more detail. *.° Page 66 ‘The apostrophe and stress mark. The apostrophe signifies a short pause in the word. The teacher might want to exaggerate the pause at first then say the words normally just to get the feeling of the pause. ‘The stress mark signifies a high pitch, or stress on a certain part of the word. Ask the students to close their eyes and listen while you say a list of words. Ask them to listen for the stress, Have them practice a number of words. ‘The following list is suggested: aohkiiwa . - water Ahkiwa . - barking (the dog) sa’éiwa . the duck nédtoka = 2 (two) 6obkotoki . stone ksisohksfsiwa +. mosquito mamiiwa . + fish LUD Napi ‘Neat Nédépiwa . Nifpi . SECTION 5 - NITSIKSISTTSO’KINI (°M HUNGRY) (pages 67-72) This section is intended to follow Section 3. Again this deals with daily routine and should be treated as was section 3. The students in Div. I should be able to say all the words with some help. Div. II should be able to read along then say the words. ACTIVITY: Make a list of breakfast foods like: onniki - milk, pikkiaakssini - porridge, oowayi - eggs, dfksinéésakiksi - bacon, isttohkihkiitaani - pancakes, etc. The teacher may ask “Would you like to eat bacon?”, kitaksto’htsoyih - paatsiki Aiksin6ésakiksi?” The student may answer “No, I do not like bacon”; “Saa nitsiikatkai’tsii'pi 4/ksindésakiksi or “Yes, I like bacon”; “Aa, nitsikéhsi’tsii’pa 4fksinéésakiksi.” “3 wy IESSECTION 6 - DOUBLE LETTERS & DIPHTHONGS | (pages 73-88) This section is meant to help students with sounds which are sometimes very difficult. Double letters Pages 73-77 Double letters are not that difficult but do need some attention. Page 73 follows the standard. Read page 74 with the students and help them to understand it. Div. II should be able to read the text but may need help with pronounciation. Pages 75-77 Should be done the same as above. Diphthonge Pages 78-83 Diphthongs are often quite difficult and the teacher might want to spend some time on this aspect. The idea of 2 vowels making one peculiar sound is not easy for English speakers. Use pages 79, 80, 81, 82 and 83 for extra practice. Pages 84 - 88 Some difficult sounds are dealt with on pages 84-88. Please go through these pages with the students. Listen for any problems they may have. Loy 100Produced and Printed byBlackfoot for Beginners Book 2 of 3 Esther Tailfeathers Author and Illustrator Lethbridge Public School District #51 Lethbridge Catholic Separate School District #9ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Tailfeathers, Esther Blackfoot for beginners : Workbook 2. ISBN 0-7732-1108-x 1. Kainah Indians -- Languages ~- Study and teaching. 2. Indians of North America — Alberta -- Languages — ‘Study and teaching. I. Title. II. Lethbridge Public School District #51. III. Lethbridge Catholic Separate School District #9. IV. Alberta. Alberta Education. PM2341 no. 2 1993 497.979 Copyright © 1993, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Native Education Project, 11160 Jasper Avenue, Edmonton, Alberta, TSK OL2. All rights reserved. Additional copies may be obtained from the Learning Resources Distributing Centre.Acknowledgements Lethbridge Public School District #51 and Lethbridge Roman Catholic Separate School District #9 gratefully acknowledge the contribution made by the following individuals to the development of "Blackfoot For Beginners". Esther Tailfeathers - Author and Illustrator Johnel Tailfeathers - Graphics Don Frantz - Editing Earle Warnica Maurice Landry Merv Kowalchuk John Sokolowski Bernadette Pard Sharon Vanderhilt - Lethbridge Laser Steering Committee: Nina Provost Krista Manybears Glenda McCue, ESL Consultant Louise Robert, French Language Consultant Johnel Tailfeathers, Coordinator Grateful acknowledgement is made to Native Education Project, | Alberta Education, for financial assistance in developing "Blackfoot For Beginners" and to Language Services Branch, Alberta Education, for consultative services and moral support. liiINTRODUCTION Blackfoot For Beginners - Workbooks One, Two and Three was first developed because the author, Esther Tailfeathers, wanted to teach her two young children to speak their affiliate language which is Blackfoot. About this same time, both the Lethbridge Public and Separate school districts were beginning to offer the Blackfoot language and had it offered in seven schools at various grade levels. Blackfoot language resources that were designed specifically to teach the language were nearly non- existent. Therefore, when the Lethbridge Schools Native Education Project had the opportunity to develop this material, al forces were conducive to the successful completion of a series of excellent language tools for the beginning-speaking student. Each workbook is geared to provide the leamer with a basic understanding of various aspects of language use and daily functions and notions, such as; Blackfoot For Beginners, Workbook One (99 pages) * oral tradition * Blackfoot language alphabet = consonants. = vowels - diphthongs (double letters) * daily functions Blackfoot For Beginners, Workbook Two (85 pages) + counting and numbers + animate and inanimate concept + counting animate and inanimate things Blackfoot For Beginners, Workbook Three (94 pages) + body parts + extended family + daily routine + foods + use of verbs + clothing + home furnishings + animals, birds, insects, plants Alll three workbooks are designed to help the leamer develop vocabulary and to begin simple sentence structure, while incorporating some traditional themes. Ample opportunity is given