Nakoda 10, 20, 30
ST10.1
Select and use, with guidance, appropriate strategies to construct meaning and communicate, including language cues and conventions.
(There is an appropriateness to asking questions when someone is speaking, and therefore essential that unless you know the language there are cultural protocols to follow - many of these indicators are practised in prayer.)
Indicators for this outcome
| (a) | Use repetition to imitate Nakoda language when practising words or phrases. |
| (b) | Associate new words or expressions with familiar ones using Nakoda. |
| (c) | Use available technological aides to support language learning (e.g., websites, podcasts, recordings). |
| (d) | Focus on key words to understand information when listening, viewing and reading. |
| (e) | Identify the purpose or intent of a message. |
| (f) | Ask questions for clarification and recognize when understanding breaks down. |
| (g) | Plan what and how to communicate a message in everyday conversations. |
| (h) | Demonstrate willingness to take risks. |
| (i) | Sustain prolonged interaction with pauses to formulate oral text and to self-correct. |
| (j) | Use words and expressions in different ways when intended language is not available. |
| (k) | Create graphic organizers (e.g., word webs, tables) to remember groups of words or patterns. |
| (l) | Analyze an unfamiliar word through its word parts and the context to comprehend. |
| (m) | Distinguish between fact and opinion of Nakoda perspectives when using a variety of sources of information (e.g., Elders, books, archives, television, digital). |
| (n) | Divide the overall learning task into sub-tasks (i.e., prefix and suffix). |
| (o) | Assess own performance or comprehension at the end of a task by answering questions such as, “Did I ask an entire question, or did I answer the question correctly? What other way could I have said what I did?”. |
| (p) | Formulate key questions to guide inquiry. |
| (q) | Take part in group decision-making by informing and sharing suggestions with others. |
| (r) | Use suitable phrases to intervene in a discussion (e.g., What do you think about ...? Could you tell me more about ...? I wonder about ...”). |
| (s) | Repeat part of what someone has said to confirm mutual understanding. |
| (t) | Summarize the point reached in a discussion to help focus a task. |
| (u) | Use support strategies to help peers persevere at learning task. |
| (v) | Use note taking to write down key terms or concepts (e.g., split page notes, write down key term on one side and meaning of the term on the other). |
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