Liz Tuckey

Dene Life Series

Awīna e-wikit sakahk

page1a-title%20page.tif
page1-do%20moose.tif

Nimosōm, mōswa cī e-wīkit sakahk

Moose.tif

īhī tāpwe mōswa e-wīkit sakahk

page4b%20-do%20beavers.tif

Nimosōm amisk cī e-wīkit sakahk

page4e-yes%20beavers.tif

īhī tāpwe amisk e-wīkit sakahk

page2-do%20wolves.tif

Nimosōm mahihkan cī e-wīkit sakahk

page3-yes%20wolves.tif

īhī tāpwe mahihkan e-wīkit sakahk

page4-do%20bears.tif

Nimosōm maskwa cī e-wīkit sakahk

page5-yes%20bears.tif

īhī tāpwe maskwa e-wīkit sakahk

page6-do%20fox.tif

Nimosōm mahkesīs cī e-wīkit sakahk

page8-yes%20fox.tif

īhī tāpwe mahkesīs e-wīkit sakahk

page9b-do%20rabbits.tif

Nimosōm wāpos cī e-wīkit sakahk

page10-yes%20rabbits.tif

īhī tāpwe wāpos e-wīkit sakahk

page11-do%20lynx.tif

Nimosōm pisiw cī e-wīkit sakahk

page12-yes%20lynx.tif

īhī tāpwe pisiw e-wīkit sakahk

 

page%2013-do%20buffalo.tif

Nimosōm sakāw mostos cī e-wīkit sakahk

page%2014-yes%20buffalo.tif

īhī tāpwe sakāw mostos e-wīkit sakahk

page15-who%20else.tif

Awīna e-wīkit sakahk

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Nīya e-wīkit sakahk

Who Lives In The Bush?

 

Grandpa, do moose live in the bush?

Yes, moose live in the bush.

 

Grandpa, do beavers live in the bush?

Yes, beavers live in the bush.

 

Grandpa, do wolves live in the bush?

Yes, wolves live in the bush

 

Grandpa, do bears live in the bush?

Yes, bears live in the bush.

 

Grandpa, do foxes live in the bush?

Yes, foxes live in the bush.

 

Grandpa, do rabbits live in the bush?

Yes, rabbits live in the bush.

 

Grandpa, do lynx live in the bush?

Yes, lynx live in the bush.

 

Grandpa, do buffalo live in the bush?

Yes, buffalo live in the bush.

 

Grandpa, who lives in the bush?

I live in the bush.

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Guide Notes

 

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Step 1 - Before Reading

 

• Establishing Prior Knowledge

What kind of animals live in the bush? Make a list of all the animals mentioned. Discuss the

similarities and differences between the various animals.

• Visualizing the Text Content

What might you expect to see in this book?

Share pages 3-4 with the group. What surprised you? Make predictions about what will happen in

the rest of the book.

Step 2 - Reading Independently

 

Students read the book independently (or as a group) focusing on the ideas generated in the group discussion and linking the story to their own life experiences. Ask the students to think about how the photographer was able to take these pictures.

Step 3 - After Reading - Whole Group Reflection and Activities

 

• Categorizing: Distribute sets of animal pictures to the students. Working in pairs, have the students group the animals according to a set criteria (animals that eat plants, animals that have fur etc.) Challenge the students to suggest their own categories and group their animals accordingly. Have the students display their groupings on a large chart (without headings) for others to see. The studnets can then try to guess the category prior to revealing the information.

 

• KWL Chart: Select one animal and create a KWL Chart gathering information from the students to fill in the ‘What I Know’ and ‘What I want to Know’ sections of the chart. Ask an elder or a Wildlife Officer to come in and share stories and information about the animal. Complete the rest of the chart based on the information shared and discovered.

 

• Observation: Ask an elder to accompany the class on a trip into the bush. Look for signs of animals (sounds and calls, tracks, nests and homes, signs of foraging and animal droppings. Write about the trip into the bush.

Guide Notes

 

 

Language Development Focus

 

The photographs in this book lend themselves to a considerable number of oral language activities using the Accelerated Second Language Acquisition™ approach to the teaching of the Dene Languages. The following words and word groupings can be easily integrated into oral discussions about the pictures using the ASLA™ Language Map model or any other approach to oral language development. Words and sample sentence patterns for a Language Map are listed below.

 

• High Frequency Words: īhī, nimosōm, e-wīkit sakahk

• Nouns: moose, fox, beaver, wolf, buffalo, lynx, rabbit boy, grandpa ...

• Noun pairings: boy and grandpa, fox and boy, wolf and rabbit ...

• Positional words: beside, near, behind, in front ...

• Verbs: walk, look, point, run, hop

• Colours and clothing: The boy is wearing..., The man is wearing ..., The fox is....

• Complex Sentences: The red fox is running behind the boy, The man in the green jacket

is near the bear, The boy is looking at the brown buffalo, The white rabbit is hopping

near the boy and the man. ...

Cross - Curricular Focus

 

This book is designed to compliment concept and skill development in a variety of different subject areas including Dene Kede, Social Studies and Science. Some of the curricular content that can be taught through this book include:

 

Dene Kede K-6: Relationships with animals, all creatures have spiritual qualities, animals, enjoying the land, observing habitats and habits of animals, observing nature and its ways, learning from and respecting elders, seeking opportunities to learn from others

 

Social Studies K-6: People Around Us

 

Science K-6: Growth and Change in Animals, Habitat and Community, Diversity of Living Things