the learer to interact with the lessons in the way of interesting exercises for repetition, and as well, to help the instructor there is a Teacher's Guide section at the end of each workbook. Soka” piiwa! Kitdakai’ stamatsootsspoaawa Johnel Tailfeathers Project Coordinator licTable of Contents Section 1; COUMING © soe neces esa. Section 2, Animate Words New Word List... . Section 3, Counting Animate Things Section 4, More Than One Section 5, Counting Past Ten Section 6, Inanimate Words. New Word List Section 7, More Than One Inanimate Thing .. Section 8, Counting Inanimate Things Appendix I, Teacher’s Guide (for Book 2) ... Page 1-8 9-19 20 21 - 32 33 - 41 42 - 43 44 - 64 65 66 - 69 70 - 75 16 - 85ni’t6kska ni’- toks - ka 2 naato’ka naa - to’ - ka 3 niodkska ni - o6ks - ka 4 niisd nii - s6 ligNniisito nii - si - to nado na - 60 ihkitsika ih - ki - tsi- ka naanisoyi naa - ni - soyie _ 9 piihkss6 piihk - ssé6 10 kiips kii - pé Now can you write the number by its name, as your teacher reads them to you? ni’tékska néato’ka niodkska niis6é niisito ndédo ihkitsika naanisoyi piihkss6 e kiipéFill in the missing letters as your teacher reads the numbers. @ 4 1 5 dhe esi ea —— ihk _ sé — iodkska _i’to__ ska n____to’ka ni___” kska 4 lizNow can you put the right number in the space? ndato’ka 2 niis6 —_—_ niisito — né6o ni’tékskaa ndato’ka piihkssé6 kiipé ihkitsika ndanisoyi niisito ndééo niis6 nééto’ka ni’t6kskaa tiodkska Can you write in the numbe:? ahwoNdD— i) NS fy 3880 .o ni’tékskaDraw a line from the number to its name. Niis6 Niodkska Ni’t6kska Naato’ka Ihkitsika Nado Niisito lid NO oO BQN —@ LET’S COUNT... ‘Write the number by its name. Ni’tékskaa Naéato’ka Niodkska Niisé Niisito Naédo Tbkitsika Néanisoyi Piihkss6 Kiipé Fill in the missing letters. 1. n_’toksks___ 6. 2.n____to’k__ 7. 3. n__o6k______ 8. 4.n____s6 9. S. nii__it__ 10. ee 0) ihk ___tsi____ n____nis_._ p____hkss6. k__ep_Let’s do some addition in Blackfoot. Can you say what the @ answer is when your teacher asks you “what is... . ?” ni’t6kskaa ki nddto’ka = ni’tékskaa ki niodkska = naééto’ka ki niis6 = niodkska ki niisito = niis6 ki né6o0 = ni’tokskaa ki ihkitsika = nédto’ka ki nddnisoyi = ni’tokska ki piihkss6 = niisito ki niisito = ni’tékska ki ni’tékska ki ni’tékska = nééto’ka ki nédto’ka = _ANIMATE WORDS - words with an a or wa ending when singular. Say them with your teacher. * Ainaka’siwa Af - na - ka’ - siwa iO Aisaiksistoowa Afs - ai - ksis - toowa Aksstsiiwa A- kss - tsiiwa y Atapfima A-ta- pfima se Atonddéksisa A- to - na6 - ksis -a ‘ At6é’ahsima A - t6’ - ah - sima * Note to Teacher: Many speakers omit the -wa and -a endings. gleeAwaamisskapataawa Tihté6oyo’pa Issts4inaka’siwaFA Ksiistsikémiipi’kssiwa we Ksiséyiwa Mookitsisafe) Mé6toyi’sa — SSS Niipéinsstaama CO” Oapsspiinao’sa’tsisa Oht66kipisa‘Be O’takdinaka’siwa Pok6na Po’ téatsisa Si’k4anaFinish writing these words, while your teacher helps you say them. Ksiwdinaka’ Issisainaka; sees O’takdinaka’ Afksisstooma (EN ow Afsaiksis = EL |Remember that all singular animate words end in wa or a. While your teacher @ reads off these words, repeat the word and check off all the animate nouns. éinaka’siwa niitéyisi Aisaiksistoowa sdapia’tsisi at6’ahsima paapd6wahsini mookitsisa . 94S mm) | es Ky nifpi fsska nd4piooyisi 3 125As your teacher says these words, can you hear which are “wa” and “a” endings. @ C J) ly ss we Aso &) ge ) ( 7 2 A@ WHICH THINGS ARE ANIMATE? Write the name that fits the picture and put a check by the animate things. Remember animate things end in wa or a. QHere are the words. You find where they fit. Pok6na isska Atapfima Si’kééna At6’ahsima q 13;@ sé anistapssiwaatsiksi? What is it? The words are at the bottom of the page. Put them where they Mookitsisa Ksiséyiwa lihtaf’poyo’pa, @ = Ainaka’siwa Ksiw4inaka’siwaNEW WORD LIST Ainaka’siwa ... Aisaiksistoowa . Aksstsiiwa. . . Atapffma.. Atondéksisa ............. At6’ahsima.............. Awaamisskapataawa zipper Tihtat;poyospaess telephone Tihta6oyo’pa .» fork Inndééhsoyisa. spoon fsska +» pail train dish Ksiistsik6miipi’kssiwa ..... thunderbird Ksiwdinaka’siwa.......... bicycle Ksiséyiwa... .. tea kettle Moédpsspa .. . -. eye MookKitsisa . . .. finger M66toyi’sa . . belly button Niipéinsstaama tipi pole Oépsspiinao’sa’tsisa .. eye glasses Ohto6kipisa. .... .. earring Otsskoiitsisa . . .. blue jeans O’takéinaka’siwa .. wheel Pok6éna ...... .. ball Po’téa’tsisa .. stove Si’kéana .. blanket 135COUNTING ANIMATE THINGS When you are counting animate things, you must use special numbers which are much like the ordinary counting numbers but they have a different ending. 1 Ni’tékskaamma :2 Naato’kammiaawa3 NiiékskammiaawaIhkitsikammiaawa a " ee ) 2 ge OS OSe While your teacher helps you say these words, write in the proper endings. Tsa niitsima? (How many animate things?) Ni’tokska Néato’kammi Niiédkskammia Niisoyimmia Niisit6yimmia 3Be wei eg Ss SB Thkitsikammia ~ Bw iB & Mm Ze O@ more THAN ONE When we have more than one animate thing, we drop the wa or a ending and add iksi to form the plural. cogs Er, E> 4inaka’si wa 4fnaka’si iksi ksiwdfnaka’si wa ksiwdfnaka’si iksi e moépssp a moéapssp iksiWhen there are double vowels like aa or ii before wa, then e you must also drop the last one of the two vowels as well as the wa, then add iksi. Adattsista iksi ae SD ° kaanaisskiina awa kaanaisskiina iksi as pi’kssi iwa pi’kssf fksi q 147@ Here are some words that drop the sa ending to add the iksi. eee atond6ksi sa atonééksi iksi SOD OS SO S55 e inndééhsoyi sa inndé6hsoyi iksi a7 mooKitsi sa mookitsi iksi é é Ml e ohto6kipi