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INTRODUCTION Tāłtān K to 8

Tāłtān K to 8 • 21

TĀŁTĀN K TO 8 INTRODUCTION (Version 4.2, August 2020)

Table of Contents Overview ..................................................................................................................................................... 22 Tahltan Territory ......................................................................................................................................... 22 The Tahltan People ..................................................................................................................................... 24 Tahltan Values............................................................................................................................................. 25 Didene Ekune Mehōdihi Eku Des̱ijihi ...................................................................................................... 26 The Tāłtān Language ................................................................................................................................... 28 Language Variation ................................................................................................................................. 28 Why do we Need to Revitalize Tāłtān? ....................................................................................................... 30 Why is a School-Based Tāłtān Language Program Important? ................................................................... 31 Dah Dẕāhge Nodes̱idē - Tāłtān Language Revitalization ............................................................................. 32 Instructional Context .................................................................................................................................. 32 About this Language Curriculum Framework ............................................................................................. 35 Starting Early ........................................................................................................................................... 35 A Part-Time School-Based Language Program........................................................................................ 35 Proficiency Levels ................................................................................................................................ 36 Oral Language Proficiency .................................................................................................................. 38 Can Do Statements ............................................................................................................................. 39 Suggested Activities ............................................................................................................................ 41

This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

Tāłtān K to 8 • 22 Overview This Language Curriculum Framework sets out a curriculum for teaching the Tāłtān language from Kindergarten to Grade 8 in Tahltan Territory. It is designed for a parttime, school-based language program, intended to help students increase their proficiency in Tāłtān. The Tahltan Nation and School District 87 (Stikine) developed this curriculum as a tool to support language teachers, in district schools and at Klappan Independent Day School, to provide structured language programming. This K-8 curriculum will also support the future development of provincially accredited grade 9-12 Tāłtān language courses. This Language Curriculum Framework is just one part of the Tahltan Nation and School District 87’s shared work to develop culturally relevant curriculum and learning materials. A K-12 Scope and Sequence for Tahltan Cultural Knowledge, a series of Tahltan Culture Units, and a Tahltan Wellness Curriculum are also being developed. The goals of Tāłtān language programs in School District 87 and at Klappan School include: supporting students to develop positive identities as Tahltan people, and to succeed academically; supporting Tāłtān language revitalization in the wider community; and providing opportunities for all students to learn Tāłtān.

The Tāłtān language is an essential part of identity and strong self-esteem for Tahltan people. In Tāłtān language classes, learners communicate in Tāłtān, practice Tahltan culture and values, and develop openness to cultural diversity. This Introduction provides background information on Tahltan Territory, the Tahltan People, Tahltan value structures, and the school and community contexts where the Tāłtān language is taught and used. It also presents a rationale for teaching Tāłtān K to 8 in public and independent schools within the Tahltan Nation. Finally, the Introduction describes how the Language Curriculum is structured, and how a curriculum based on proficiency levels will support Tāłtān language learning.

Tahltan Territory The following map locates Tahltan territory within present-day British Columbia and the Yukon. The three main Tahltan communities today are Tlēgo’inA (Telegraph Creek), ŁuwechōnB (Iskut), and Tatl’ah (Dease Lake).

This community name has also been transcribed as Tlēgokhīn (TC) and Tlēgo’īn (I), from the speech of different fluent Tāłtān speakers. B

Some speakers pronounce this community’s name Łuwechō. The literal meaning is "big fish", from łuwe "fish" and chō "big".

± L

YUKON (CAN ADA)

Tes lin

Lak e

Atlin

N L I T E S

ATLIN

LYNN

PARK

Cassiar

E MUNCHO

A S D E

CANAL

Lake

Lak e

Atlin

SKAG W

Tag ish

Bennet t

R I

V E

U T ah

PARK

I N

K L

H STONE

Dease

Tu lsequ

LAKE

JUNE AU

MOUNTAIN

PARK

I N

Lake

T U Y A

T U

Dease Lake

STEP HE

V E

Iskut

MOUNT

KWADACHA

SPATSIZI

EDZIZA

S P

PAR K

WILDERNESS PARK

WILDERNESS

PARK

PLATEAU

R I

Sitka

I Z I

A Y

ISLAND

K N TATLATUI

A N D

Tatlatui L

I N G E N I K A

U S K

T R

Thutade Lake

U N

PARK

This map represents the general boundaries of Tahltan territory M E S reviewed as of the date based on the information available and I L I R N K A of its creation. It does not represent a definitive or final I R statement of the areas to which Tahltan Aboriginal title and rights apply. Tahltan Nation continues to do research and assemble further information and data, and adjustments to the Sources: Esri, HERE, DeLorme, Intermap, increment P Corp., USGS, FAO, NPS, boundaries reflected in GEBCO, this map may be made in the NRCAN, future 120 Kilometers Survey, Esri Japan, METI, Esri China (Hong Kong), swisstopo, STEWART GeoBase, IGN, Kadaster NL, Ordnancewhere appropriate and supported by evidenc E C MapmyIndia, © OpenStreetMap contributors, and the GIS User Community A Bowser L

E R

S T R A I

S L

K U P R E A N O F

I S L A N D

PRINCE 60

L A

V E R

A N O

) SA A (U SK ALA

B A R

C H A T H A M

A N D

Telegraph Creek

PASSAG

V E R

AD MIR ALT

H A G O F

Tāłtān K to 8 • 24 "We come from a powerful land in northern British Columbia, of canyons, rivers, lakes, and tall majestic mountains, all with an abundance of resources which continue to sustain our people … Our strength as a Nation both past and present is a reflection of that land and the multiple generations of connection to it." - Vera Asp, Tahltan educator (2004, p. 1)1

"Oral traditions and Ancestral knowledge recognize the Didene [Tahltan people] as the original inhabitants of the Stikine River watershed, a region in Northern British Columbia that encompasses 250,000 square kilometres, and extends into the Yukon."