sa oht66kipi iksi 145 35Now that we know how to count animate things and how to e say animate words that are more than one, let’s go back to the first part of this lesson. Repeat after your teacher... Ol & @ a YA A < (oes FF EA Y \ 4) \ Ni’t6kskaamma Néato’kammiaawa naaté’siwa imitdiksiSy 229 bei) sh @®D jySAS pw Ihkitsikammiaawa Néénisoyimmiaawa apéniiksi ké4naisskiinaiksi ze oF oe = Piihksséimmiaawa Kiipéyaawa « pi’ksffksi mamiiksi@ While your teacher reads this list to you, can you find where they belong? niiékskammiaawa _matsiyikkapisaiksi ni’t6kskaamma inndédhksisiwa nddto’kammiaawa méokiiksiniis6yimmiaawa apéniiksi, _niisit6yimmiaawa pokoiksi, e nii6kskammiaawa k4éénaisskiinaiksi, _ihkitsikammiaawa kakatésiiksi, ndééoyaawa inédhsoyiiksi, ihkitsikammiaawa mamfiksinééto’kammiaawa_ ksiwdfnaka’siiksi, n4dénisoyimmiaawa fsskiksi, ihkitsikammiaawa tsikatsffksi, piihkssoimmiaawa at6’ahsiiksi, kiip6yaawa ap4niiksi, ni’t6kskaamma 4wikaasiwa Ga BES DOGCARDINAL NUMBERS AFTER 10 Do you remember the numbers up to 10? ni’t6kskaa ndato’ka niodkska niis6 - niisito nd6o ihkitsika nanisoyi piihkss6 kiipé Let’s learn how to count past 10. 11. ni’tsiképotto 12. néatsikoppotto 13. niiképotto 14. niisfikopotto 15. niisitsfkopotto 16. naffkopotto 17. ihkitsfkiikopotto 18. ndanisiikopotto 19. piihkssikopotto 20. ndatsippo Can you count together with your teacher up to 20? Can you do it all by yourself? 155 42Shall we count higher than 20? After 20, ndatsippo, you say ndatsippo ni’tsiképotto (21) ndatsippo nddtsikopotto (22) ndétsippo niiképotto (23) né4tsippo niisfikopotto (24) ndatsippo niisitsikopotto (25) naatsippo naffkopotto (26) naatsippo ihkitsikiikopotto (27) ndatsippo nddnisiikopotto (28) ndatsippo piihkssikopotto (29) niifpo (30) the 30’s go the same as the 20’s. 40 is niisipo 50 is niisitsippo 60 is n4fippo 70 is ihkitsikippo 80 is né4nisippo 90 is piihkssippo 100 is kiipsppo las “aINANIMATE WORDS - words that end in i or yi when singu- @ lar. Go through these words with your teacher and listen for the ior_yi ending. OS Ah - kiooh - sa’tsisi Ais - ai - pih - kai - so - ka’simi Ais - sin - nii? - pi Aks - si - ni 1) MCE Aoé - wah - sinie oy ip a“ Ao’ - t6 - pis - tan - ni Ap - ssi A - tsi - kini A - taks - 4a - kssi - ni == = aes aeIstt6kimaa’ tsisi 46 Isttsikdnistsi Titdfsooyo’pi wn xImmistsifhkiitaani Istts6mo’kaani Isst66wahsini {'ksisakoyi Loo 47Ippotsfpistaani Istot6éhsini Isspiksisoka’simi 1s[I VS oO Kitsimi Ksiistsik6mmsstaani > [ a ° b a i > ° ° . > sa YEE —_ K6é6nsskoyi Kisska’ tsisi © es Kaniksfyi 49 162 =, ZB: Mohksisisi Maatdédki ______ Mohsoyfsi Manists{’sstaanie oo ( o,@ | Mosstoksisi Mo’tsisi Miistaki = aN —=... Soe eee ee eeeeeiccen oS et Mao6yiNapay‘ni’nssimaani Nadpiwa ot6’piimi Niitéyisi Néépiiniiwani q eggyr MILK Owdéayi Onnikisi Oohkotoki 3160Pikkiddkssini Po’ tani Pisdtsskiitaani Paapdéowahsini 167ae Mepici Saadémi Saadmi Séapia’tsisi cf Sindakia’tsisi S66pa’ tsisiRead this together with your teacher and fill in the missing @e letters. ksisoyi __ __ aN fe. Sey . 7 ) ksisohksisi — — éiksini_ - ksisskstaki — — 165Can you find the inanimate words with the i or yi ending? Put a check in @ _ the box for those inanimate words. Isspiksfsoka’simi Titétksistokomssakio’pa Poyaana’kimaa’tsisi oO Oo 0 Pokéna S66pa’tsisi Ainaka’siwa oO oO Oo Saapia’tsisi Kitsimi Paapd6wahsini oO Oo & Oo D 0 POPCORN t \ ! —_____J fsska NAépiooyisi Até’ahsima . AN CAWrite the name of the object, then put a check beside the @ objects which are inanimate. Remember that inanimate things have a yi or_i ending. ae Ca Ee. “2 38@ = Ts anistdpiiwa? What is it? Can you find where these words go? Saadmi, Ndépiiniiwani, Paapd6wahsini, Mohksisisi 9> |< LE Here are the words. Can you find where they fit. Atsi’tsi Apssi Akssini Nifpi Kitsimi 175Can you find these words in this lesson? viAs your teacher reads, can you finish writing the words? @ aoéwahsin __ atsikin __ Apss __ é istts6mo’kaan __ istt6kimaa’tsis __ e© What letter is missing? a . Cy ; 6 iitéfsooyo’p __ kitsim __ mosstoksis __ mo’tsis __ maatéék __/ | niitéyis __ 66hkotok __ paap46wahsin __ _ sinddkia’tsis s6dpa’tsis __NEW WORD LIST - food - mitten . shoe . Spaghetti . sweater arrow Akssini .... Aahkioohsa’tsisa . Atakséakssini A’sfitahtaayi. Aéhpiikiinattsi Immistsithkiitaani . .. Isttsémo"kaani. Isst6Swahsini P’ksisakoyi Istt6kimaa’tsisi Isttsik6nistsi Ississkioohsa’tsisi .... soap Iitdfsooyo’pi table Ippotsipistaani . braid Tstotééhsini . . clothes Isspiksisoka’simi..... coat Kitsimi. . door Ksiistsikémmsstaani . . window . snow willow back rest 6 Mosstoksisi . Mo'’tsisi Miistéki mountain mouth nose potato tail travois Mohsoyisi .. house leaf wheat Néapiwa ot6’piimi . Niit6yisi . rainbow tipi -» Sugar 3 milk stone saskatoon berry campfire oatmeal porridge Paapaéwahsin’ ...... popcorn Pisdtsskiitaani cake Saadmi... headress Saaami.. medicine Sdapia’tsisi mitror Sinddkia'isisi . book Soépa’tsisi.......... chair 17SNow we are going to learn how to say and write more than @ one inanimate thing. First we are going to drop the i and yi endings and add istsi. ‘SPAGHETTI |" I Aissinnii’pi Afssinnii’pistsi —_— Sap BG istts6mo’kaani istts6mo’kaanistsi S @ i. Ae Can you say these words along with your teacher? Mo’ tokééni Moohkokini Mottsikisi Mo’ tsisi Mohkinsstsisi Mookitsiiksi e NU Mo’ tsifstsi eiM6ékoani Mo’kakini Moosa Mohkatsistsi Mookitsiiksi 02000, Q0006— Mohkatsistsi =! )WORD LIST Niisté ... . me, myself Kiisté ... ++ you, yourself Saahkémaapiiwa . .. boy Niténikkoowa.... .. my name/ it is said to me. Tsa kiténikkoowa? . . . What is your name? Issa’tsit . . .