"Geographically, Tahltan territory is roughly divided into two regions, with each area having its own unique climate, landforms, plants, and animals. The lower Stikine River region extends through into the Coast Mountain Range to the coast and has a mild, coastal climate with heavy precipitation. The majority of our territory is part of the upper Stikine River region, the Stikine Plateau, and has a more variable, extreme climate with low precipitation. It is in this dry plateau region that our people lived and travelled, and continue to live and travel, gaining intimate knowledge of, as well as respect for, the plants and animals who share this amazing land with us." - Edōsdi (2012, pp.68-69)

- Edōsdi, Dr. Judy Thompson (2012, p.67)2 The Tahltan People "Past settlements have been located in the Stikine Plateau, with many Elders stating that there were originally nine Tahltan villages. One of the traditional communities, Tahltan, is located 12 miles northeast of Telegraph Creek, along the Stikine River." - Edōsdi (2012, p.69)

The Tahltan people, Didene, have a matrilineal clan system with two clans, Tsesk’iye (Crow) and Ch’iyōne (Wolf). Today, Tahltan Nation members may also identify by their membership in the Tahltan Band (including the communities at Tlēgo’in and Tatl’ah), the Iskut Band at Łuwechōn, and/or as Tahltan Central Government members. "There are approximately 5000 members of the Tahltan Nation ... with many more who are of Tahltan ancestry but do not have "Indian Status." Tahltan people live in the three Tahltan communities … as well as in cities and towns in British Columbia, the Yukon, the rest of Canada, and around the world." - Edōsdi (2012, p.69)

Tāłtān K to 8 • 25 Tahltan Values The core values of the Tahltan People are showing respect for, and responsibility to, the land, the self, the community, and the spiritual world.

The Tāłtān Language Curriculum Team discussed Tahltan values and drafted the following imageE in 2015-2016. Tahltan artist Ts̱ēmā Igharas illustrated it in 2019.

This Language Curriculum Framework is based on these values, to support all students in learning who they are, and what their cultural responsibilities are to themselves and their community.C School District 87 and Klappan School are working to base curriculum in all three Tahltan schools on the value structures of the Tahltan Nation. A basis in language, culture and values leads to wholenessD and mutual respect. The three Tahltan schools are also working to provide opportunities for all students to learn more about Tahltan values and beliefs, as well as the values of wider Canadian society. 3 Understanding how these value systems are similar and different, and how they have changed and influenced each other over time, will help Tahltan students live successfully in both Tahltan communities and Canadian society.

Basing the curriculum on Tahltan values also directly connects to the BC Curriculum Personal and Social Core Competencies. For more information, please see: https://curriculum.gov.bc.ca/competencies/ personal-and-social

Image © Dah Dẕāhge Nodes̱idē - Tahltan Language Reclamation Council.

Victor Jim (Wet’suwet’en), presentation to Tāłtān Language Curriculum Working Group, February 2015.

Tāłtān K to 8 • 26 Didene Ekune Mehōdihi Eku Des̱ijihi Revised Tahltan Values image goes here. 11 x 17 ledger fold-out colour page.

Tāłtān K to 8 • 27

Tāłtān K to 8 • 28 The Tāłtān Language Tāłtān is the official language of the Tahltan Nation. As part of the Dene (Athapaskan) language family, Tāłtān is related to Northern Dene languages across northwestern Canada and Alaska, Pacific Coast Dene languages in the northwestern USA, and Southern Dene languages in the southwestern USA and northwestern Mexico.4 Tāłtān is most closely related to Danezāgé’ (Kaska) and Den k’e (Tagish) and a fluent speaker of Tāłtān may also understand these languages. Tāłtān currently has fewer than thirty5 fluent first-language speakers. Like most other BC First Nations languages, Tāłtān is critically endangered. Most first-language Tāłtān speakers are over fifty years old. There are also more than sixty semispeakers; many of these are younger.

Language Variation The Tāłtān language is spoken all across Tahltan Territory, and varies in some ways. These variations (sometimes called dialects) show how language is connected to place, and how individuals’ ways of speaking reflect their history and family connections. Any speaker’s particular way of speaking and writing might be influenced by the community they live in now, and their community or family of origin. Variations bring richness to our language, as we can express the same things in different ways, and still understand and communicate with each other.

To honour all dialects of Tāłtān, this Language Curriculum Framework does not prescribe particular Tāłtān words, phrases, or spellings. No variation is considered more “correct” than another. The Curriculum Framework can be used to teach Tāłtān without imposing the dialect of one area on another. When there is more than one accepted way to say something, the Tāłtān Language Curriculum Team has chosen to include both or all forms. We have tried to include examples from each of the Tahltan communities. These variations are marked with the community’s initials: • • •

(TC) - Telegraph Creek (DL) - Dease Lake (I) - Iskut.

Where space permits, we provide both or all ways to say a sentence, with the variations separated by a slash. For example: Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) It’s sunny. When just one word varies in a sentence, we separate the variants with a tilde (~): Esdiye Jason uyeh (I) ~ uyē (TC, DL). My older brother’s name is Jason. These variations will be understood in any Tahltan community.

Tāłtān K to 8 • 29 When variants are not marked with initials, it means that both forms are used throughout the territory. For example: łāni eti’e / łān eti’e

menenlīn(a) ~ menenlin(ā) ~ meninlīn(a) do you like … ? yenelīn(e)

he/she likes

hiyenelīn ~ heyeneline

they like

really good

When part of a word may or may not be pronounced, we show it in parentheses. For example: yenelīn(e)

he/she likes

Łuwechō(n)

Iskut

All possible variations could not be included everywhere in the document due to space considerations. Different variations are used in different parts of the document to ensure that they are all represented. The community preference is noted where appropriate. Here are some examples:

3. Variations in word choice: When talking about buying items, speakers from Tlēgo’in use the verb "to pick up", and speakers from Łuwechōn use the verb "to buy". For example: Ts̱’a’ łitadēsāł. I’m going to buy a plate. Ts̱a’ nidēstīł etsukēdi kime. (TC) I’m going to pick up a plate at the store.

4. Pronunciation variation patterns: 1. Variations with verb endings: nasdeh (I) ~ nasdē (TC, DL) I live Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? ushyeh (I) ~ ushyē (TC, DL) my name is uyeh (I) ~ uyē (TC, DL) his/her name is

2. Variations with the verb like: meneslīn(e) ~ menesline I like

Colin Carter and the Tāłtān language instructors who compiled Basic Tahltan Conversation Lessons in 1991 described one common pattern of pronunciation variation: "Amongst some speakers of Tāłtān, there are different ways of pronouncing some of the Tāłtān letters: The difference occurs in the letters s̱, ts̱, ts̱’, ẕ, and dẕ. Words containing an underlined s̱ may be pronounced two different ways. Some people pronounce them with the th sound as in the English word thin. Others pronounce it much more closely to an s sound. Similarly, words containing an underlined ẕ are pronounced by some with the th sound

Tāłtān K to 8 • 30 in then, and by others by a sound much closer to an English z." - Basic Tahltan Conversation Lessons6, pp. v-vi

5. Variations in pronunciation and spelling may also lead to different interpretations of Tāłtān phrases. For example, when asking how old someone is, some speakers say Enkhaye dudā anet’ē? - more literally, "your winters how many?" Others say Enghaye dudā anet’ē? - more literally, "your roots how many?" These interpretations should also be valued equally.

All the Tāłtān words and phrases in this Curriculum Framework are simply examples. Teachers are encouraged to modify them to reflect local pronunciation, spelling conventions and usage. When students from different communities and families come together for language classes or on-the-land activities, teachers should ensure that the words, phrases, and spellings all students have learned in their home communities are valued and honoured. This Curriculum Framework is a work in progress! The Language Curriculum Team did not have access to fluent speakers from all three communities throughout the development of this draft, so all possible variations are not necessarily represented in every part of the curriculum. The Framework will be updated regularly, and further examples will be added.

Dah Dẕāhge Nodes̱idē, the Tahltan Language Reclamation Council, welcomes contributions of more examples from all users of this document! Mēduh. Please see Appendix 4: The Tāłtān Alphabet for more information on pronunciation and spelling.

Why do we Need to Revitalize Tāłtān? Expressing oneself in Tāłtān is an essential part of Tahltan culture. Tahltan Elders, educators, leaders and community members all recognize the need to revitalize, maintain, and grow the Tāłtān language for present and future generations. Tāłtān language community members interviewed by Edōsdi, Dr. Judy Thompson, in 2012 (pp. 51, 118-121), discussed the importance of learning Tāłtān: "It is important for our children to learn the Tahltan language because it is who they are, where they come from; and it needs to be passed down from this generation to the next. If they don’t have their language, how can they be proud of who they are? Without our language and culture, who are we as a people?" - Loretta Quock-Sort, former Tāłtān language teacher "To get a sense of yourself as a Native person, you need something to show that you are a Tahltan, you know? It tells you who you are." - Janet Vance, fluent speaker and retired Tāłtān language teacher

Tāłtān K to 8 • 31 "If we don’t know our language, then who are we? Our language is so much a part of who we are. And if we can’t speak our language, then how can we be Tahltan?" -Pauline Hawkins, Tāłtān language teacher

Ancestors have walked this land and kept it intact so that our children could see the beauty of our people. Our language is one of many great aspects of being Tahltan; it belongs to us, it is who we are." - Sonia Dennis, Tāłtān language teacher

"I really try to instill this in the kids, that it’s a part of you. It’s who you are. You can say that "I’m Tahltan" over and over again. You can show this little 2 by 3 inch [status] card saying that you’re Tahltan. But when you think about it, when you’re my age or a little older, you’re going to ask yourself, "What do I know about Tahltan? What do I even know about the language?" That’s when your answer is going to be there, right there. You need your language. You need your culture to say who you are." - Angela Dennis, fluent speaker and Tāłtān language teacher "When I started learning Tahltan, it was a gateway into a Tahltan mindset life way that you don’t get as clearly if you don’t have the language. And so by not learning our language … I think the things that we really miss out on is not being as complete a Tahltan as we could be." - David Rattray, Tahltan educator and counsellor