- look at Nohksisfsi .. my nose Kohksisisi .. your nose Noéppsspiksi my eyes Noht66kiistsi .. my ears Kohtéékiistsi . your ears Naodyi +. my mouth No’tokééni . .. my head Ko’tokaéni . .- your head Mao6yi. . -- mouth Moht66kiistsi ++. ears Mo’ tokééni. .. hair, head Mosstoksisi . .. face Mohksisfsi .... nose Moappsspa . . eye Mo’tok4éni . . head Moohkokini ... neck Mottsikisi . Shoulder Mo’tsisi . arm Mohkinsstsisi . elbow MooKitsiiksi . . fingers and toes Mo’ tsfistsi hands M66koani stomach Mo’kaki back Nootsts{pinnaanistsi . . . my cheeksNikso’kowaiksi Susan: Oki, piit. Nit4nikkoowa Susan. Ama niksissta, 44nistawa ‘Ann’. Ama ninna, dénistawa ‘Herb’, Ki ama nissfssa, 44nistawa ‘Jim’. Kiist6, ts kiténikkoowa? Bill: Oki, niténikkoowa Bill. Susan: Takatsiksi kiksfssta ki kinna? Bill: Niksissta 44nistawa ‘Christine’, ki ninna Aénistawa ‘Joe’. ar,Children: Oki nadhsa, kitéistotoksisowdatohpinnaan. Grandmother: Oki pookdiksi, pééhsapoota. Nitsfikohtaahsii’taki kitsité’toohpoaawa. Nitéakihkiitaa immistsffhkiitaani. Children: Kit4kstao’ohkottsspommoohpinnddna? Grandmother: Aa p6dhsapoota.WORD LIST Nikso’kowaiksi Pift . my relatives - come in Niksissta.. . .. my mother Kiksissta . .. your mother Ninna... my father Kinna .. . your father Nississa ... . my younger brother/sister (female speaker) Aénistawa......... 2.000. his/her name is Takdatsiksi .............. who is__? Nadhsa ............. 2c cece eee eee my grandmother, my grandfather Kitdistotokssowd4atohpinnaan ........ We have to visit you. Pookéfksi . children Pé6hsapoota « come here Nitsifkohtaahsii’taki . I was glad Kitsité’toohpoaawa when you arrived (plural) Nitéakihkiitaa . Iam going to bake/cook Immists{thkiitaani. . fry bread Kitakstao’ “ohkottsspommoohpinnsna? Can we help you? ae Read through this with your teacher. Repeat after the teacher. 17 oy Ama aakifkoana Ama saahkémaapiiwa e A6oyiwa A6oyiwa —— ~ AO Ve : e Ama dpotskinawa Ama 4iksiniwa Adoyiwa AdoyiwaRead through this and repeat after your teacher. Ama aakifkoana 4doyiwa napayini. Aakaniiwa, “Nitd6oyi napayini”. vw (. Ama saahk6maapiiwa Adoyiwa iindni. Aakaniiwa “Nitd6oyi iindni”. _ Ama kddnaisskiinaawa ee Cs A6oyiwa iitsskonnikisi. : 2. " Aakaniiwa “Mmm mmm!”Nitaaksoyi Nitdaksoyi. Nitsiksfsttso’kini. 2igNa niksissta 460yo’siwa owai ki 4iksinédsakii. Bat)Nitaédoyi owdi ki diksinédsakii.Here is a list of things you can eat. Say them along with your e teacher. Then you say, “I am going to eat spaghetti” “Nitdaksoyi Aissinnii’pi” or you may pick any of the foods listed. ee & e ~ coal, oa Afssinnii’pi A6hpiikiinattsi immistsifhkiitaani YY ae isst66wahsii i’ksisakoi maatadki SOD & ow4i paapdd6wahsii pikkiddkssii po’takssii qWORD LIST AMG Aakifkoana Aooyiwa.... eats Saahkémaapiiwa. boy Aépotskinawa . cow Atksiniwa «+ pig Napayini.... .. bread Aakaniiwa. is going to say Nita6oyi Tam eating Tinéni. . banana K4éénaisskiinaawa . . . Mouse litsskonnikisi. . cheese Nitdaksoyi. . . lam going to eat Nitsiksfsttso’kini. Tam hungry Niksissta .... my mother A6oyo’siwa. . is cooking Owéists eggs Aiksinéésakiksi . bacon Aissinnii’pi . . . spaghetti AGhpiikiinattsi com Immistsffhkiitaani . fry bread Isst66wahsini ... ice cream [’ksisakoyi .. Meat Maatddki potato Mamffwa... ish Okonoki berries (Saskatoon) Paapdéwahsini popcorn Pikkiddkssini .. porridge Po’tstakssini sandwich. e (3 nt Ama kipitéaakiiwa Ama aakifkoana Adpiiwa adpiiwa @ 4 f a a _ - ‘) va { \ ~ Cr Ama poosa Ama imitdé4wa q A6piiwa A6piiwa 20Ama po’téana Niténikkoowa aakifkoana. Nitdopii ki nitédoyi napayini. Amoka ninna, 46piiwa. Ama istt6kimaa’tsisi. Na ninna dinihkiwa. Amoka nissfsa, Na nissisa daksoyiwa. 625 2LA is running — 46kska’siwa e y % _—_— _ Ama saahkémaapiwa 46kska’siwa Ama aakfikoana 46kska’siwa 2Ama ponokéémitaawa 46kska’siwa Ki niist6, nité6kska’si. Kiist6, kité6kska’sspa? Answer: Aa, nité6kska’si or Saa, nimatddkska’siAma ninaawa dyo’kaawa Ama pookdéawa dyo’kaawa Ama imitédwa dyo’kaawa q 25 24DP oO Wi Naat6’siwa 4yo’kaawa Ki na ko’komiki’somma méatdyo’kaawa Ki kiisto, kitayo’k4ahpa? Answer: Aa, nitdyo’ka or Saa, nimatayo’kaahpa ne © 25Ama péésa Ama mé6kiiwa BZ WwWis> ah << Ama saahkémaapiiwa ou Sie Draw a line from the picture to the right sentence. ama mmitééwa adpiiwa a “We ama sffpisttoowa a6piiwa @y@ ( ama kddnaisskiinaawa \ Adoyiwa AN ama imité4wa dyo’kaawa » 23hWORD LIST Kipitéaakiiwa . . .. elderly woman Aopiiwa . . is sitting Poosa . . cat Imitéawa... .. dog Po’téani ... . campfire Nité6pi .... . Lam sitting Ninna . my father Istt6kimaa’tsisi . drum Afnihkiwa..... is singing Nissisa ...........6.0056 younger brother/sister (female speaker) Aaksoyiwa .... . he is going to eat Aékska’siwa... is running Ponokdéémitaawa . . horse Nitd6kska’si . . . . [am running are you running? yes +. 