"I feel that it is important for our children to know, because this is who we are, people of the land; our roots are instilled here. And the more we detach from it, the more we lose sight of the strong Nation that we come from. I want my children to know who we are and be proud of it. Our

"Interdependency: the land provides for us and in turn we take care of it. Our language teaches us stories through place names, our history and about the lives of our Ancestors." - Carolyn Doody, former Principal, Klappan Independent Day School

Young Tahltan adults are also increasingly recognizing the importance of the Tāłtān language: "Teaching our language to young people is at the core of reconciliation." - Hayle Gallup, Tahltan educator, 20187

Why is a School-Based Tāłtān Language Program Important? Language learning is a family and community responsibility. The education system is another place to share the Tāłtān language and Tahltan culture with younger generations within the Tahltan Nation, and other Indigenous and non-Indigenous students. Living Tahltan culture and the Tāłtān language will give students a mindset of enthusiasm for learning and life, and inspire them to pass their knowledge on.

Tāłtān K to 8 • 32 A structured Tāłtān K-8 program in schools within the Tahltan Nation will increase proficiency in Tāłtān among children and young adults, and support the revitalization of our language. All Tahltan children should have opportunities to hear and speak Tāłtān. Both Tahltan and non-Tahltan children should have opportunities to learn about Tahltan culture through the Tāłtān language, and to learn on and from the land. Current and former Tāłtān language teachers feel strongly that the language should be an accredited subject in their schools8. Tahltan parents, Elders and leaders strongly support offering Tāłtān language instruction in all grades.

Dah Dẕāhge Nodes̱idē - Tāłtān Language Revitalization In March 2012, Tahltan leadership and community members gathered to discuss goals for the Tahltan Nation in a range of areas, including language and culture. This resulted in Getting Our Voices Back, a document which explains the Tahltan Nation’s Vision and Goals for language and culture, education, health, employment and training, and community and family development.9 Terms of reference were developed for Dah Dẕāhge Nodes̱idē (DDN), the Tahltan Language Reclamation Council, in May 2014. DDN met for the first time in June 2014. Dah dẕāhge nodes̱idē means "we are speaking our language again". DDN provides governance, guidance and

planning around revitalizing the Tāłtān language. Tahltan Leadership recognized DDN as the local Language Authority, responsible for certification of Tāłtān language teachers, in November 2014. The BC Teacher Regulation Branch recognized DDN in this capacity in January 2015.10 Dah Dẕāhge Nodes̱idē also promotes the Tāłtān language and builds awareness among Tahltan people about the importance of our language: Tāłtān connects us to our land, our Elders, our Ancestors, our identity as Tahltan people, our wellbeing and our health. Guided by DDN, the Tāłtān Language Reclamation Team is working on many language revitalization strategies in the three Tahltan communities, as well as developing language learning resources for all Tahltan Nation members. The Tāłtān Language Reclamation Framework, shown on the next page, guides our work. Please visit www.tahltanlanguage.com for more information, or visit your local community language office.

Instructional Context Tahltan School in Tlēgo’in and Dease Lake School in Tatl’ah are both School District 87 (Stikine) public schools. School District 87 offers preschool to grade 12 in Tatl’ah, and Kindergarten to grade 9 in Tlēgo’in. The Klappan Independent Day School at Łuwechōn is operated by the Iskut Nation, and offers Kindergarten through grade 8.

Tāłtān K to 8 • 33

Tāłtān K to 8 • 34 Multi-grade classes are common in these communities, as the student population is small. Students often move to larger centres such as Smithers, Terrace, Kitimat or Prince Rupert to complete high school. Whole families may relocate, or high school students may live with relatives or board with host families. Language classes have been taught in the three Tahltan schools since about 1980, with curriculum initially based on Teaching Yukon Native Languages: A Guidebook for Native Language Instructors, published by the Yukon Native Language Centre.11 Instructors included the late Patrick Carlick, Janet Vance and Margery Inkster Sr. in Tlēgo’in; the late Raina Suzie Tashoots, the late Myra Blackburn, and Loretta QuockSort in Tatl’ah; and the late Charles Quock and Regina Louie in Łuwechōn. Jenny Quock also taught the Tāłtān language in the Iskut Head Start program from 1997 to 2003.12 Current Tāłtān language and culture teachers include Angela Dennis at Klappan School, Pauline Hawkins at Tahltan School, and Sonia Dennis at Dease Lake School. Angela currently teaches four 30-minute immersion classes every afternoon, five days a week (K-1, 2-3, 4-5 and 6-8). Pauline currently teaches the K-1 and 2-5 classes for 20-30 minutes, 4 days a week, and the 6-8 class for 40-50 minutes, 5 days a week. Sonia currently teaches the Kindergarten, 13, and 4-5 classes for 30 minutes, three times a week; the 5-7 class for two hours per week; and the grade 8 class for three hours per week. She also teaches language and culture to the grade 9s in the first semester and the grade 10s in the second semester, five hours per week, as well as to

adult high school students, two hours per week. Curtis Rattray also offers land-based Tahltan cultural learning at Dease Lake School. Elliot Brown works with Sonia and Curtis as the language and culture assistant. All three schools are working to offer more hands-on, land-based learning opportunities, which will provide more opportunities for students to use Tāłtān during the school day. Some students are exposed to Tāłtān before entering Kindergarten, through Language Nests operated by Dah Dẕāhge Nodes̱idē (DDN) in Łuwechōn and Tatl’ah. Tāłtān is used exclusively while caring for infants in the Nests. DDN also plans to open a Language Nest in Tlēgo’in. Some Tāłtān is also used and taught at Head Start Programs for children aged 3-5 in Łuwechōn and Tlēgo’in, in songs and some cultural activities. School District 87 is committed to supporting Tāłtān language education at all levels. This Curriculum Framework will support the expansion of Tāłtān language programming in the district schools and at Klappan School, and lead to the future development of high school courses satisfying university entrance requirements. Offering Tāłtān language courses in high school will support Tāłtān students’ identity, health and academic success.13 The growth of Tāłtān language and Tahltan culture programs is expected to lead to more students choosing to stay in their home communities for high school.

Tāłtān K to 8 • 35 About this Language Curriculum Framework This section describes the structure of this Language Curriculum Framework, and why the Tāłtān Language Curriculum Team chose this structure.

Starting Early Young children have a natural ability to learn language,14 so it makes sense to start learning early, especially for languages like Tāłtān, which are in urgent need of revitalization. The three Tahltan schools offer Tāłtān language classes beginning in Kindergarten, offering some continuity for students from the Tāłtān Language Nests. "Children can learn languages more quickly and easily than adults, and often with greater success. Young language learners are more likely to develop a greater aptitude or "ear", in that they are better able to recognize sounds that are unique to particular languages. From birth, all infants are able to make sense of any speech sounds they hear over and over. However, sometime between eight and ten months of age, children begin to gradually lose the capacity to recognize certain sounds in languages they don’t hear on a regular basis. Not only that, but they lose the ability to reproduce those sounds accurately. By puberty (or likely by as young as age 7), most humans lose the ability to develop native-like pronunciation if they have not been previously exposed to the language." - First Peoples’ Cultural Council Language Nest Handbook for BC First Nations Communities (2014), p. 8 15

The American Council on the Teaching of Foreign Languages (ACTFL) has also found that consistent language learning beginning in Kindergarten provides the best results: Students who start learning a language in Kindergarten, and have at least 90 minutes of instruction per week through their elementary years, reach ACTFL’s Intermediate Mid levelF by grade 8. Students who begin learning a language in grade 6 only reach the Novice Mid level by grade 8.16 This Language Curriculum Framework currently only extends to grade 8. However, the Tāłtān Language Reclamation Team and School District 87 plan to extend it to grade 12 when there is more demand for high school language instruction in the Tahltan communities.

A Part-Time School-Based Language Program This Language Curriculum Framework is designed for a part-time, school-based second language program, also known as a "language exposure" program. Teachers are encouraged to use only Tāłtān during language classes, to create a "mini immersion" environment. However, even if it is taught in full immersion, a part-time language program does not provide enough hours of instruction to create fluent speakers. Thus, the goal of this K-8 language program is not full fluency, but F

The ACTFL language proficiency scale has five levels: Novice, Intermediate, Advanced, Distinguished and Superior. The Novice, Intermediate and Advanced levels are each divided into Low, Mid and High.

Tāłtān K to 8 • 36 rather for students to increase their proficiency and develop appreciation and respect for the Tāłtān language and Tahltan culture. Students in a part-time K-8 language program will probably not exceed Intermediate Mid proficiency on the ACTFL scale, unless they • •

•

attended Tāłtān Language Nests before Kindergarten, regularly speak Tāłtān outside of school with relatives or community members, and/or have a particular gift for language learning.

Teachers are encouraged to offer enrichment for students who are more proficient in Tāłtān than their peers – for example, by asking them to help model new language to the class, pairing them with less proficient students to work together, or perhaps introducing them to reading and writing in Tāłtān. Building students’ proficiency in Tāłtān is the shared responsibility of the Tahltan community, Dah Dẕāhge Nodes̱idē, the Tāłtān Language Reclamation Team and the schools. Dah Dẕāhge Nodes̱idē hopes to open a Tāłtān language immersion school in the future. In full-time immersion, students will move through the proficiency levels defined in this Curriculum Framework more quickly, and additional levels will need to be developed. Immersion students will also master Tāłtān vocabulary for a wider range of topics.

Proficiency Levels This Language Curriculum Framework is based on the principle that all students should be able to take part in language and cultural learning at whatever level they are able to. Students should be able to proceed at their own pace, and feel valued for the progress they are making. To support this, the Tāłtān Language Curriculum Team has structured the curriculum around proficiency levels, rather than grades. The K-8 curriculum is divided into two stages, named for the developmental stages of the grizzly bear: Eyāze (young one), and Łēhchō (two-yearold cub). Each stage is divided into four proficiency levels, named for the parts of a berry bush: Eghaye (root), Eduledāde (bud), Et’āne (leaf) and Jije (berry). To offer flexibility in teaching and assessment, the proficiency levels do not strictly correspond to grades. The following chart shows the general correspondence of grades and ages to levels.

Tāłtān K to 8 • 37 Stage

EYĀZE

ŁĒHCHŌ

(Beginner)

(Intermediate)

Level

EGHAYE

EDULEDĀDE

ET’ĀNE

JIJE

EGHAYE

EDULEDĀDE

ET’ĀNE

JIJE

Grade

1 K

4 8

(Approx.)

Age (Approx.)