10 Nimatddkska’si . . Lam not running Ninaawa.... man Ayo’ kaawa ... is sleeping Pookddwa... child Naato’siwa . . sun Ko’ komkki’somma . . . Moon Maatayo’kaawa .. is not sleeping Kitéyo’kaahpa ... are you sleeping? Nitdyo’kaa ....... Lam sleeping NimAtdyo’kaéhpa . . . Lam not sleeping 23 wy 28id Istotoohsini Istts6mo’kaani Isspiksfsoka’simi — ers [| I As6ka’simi \ & Otsskoiitsisi QD at6ahsiiksi atsikffstsiNitsffy4aksistotoohsi. Nitsffydakowayi nitétsskoiitsiiksi. no 30\ Nitss4pskaohsatoo’ pa Nitsisttohksisoka’sim NNitsifyéakotoahsimi ki nitdaksstsitsiki.Nook6ééwayi @ Here are some things that go in the livingroom - Ité6pao’pi. Can you say them with your teacher? Aisinaakioohpiwa Anéa’kimaa’tsisi Inn6fs66pa’tsisi In the bedroom - litéfyo’kao’pi Akssini Tita a el itafsooyo’ pi L] Sé4pia’tsisi BoysHere are some things that go in the bathroom. Can you say them e with your teacher? litdisapssiistso’ pi litdisaipioohso’pi Sédpia’ tsisi Ksiistsik6mmsstaani a Kitsimi e edoHere are some things that go in the kitchen. Can you say them with your teacher? ! | Jitéisstoyihtakio’ pi ii Le CER litdfssd4akio’pi te S66pa’tsisi e - litéfsooyo’ pi 230 35 Po’téa’tsisa O Titéfsokohko’so’ piCan you find all the things that go in your home? What are they @ called?e These things can be found in a tipi - niitéyisi. Can you say them with your teacher? Poyaana’kimaa’ tsisi Kisska’tsisi Akssini Ataksdakssini litdfksistokomssakio’paPO Si’kéana cS Istt6kimaa’tsisi Ao’t6pistaani [ Po’téa’tsisa Apani’kahtaa’tsisi (tipi curtain)e Can you find all the things that go in your tipi? What are they called? e Niitéyisi BanIksowa’ pomaahkaiksAaattsistaawa Aépaiaiwa Adpotskinawa 245Afksiniwa Aimméniisiwa Awékaasiwape fimahkihkinaawa Imitddwa er Inndédhksisiwa 247 8a linffwa Kaéénaisskiinaawa ? Kiddyowa be easKsisskstakiwa MAokiiwa Natdyowa 249 45Omahkatayowa LS Omahkokatawa~~ Otddtoyiwa 4 Ponokaéwa Ss = e Ponokéémitaawa ~~Wa Vy & VC Ww Saokidwakaasiwa foe@ ta anistapssiwaatsiksi? What is it? 49e Ikskimaawa Aké46’kowa. Na ninna dakotoyfikskimaawa. Aaksskondkatsiiwa ponokéwa. nu i 33NEW WORD LIST Kaawa’ pomaahkaiksi . . animals Afattsistaawa.. . rabbit or hare Aakotoyffkskimaawa he/she is going to hunt Aaksskondkatsiiwa . . . he/she will shoot it (animate) Aépaiaiwa .... . weasel, ermine Aépotskinawa cow Afksiniwa..... pig Aimméniisiwa . otter Aka6’kowa . It is fall Awéakaasiwa .. deer ffmahkihkinaawa . sheep Imitédwa ..... . dog Inndéhksisiwa . .. elephant linfiwa bison K4éanaisskiinaawa . . mouse Kiédyowa . bear Ksisskstakiwa . .. beaver Maéokiiwa. . monkey Natdyowa . lynx Omahkapi’siwa . wolf, Omahkatayowa Ee .. cougar Omahkokatawa .. -. gopher Otéétoyiwa. . fox Ponokawa .. elk Ponokéémitaawa . . horse Saokidwakaasiwa. . .. antelope Tsd anistapssiwaatsiksi? ..... What is it (animate)? £05Pi’ksiiksiTimahkdyiiwa __Kiftokiiwa_Mamida’tsikimiwa g g 3 & s = Omahkai’stoowaPiftaawa Sa’d4iwa Sifksikapanssiwa ebeTsa anistapssiwaatsiksi? What is it? \\ =Apéniiwa Ksisohksisiwa weed K6mmoyo’kstsiikinakimmaMamiiwa Pitsifksiinaawa eBEG eoNaaméé6wa \ Soy’sksissiwa 8 2hAeAomiihkaawa Aamo ni’sa, 46miihkaawa, iimffhkaawa niodkskammiaawa mamiiksi. 260 65NEW WORD LIST Pi’ksifksi. . . birds Aépsspiniwa... . Canada goose Timahké4yiiwa . . . Swan Kfitokiiwa .. grouse magpie woodpecker . raven . eagle Mamida’tsikimiwa Mi’ kiimatawa . . Omahkai’stoowa. . . Piitaawa Sa’diwa........ duck Sfiksikapanssiwa . swallow Sipisttoowa....... - owl Sohksiisiimsstaama . . meadowlark Apaniiwa .............0008 butterfly K6émmoyo’ kstsiikinakimma . . earthworm Ksisohksisiwa - Mosquito Naam66wa . . . bee Soy’sksissiwa . . fly Tsikatsifwa . . . . grasshopper Mamiiwa ... .. fish Matsiyikkapisaawa. . . . frog Pitsifksinaawa. . . snake Nisisa .. . my younger sibling (female speaker) Aomiihkaawa.............5 he/she is fishing limifhkaawa . he/she caught fish Nioékskammiaawa. . 3 (animate) Mamifksi ... . fish (plural) coy@ Here are some things that grow outside. Can you say them along with your teacher? SR Miistsffstsi (sticks) we P66sohs66a’ tsiistsi (pussywillows) Wi e Pisdtssaisskiyi Oohkotoki (rock singular) Isstsimamsskaapooyi (pinecone) Nifpistsi 20; 67Can you find the things which were named on the previous @ page?e LET’S LEARN SOME MORE VERBS Aipottaawa - he, she, or it is flying Ama naamééwa dfpottaawa Ama sa’4iwa dipottaawa ‘ Ama apéniiwa dfpottaawa 275 0Aawaawahkaawa - he, she, or it is walking. Ama saahkémaapiwa 4éwaawahkaawa Ama ninaaw2 a4waawahkaawa Ama kiédyowa 7 aéwaawahkaawa@ Arpoy ‘a - he, she, or it is speaking. Ama aakiikoana i’ poyiwa Ama saahkémaapiwa af’ poyiwa Ama aakifwa i’ poyiwa nAawaawahkaawa - te, she, or it is playing. Ama péésa 44waawahkaawa Ama aakiikoana 44waawahkaawa Ama saahkémaapiwa 4awaawahkaawa ” 2 \ ne Aissinaakiwa - he, she, or it is writing. Ama saahkémaapiwa Ama aakffkoana dissinaakiwa dfssinaakiwa e Aokstakiwa - he, she, or it is counting or reading. Ama aakifkoana 4dkstakiwa Boree Athpiyiwa - he, she, or it is dancing. e@ Ama aakifkoana afhpiyiwa 6hkitépiiwa - he, she, or it is riding a horse, bike, etc. @ Ama saahkémaapiwa A6hkitépiiwa "@ Aihkiitaawa - he, she, or it is baking. Ama saahkémaapiwa 4ihkiitaawa Aémiihkaawa - he, she, or it is fishing. ~~ Ama aakifkoana 46miihkaawa =—_ |}->~>—> ~~ as ~ “~~ Ama aakffkoana 4iksimsstaawaWhat is the subject doing? Can you say what each of the @ following are doing?TEACHER'S GUIDE FOR BOOK 3 This book is intended to help develop vocabulary as well as to begin simple sentence structure with common nouns and verbs. Each section has a specific theme which will be identified as we go. This book starts with the theme myself (my body) and yourself (your body) then the themes broaden to family, clothing, home, animals, birds, insects, and verbs associated with simple daily activities, while trying to incorporate some traditional themes like tipi furnishings, hunting, fishing, camping, speaking to elders, etc. SECTION 1 - NIISTO KI KIISTO (Pages 1-8) ‘This section is directed at leaming simple body parts and the prefixes which are used for saying “my (body part)” and “your (body part)”. We first concentrate on the facial parts then the rest of the body. EXERCISES: Division I Go over pages 1, 2, and 3 with the students. Then drill them by first asking them to repeat after you as you point out your facial parts. They must follow by pointing to their facial parts and repeat the words. This is to stress the “my body part” like nohksisisi. Then do the same thing but have a student point to another students face saying “your facial part” like amoka kohksisisi. Have them each take turns. Have them make a book of their own face in the manner shown on page 3 and 4. Cut out the pages and glue them together. Review pages 5 and 6. It is not necessary for the students to be able to write the words but they should be able to say the words. Do the section on Body Parts in the same way. Division I Go over this section in the same manner as Division I but have the students read along with you. Have them write in the proper names. You may want to say the names slowly while they write.ACPINITIES: Do pages 7 and 8 in the same manner as above. You might want to photocopy the pages and blank out the names then make a list on the side of the pages to write the name in where it belongs. From old magazines cut out facial parts and glue them to a page to make funny faces. Each student can give hisfher funny face a name. Body Parts Make Your Body Alternative 1 Alternative IT Divide the class into groups of 3. Each group should have enough space to play this game. One of the three will be the caller while the other two must do as the caller says by trying to touch body parts. For example, if the caller says “mohkinsstsisi ki moht6éki” then the other two must try to touch an elbow to an ear. When the tasks are getting to difficult to carry out, have the caller become a partner while one of the two becomes the caller. Do this until all the players have been a caller. With a couple of rolls of aluminum foil, give each child a body part to mold. For example, one child should mold his/her arm, another a leg, have another mold a neck, etc. Have them label the part they make. Make sure the part is approximately the same size as their own. When everyone is done, tape your “student” together, talking about each part as you do it. Hang up your new student and give him/her a name. Using newspaper rolls, or a wide long sheet of paper (wide and long enough for each student to trace their body on) have each student pick a partner. Each student lies on the paper while the partner traces around the body with a pencil, naming each part as he/she goes. When the tracing is done each student may go over the pencil tracing with a felt marker. Then they should color and label “themselves” by using the n prefix.SECTION 2 - NIKSO’KOWAIKSI (Pages 10-14) This short section is intended only as an introduction to the theme of relatives. EXERCISES: Division I Division IT ACTIVITIES: Division I & I Go over page with the students and explain the meaning of each word. They should be able to say everything with little help. The “visit with Grandma” section is much more difficult and they will need much help to pronounce the words. The aim of this page for Division I is to be able to understand. Students should be able to read and pronounce the page entitled Nikso’kowaiksi with little difficulty. The visit with Grandma presents a challenge but can be done if the long words are broken up into syllables and read that way at first. Have the children bring family pictures so that they may tell who their relatives are in the pictures. Have the class pretend to be a family. Let them each introduce “their family”. a 0 “7SECTION 3 — INTRODUCTION TO SOME VERBS (Pages 15-27) e This section introduces a few verbs and shows how they may be used in various ways. The simple third person singular form is used first because it is close to the stem form and can be used with different subject forms. Then there is first person and second person Nit- and Kit-. Try to get the students to use all three singular person forms and to recognize the verbs themselves. ‘The first four verbs are ‘eats’ - 46oyiwa, ‘sits’ - 46piiwa, ‘runs’ - 46kska’siwa, ‘sleeps’ - dyo’kaawa. Take good time for each verb. Division I Students should be able to use these verbs with little difficulty. ‘The teacher should go over each page with the students first then review thoroughly. Division II Same as above but they should be able to write the simple forms of verbs and nouns. EXERCISES: Division I (Page 18) @ Use nitéaksoyi with each noun and have the class repeat after you. Do the same with nitadoyi. Then each student may take a tum saying which food they choose with nitdaksoyi.Centimeter Fe 7 ee OI a ta atts ain Inches LO Wes ze Wo. { Eo ae lls te ZS A tes MANUFACTURED TO ALIM STANDARDS BY APPLIED IMAGE. INC.SECTION 4 - CLOTHING - ISTOTOOHSINI (Pages 29-32) This short section serves as an introduction to common clothing and verbs associated with dressing. Both Division I and Division II should be able to say these words. Repetition is necessary. Read over carefully having the students repeat. EXERCISES: Division I & I ACTIVITIES: Division I & IT Division I Prepare flashcards with each piece of clothing. Drill the students with them. Play a clothing game. Bring some big old clothes; hat, coat, sweater, jeans, socks & shoes. Have the students sit in a circle. If the class is large divide it into groups of six. The students roll a die and when they get a given number like six they must try to put on all the clothes before another student rolls six. ‘The students must say the die number in Blackfoot as well as each piece of clothing. Make them use the possessive n- (eg., notts6mo’kaani, niséka’simi, nit6tsskoiitsiiksi, n6éto’ahsiiksi, natsikffstsi). Do the same thing with Division II as above then have them write a list of foods they are going to eat. Page 23 - asks “Kiist6 kitédkska’sspa? Ask