Students who have attended a Tāłtān Language Nest, or heard Tāłtān at home before Kindergarten, will likely be at a higher proficiency level than others in their age group. Students who have moved or returned to a Tahltan community during their elementary years will likely be at a lower proficiency level than their age group. Some students may move through the proficiency levels steadily. Others may "plateau" for a time, increasing their vocabulary within a proficiency level,17 and then move ahead quickly. A curriculum based on proficiency levels will help teachers work more effectively with multi-grade classes that include students with a range of Tāłtān language abilities.

Languages (ACTFL) and the Common European Framework of Reference for Languages20 all use proficiency levels in their language curricula. For this Curriculum Framework, the Tāłtān Language Curriculum Team has adapted ACTFL’s "Can Do" proficiency statements to the context of Tahltan culture and the specific features of the Tāłtān language. The Eyāze and Łēhchō levels in this curriculum correspond roughly to the Novice and Intermediate Low levels on the ACTFL scale:

Language curricula based on proficiency levels are used for Indigenous languages such as Stó:lō Halq’eméylem18 and Montana Seliš,19 as well as for many other world languages. The Centre for Canadian Language Benchmarks, the American Council on the Teaching of Foreign This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

Tāłtān K to 8 • 38

Tāłtān LCF

ACTFL

EYĀZE

ŁĒHCHŌ

EGHAYE

EDULEDĀDE

ET’ĀNE

JIJE

EGHAYE

EDULEDĀDE

ET’ĀNE

JIJE

NOVICE LOW

NOVICE MID

As noted above, ACTFL’s research across many different languages suggests that students in K-8 school language programs (consistently offering at least 90 minutes of instruction per week) can reach Intermediate Mid proficiency by grade 8.21 However, different languages require different amounts of instructional time for students to reach the same proficiency level.22 Tāłtān is a highly complex polysynthetic language which requires an above average number of hours of instructionG, so this Curriculum Framework aims for grade 8 students to reach

In a presentation on Creating Speakers Using the Root-Word Method, given July 18-19, 2017 at the University of Victoria, Kanien’kéha (Mohawk) language educator Owennatekha (Brian Maracle) suggested that most BC Indigenous languages should be classified as ACTFL "Group IV" languages. Group IV languages require the greatest learning time for students who speak English at home, because they are highly complex and structured very differently from English. Group IV also includes languages such as Chinese, Japanese, Korean and Arabic. (ACTFL (n.d.) How Long Does it Take? Alexandra, VA: ACTFL.)

NOVICE HIGH

INTERMEDIATE LOW

approximately Intermediate Low proficiency. The future high school Tāłtān curriculum will include four advanced levels, named for Khoh, the mature grizzly, corresponding roughly to Intermediate Mid and Intermediate High on the ACTFL scale.

Oral Language Proficiency Oral proficiency (speaking and understanding) is the primary goal of this Tāłtān language program. This Curriculum Framework emphasizes development of listening and speaking skills, to help students interact with others and express themselves confidently and clearly. Oral proficiency is considered most important because of the traditional role of oral language in Tahltan culture, where all knowledge was transmitted orally, and committed to memory to be passed on to others and to the next generation.

Tāłtān K to 8 • 39 The Can Do Statements in this Curriculum Framework are divided into Listening and Speaking skill areas. However, listening and speaking skills should be developed together in the classroom, as these skills are interconnected in everyday communication. Students should have frequent opportunities to listen to Tāłtān before they begin to speak it.

Can Do Statements

Optional modules for Reading and Writing will be developed in the future. In current Tāłtān language classes at the elementary levels in School District 87 and at Klappan School, writing is only used to help students recognize and distinguish Tāłtān sounds that are not also found in English – for example: dl, gh, ł, tl. The teacher might write Tāłtān sounds and words on the board at the Eyāze/Et’āne (Beginner 3) proficiency level, to show the differences between related sounds like ts, ts’ and ts̱, or k, k’, and g. At the Łēhchō (Intermediate) stage, students might write out Tāłtān letters and letter pairs as they practice pronouncing their sounds. Students at the Łēhchō / Jije (Intermediate 4) proficiency level might be asked to translate familiar phrases in writing, or take dictation in Tāłtān.

•

The Can Do Statements listed for each proficiency level offer teachers and students a way to chart students’ language learning progress step-by-step. Teachers can use the Can Do Statements to: •

•

set long-term learning goals for their students; set short-term learning goals for lesson planning; develop assessment tools, including checklists, rubrics and informal assessments;23 and, report on students’ progress in Listening and Speaking.

Students can also use the Can Do Statements for goal-setting, self-assessment and peer assessment. The Language Samples provided with each Can Do Statement remind the teacher of the language content and structures to be modelled and taught. The example below shows a Can Do Statement with samples of special verb endings used to mark different kinds and numbers of objects. These endings are used regularly in everyday conversations in Tāłtān and other Dene languages.

Tāłtān K to 8 • 40 ŁĒHCHŌ • EGHAYE • Speaking (Intermediate 1) CAN DO STATEMENTS ✓ Students can independently use endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with “give”, “pick up”, “put”, and “bring”.

TĀŁTĀN LANGUAGE SAMPLES Bēs esghāntī. Pass/give me a knife. (long or big object) Tsinh esghānlē. Pass/give me the carrots. (plural objects) Togatāł degā esghānchush. Give me the grey pants. (soft object) K’otl kidatene nīnā. Put the bucket (empty) by the door. (general, hard object) Edōne da’atsedle nidintē. Pick up the little child. (living person)

The Can Do Statements and Language Samples cover language for communicating in everyday situations (language functions), as well as the structural patterns of the Tāłtān language (language forms). In the Language Samples, Tāłtān word-parts that relate to the particular Can Do Statement are in bold text. In the example above, the endings referred to in the Can Do Statement are in bold: -tī, -lē, -chush, -ā and -tē. Underlined text in a Language Sample indicates a "blank" in frame sentence. In this example, Kakhādi gah nānẕet. Stand next to the door.

a student or teacher could replace Kakhādi with a similar word: Kawāgi gah nānẕet. Stand by the window. The complexity of language tasks assigned will depend on students’ listening and speaking skills, age-appropriate cultural understanding, and the language learning situations and contexts available - e.g., • • •

one-on-one or group communication, family, social and cultural situations, settings in the classroom, in the community, and on the land.

Assessment and evaluation of Tāłtān language learning focus on students’ abilities to understand others and to

Tāłtān K to 8 • 41 express themselves clearly and appropriately. Students should not be evaluated on their knowledge of Tāłtān grammar for its own sake. However, in a part-time, non-immersion language program, grammar instruction can play an important supporting role. To maintain the richness and integrity of the Tāłtān language, it is vital that students eventually learn to use the language in its full complexity. Tāłtān sounds, language structures, and the meaning and cultural context of vocabulary are taught through culturally appropriate content, and interaction in authentic everyday settings. Students must develop a deep understanding of the workings of the language to express themselves and describe their experiences in Tāłtān.

Teachers should feel free to develop, adapt, modify, combine, and organize language learning activities to best meet their students’ needs. Where possible, a team-teaching approach may be helpful, pairing a fluent Tāłtān speaker with an experienced teacher. Another speaker in the classroom can help the teacher model conversational Tāłtān, as well as specific language content from the curriculum.

Suggested Activities A page of Suggested Activities is included after the Can Do Statements and Tāłtān Language Samples for each proficiency level. These activities are only suggestions. They are intended to support teachers in planning classes based on the Can Do Statements. Activities may be teacher directed, student directed, or both. This Language Curriculum Framework does not prescribe a particular teaching method for the Tāłtān language. Teachers should select and use the methods that work best for them and their students.

Tāłtān K to 8 • 42 References 1

Asp, V. J. (2004). Traditional First Nations education and socio-cultural theory.Vygotsky's contribution. Singing a song to honour my mother. (Unpublished master’s thesis). Simon Fraser University, Burnaby, BC. 2 Edōsdi (J.C. Thompson) (2012). Hedekeyeh hots’ih kāhidi – "Our Ancestors are in us": Strengthening our voices through language revitalization from a Tahltan worldview. (Doctoral dissertation). Victoria, BC: University of Victoria. 3 Adapted from Tahltan Educational Competencies Chart. Draft document shared by D. Rattray, June 12, 2018. 4 Athabaskan Languages. Retrieved from: https://en.wikipedia.org/wiki/Athabaskan_languages#Overview, December 3, 2019. 5 Learn our language, save our culture. Tahltan Central Council newsletter, June 2013, p. 15. Retrieved from: https://issuu.com/coppermoon/docs/tahltan-central-council-newsletter-june-2013. 6 Carter, Colin; Carlick, Patrick; Dennis, Angela; Louie, Regina; Tashoots, Susie & Blackburn, Myra (1991). Basic Tahltan Conversation Lessons. Tahltan Tribal Council. 7 Tāłtān Language Updates. Tahltan Central Government newsletter, Spring 2018, p. 31. 8 Edōsdi (2012), p. 159. 9 Adapted from: Tahltan Central Council Socio-Cultural Working Group Master Report, Volume 1, May 2013. Retrieved from: https://issuu.com/coppermoon/docs/socio-cultural-working-group, pp. 202-215. 10 Correspondence: -Chad Day (President, Tahltan Central Council) to Director of Certification, BC Teacher Regulation Branch, Ministry of Education, November 29, 2014. -Monica Winter (Director of Certification, BC Teacher Regulation Branch) to Judy Thompson (Tahltan Language and Culture Lead), January 28, 2015. 11 Carter et al (1991), p.i 12 Edōsdi (2012), pp. 62, 157, 163-4 13 Kell, S. (2014). Polysynthetic Language Structures and their Role in Pedagogy and Curriculum for BC Indigenous Languages. Final Report, p. 64. Victoria, BC: Aboriginal Education Branch. 14 Kell (2014), p. 64. 15 First Peoples’ Cultural Council (2014). Language Nest Handbook for BC First Nations Communities. Brentwood Bay, BC: First Peoples’ Cultural Council. Citing Freeman, Y. S., & Freeman, D. E. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms. Portsmouth, NH: Heinemann; and Howard, E. R., & Sugarman, J. (2006). Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms.Washington, DC: Center for Applied Linguistics and Delta Systems. 16 Sandrock, P. & Swender, E. (editors) (2012). Performance Descriptors for Language Learning. Alexandra, VA: American Council on the Teaching of Foreign Languages. Retrieved from: https://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf 17 Centre for Canadian Language Benchmarks (2012). Canadian Language Benchmarks: English as a Second Language for Adults. Ottawa, ON: Citizenship and Immigration Canada, p. XII. 18 Halq’eméylem Curriculum Development Working Group (2013 draft). K-4 Halq’eméylem Integrated Resource Package. Seabird Island, BC: Seabird Island Community School. 19 Kell (2014), pp. 55-57. 20 Language Policy Unit (n.d.). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg, Germany: Council of Europe. Retrieved from: https://www.coe.int/t/dg4/linguistic/source/framework_en.pdf Language Policy Division (2008). A Curriculum Framework for Romani. Strasbourg, Germany: Council of Europe. Retrieved from: https://www.coe.int/t/dg4/linguistic/Romani_doc_EN.asp 21 Sandrock & Swender (2012). 22 American Council on the Teaching of Foreign Languages (2014). Can-Do Statements: Progress Indicators for Language Learners. Alexandria, VA: American Council on the Teaching of Foreign Languages, p.2. 23 Centre for Canadian Language Benchmarks (2012), p. XII.