each student individually to answer this (Division 1 & II). Page 25 - same with this page. You should have Division II write all their answers. Page 26 - Have Division I say what verb fits in the space. Division I should say and write. Page 27 - Both Division I and Division II should do this page.Division I & I Charades Flashcards Divide the class into two teams. Each team must give each of their team members one short sentence like aakfikoana 4éoyiwa and each student must act out their sentence for the other team. Take the time as each team guesses what the other team has given them. The team with the least total time is the winner. The teacher can make flashcards out of the pages showing subject and verb asking dikfiwaatsiksi? (What is he/she doing?) eu)SECTION 5 - NOOKOOWAYI - MY HOME (pages 33-39) This section is intended to help familiarize students with common items in their home. Review each page carefully and help the students to say each item. EXERCISES: Division I Stud snts should be able to point out things on page 36 and say what each is. Ask them to draw their own home, telling you what is in their home. Do the same with the tipi. Division I Students should be able to write in the name of each item on page 36. Have them make cards with the names of the items, so they can take them home and tape them to the real things at home (use masking tape.) Do the same with the tipi exercise. ACTIVITIES: Division I and II Bring cardboard boxes to school. Each student should be given one piece of furniture to make. With crayons and scissors they must cut and draw (tape if necessary) something to furnish your classroom with. Each piece of furniture must be labelled. Take a walk around your “home” when all is complete and talk about each piece of furniture. Keep your “home” for at least a couple of days. + Bring pictures (books) of Niitéyisi. If possible bring actual items for the children to look at. + Have them make a tipi with paper and make miniature furnishings to go into their niitéyisi. + Have an elder come to talk about Niitéyisi and the fumnishings. * Make a make-believe tipi in your classroom and have the children make items out of cardboard boxes, etc. to furnish your niitéyisi. 29i 87Holes here Out of a cardboard box have each child make a T.V. Make a “T.V." program in Blackfoot by making holes at the top and bottom of each side of the box. Ona few sheets of long paper have them draw pictures of a story which they may tell to the class. Holes here Cut out screen With 2 sticks roll sheet 88SECTION 6 - IKSOWA’POMAAHKAIKS - ANIMALS (Pages 40-53) This section is directed at simply familiarizing students with the common animals. Since children have a natural curiosity with animals, they may remember some animals from previous lessons. For the most part pronounciation and memorization for both Di EXERCISES: Division I Division IT section is aimed at ion I and Il. Do the exercises on page 49 called Tsdanistapssiwaatsiksi? Help the children with the pronunciation of each animal. Do the same thing with the rest of the pages through to page 52. + Goback to book one, section one, and read Nédpiwa and the animals. Ask the students which animals gave which sound to Néépiwa. + Use picture books with pictures of the animals. Ask the class to give you the name of each animal. + Review the section on animate things in book 2 on the animate numbers and pluralizing animate things. Do pages 33 and 36-41 again for repetition and refreshing memories. + Ask the children to say what each animal’s name is and what it is doing on pages 41-48 (eg. page 41 Amo Aéattsistaawa, mo Afattsistaawa Aépiiwa). + Have each student draw a picture of the animal of their choice, or animals if they choose. + Make up flashcards of the animals and drill the class. Go over all the above exercises with the students. Give them time to write the names of the animals. With the exercise on “what is the animal doing?” help them to write the proper verb. Ask dikifwaatsiksi? (What is he/she doing?) 295 89ACTIVITIES + From old magazines have the children cut pictures of the animals in this section. Have them cut out ten animals of their choice and glue them to a blank page. They should make two rows of five pictures each. The teacher may call out different animal names and the student may cover each picture with a small piece of paper. (This is a shorter version of Bingo.) Divide the class into two teams and have them play animal charades. Outside or ina large play area have an Animal Race. Divide the class into teams of five on each team. Line the teams up behind a start line. They will play a relay, as the first team member must listen to the teacher. The teacher calls out an animal’s name. The first player must move in the manner of the animal called (eg. hop if it is 4éattsistaawa or tun on all fours if it is ponokdéémitaawa). When they reach a turing line to go back. The teacher must call out a new animal and the student must mimic the new animal until he/ she reaches the team and start line. Ikskimaawa _ (Page 53) Read page 53 with the students. You might want to address the importance of hunting and have the students discuss hunting. Ask These Questions: Kitéakotoyifkskimahpa? - “Are you going hunting?” They may answer “Aa, nitéakotoyfikskima” - “Yes, I am going to hunt” or “Sa, niméétéakotoyitkskima” - “No, I am not going to hunt.” “Ts4 anist4pssiwa kitéaksskondkatawa?” - “What are you going to shoot?” They may answer “Nitéaksskondkatawa 4wékaasiwa” - “I am going to shoot a deer.” ‘They may choose any animal.SECTION 7 - PI’ KSS{iKSI - BIRDS (Pages 55-68) As in the last section this section is intended to help familiarize students with birds, some insects, and other little animals. Because this section is so much like the last section, it is suggested that the teacher adapt some of the exercises and activities from the last section. ACTIVITY: Bird Watching Siik6” tsitaawa! (Gather!) Go for a walk outdoors with the class. Try to identify some of the birds mentioned in this section. You may want to pack a book of Southern Alberta Birds and The Blackfoot Dictionary. (Pages 67-68) These pages are aimed at familiarizing the students with a few things outdoors. The teacher may want to expand on this. Make a list for each pair of children consisting of different numbers of the things mentioned on these pages, eg. néato’kayi miistsffstsi (two sticks); nddiyi ééhkotokistsi (six stones); ihkitsikayi nifpistsi (seven leaves); ni’t6kska pisdtssaisskiyi (one flower); nioSkskayi poosohsooa’tsiistsi (three pussywillows); nddto’ kayi isstsimamsskaapoiksi (two pine cones.) ‘Then, in class, divide the children into pairs of two, and give each pair a list of things to gather in the school yard. Make sure yoa read over the list with each pair before sending them out, When the children have gathered what they need, they must return and show the class, They can say, eg., nitssiiko’tsii? pinnaana amo(i)stsi nédto’kayi miistsifstsi. 245 a”SECTION 8 - MORE VERBS (pages 69-80) This section is aimed at broadening the students knowledge of verbs and how to use them. The following activities and exercises can be applied to the first section of verbs. It is important to be able to use verbs in different contexts. Therefore this section is followed by a list of verb tenses and degrees. EXERCISES: (pages 76 - 79) Division 1 Have the students look at the picture on the left of the page. Ask them to tell you something about the picture using the verbs they have leamed. Division IT Students should be able to write short sentences beside each picture with help from the teacher. ACTIVITIES: Division I & I Charades The teacher should make a list of short sentences using one subject and one verb (eg. Ama saahkémaapiwa dthpiyiwa). Each student get a short sentence to act out in: front of the class. “Tihtd? poyo’ pa” — Have the players/students sit in a circle. Choose someone to start. He/she must whisper a short sentence to his/her neighbor and the neighbor whispers the message to the next one, and so on until it reaches the end. The last person to get the message must say what he/she has heard. Ask the starter to say what he/she said in the beginning. Nddpiwa dwaaniiwa Blackfoot version of ‘Simon Says” (a favorite of School District # 51 Blackfoot teachers.) Using commands like Apiit, Nipdipoyit, Miistapoot, Pédhsapoot, etc. students must do what Néépiwa says. If the leader does not say “Nddpiwa 4waaniiwa” before the command, then the student must not do what he/she is commanded.e Annohk, aapindkosi, maténni - “today (now), tommorrow, yesterday” Start with énnohk - “today.” Ask each student “kitéikithpa 4nnohk” - “What are you doing now?” They may answer with any verb they choose, eg., “annohk nitdiksimssta” - “Now I am thinking.” (See the following list for help.) Then ask each student about the student behind him/her. What is he/she doing?, eg., Na Susan dikiiwaatsiksi? They may answer with any verb they choose, eg., Na Susan 4issinaakiwa. Then ask nitéikithpa énnohk? - “what am I doing now?” They may answer in any way they choose, eg., “dnnohk kité?’poyi.” Aapindkosi - “tomorrow” Ask about the student behind, eg., aapinékosi, na Susan 4aksikifwa? - “Tomorrow, what is Susan going to do?” They e may answer “Aapindkosi na Susan daksi’poyiwa.” Ask about their parents - “Aapindkosi, na kiksfssta 4aksikifwa or Na kiksissta daksikifwa aapindkosi?” - “What is your mother going to do tomorrow?” Ask them “What you, the teacher, are going to do” - “Nitéaksikfthpa 4apindkosi?” “What am I doing tomorrow?” ‘They may answer “Aapindkosi kit4akihkiitaa napayini” - “Tomorrow you are going to bake bread.” Ask about “What the student is going to do” - Aapindkosi itdaksikithpa? - “Tomorrow what are you going to do?” ‘They may answer “Aapindkosi nitéakomiihkaa” - “Tomor- row I am going fishing.” Maténni - “Yesterday” In the same manner as above and using the list provided, ask questions about yesterday with the words nitsifkitnpa and @ kitsitkimpa. eae 3Annohk - today (present tense) 3rd person (helshe is) Ist person (I am) 2nd person (you are) Afpottaawa nitéfpéttaa kitdipéttaa Sawaawahkaawa nitédwaawahkaa kitédwaawahkaa af’poyiwa nitéf’poyi kitaf'poyi Afssinaakiwa nitéfssinaaki kitdissinaaki athpiyiwa nitéihpiyi kitathpiyi Achkit6piiwa nitéGhkitépi Kitd6kit6pi dihkiitaawa nitéihkiita kitdihkiita A6miihkaawa nitéémiihka diksimsstaawa nitdiksimssta kitdtksimssta Aapindkosi - tomorrow (future tense) 4aksipottaawa nitéaksipottaa kitéaksipottaa dakawahkaawa nitéakawahkaa kitdakawahkaa 4aksi’ poyiwa nitéaksi’poyi kitéaksi’poyi dakssinaakiwa nitdakssinaaki kitéakssinaaki dakihpiyi nitéakihpiyi éakihkiitaawa nitéakihkiitaa kitéakihkiitaa éakomiihkaawa nitéakomiihkaa kitéakomiihkaa daksiksimsstaawa nitéaksiksimsstaa kitéaksiksimsstaa Maténni - yesterday (past tense) iipéttaawa nitsiipottaa kitsifpottaa dawahkaawa nitééwahkaa kitééwahkaa isinaakiwa nitssinaaki kitssinaaki ihpiyiwa nitsspiyi kitsspiyi iihkiftaawa kitsskiitaa iimfthkaawa nitsiimiihkaa kitsfimiihkaa iksimsstaawa nitsiksimsstaa kitsiksimsstaa 94Produced and Printed by BEST COPY AVAILABLE