CURRICULUM Tāłtān K to 8 Listening and Speaking Can Do Statements Tāłtān Language Samples Suggested Activities Suggested Learning Resources

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 45

Beginner 1 Students can recognize a few memorized words and short phrases, with the support of gestures or pictures.

CAN DO STATEMENTS  Students can recognize words for "me" and "you".

TĀŁTĀN LANGUAGE SAMPLES sini – I /me / mine

nini – you / yours

Nini ja’anja? Did you do it? (Is it you who did it?)

 Students begin to recognize es- "my" and en"your".

esbāde – my mitts eskime – my house

enbāde – your mitts enkime – your house

 Students can recognize words for their own parents and grandparents.

edlā – mother

ete’e – father

tsūtsū – grandma tsiye – grandpa (words used by young children - familiar address forms) estsū – my grandmother; female elder of my clan estsiye – my grandfather; male elder of my clan

 Students can understand when someone asks their names.

Dūda onyeh (I) ~ onyē (TC, DL)? What is your name?

 Students can understand introductions including name, mother’s name, and grandmother’s name.

______ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 46

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand simple greetings and responses, and expressions of politeness and praise.

Dẕenēs̱ hoti’e. Good day. / Good afternoon. / It’s a nice day. Nanūst’ī. Goodbye / I’ll see you. Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Dūda āht’ē? How are you? (to two people) Nini k’aji, dūda ant’e (I) ~ ant’ē (TC, DL)? And how are you (to one person) espāne – my friend Mēduh. Thank you. Eti’e. Great! / It is good! Ē, eti’e. That’s right. / Yes, it’s good.

 Students can recognize requests for repetition.

k’aji – again K’aji (du)ka’adindi ~ K’aji ka’ dindih. (You) say (it) again, (please).

 Students can understand yes/no responses.

ē – yes

 Students can understand simple statements and questions about someone’s health and feelings.

Soga ast’eh (I) ~ ast’ē (TC, DL). I’m doing well. I’m fine. Edū soga ast’eh (I) ~ ast’ē (TC, DL). I’m not so well. Esdīghe. ~ Esdīke. (TC) I’m happy. Idī eslīn ~ islīn (TC). I’m angry. Enya’ā? Are you sick? Eshya’e. I’m sick. Eya’e. I’m sad. Desbet ~ Desbedi. I’m hungry.

mā – no

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 47

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 With support, students can understand simple wants, needs, likes and dislikes.

Tū eneslīn. I want water. Bede eneslīn. I want food. ______ eneslīn. I want the ______. Ahde’e dēsał. May I use the washroom? (Literally: I want to go back there.) Geshūk’a enlinā? Do you like bacon? Geshūk’a meneslīn. I like bacon. K’indzē’ menenlinā? Do you like strawberries? Nedischā ~ Nedishchā. I love you. Ẕas̱ edū menesline. / Edū ẕas̱ eneslīn. (TC) I don’t like snow.

 Students can understand basic warnings.

Bah! (It’s) dirty! Ejindah. Move away. so’āle – slowly Soga edēnt’īn! Take care! Łagu! Quit it!

 Students can respond to simple commands.

S̱indah! Sit down! Āni! Come here! Tsīni! Be quiet! Seninīnh! Watch/look at me! Ents̱ets̱! Eat! (to one person) Eyinh nīnlē. Put them over there. Enzi’ medin ā. Put your name there. Łān seninīnh. Really look at me. Nini k’aji. You try. Ah’ene nānẕet! Stand outside! Endi’ ti’e. Be kind. Mets’i endi’ ti’e. Be kind to him. Edū ededinchā. Don’t be mean.

 Students can recognize commands directed to one person, two people, or a group, with supporting gestures.

Nānẕet! Stand up! (to one person) Nahẕet! Stand up! (to two or more people) Ts̱edẕe nadāhyah! Stand up, all of you! S̱ahtīn ~ Nahtē! Go to sleep! (to a group)

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 48

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize some common weather expressions.

Hos̱ẕeł. It’s hot. Hos̱dlī. / Hos̱dlih. It’s cold. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy. Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) It’s sunny. K’os̱ hulīn (TC, DL) ~ huhłīn (I). It’s cloudy. Āh hulīn (TC, DL) ~ huhłīn (I). It’s foggy. Chā nadetl’īt ~ nadetl’īd. It’s raining. Ẕas̱ nadetl’īt ~ nadetl’īd. It’s snowing. sluhje – hail

 Students can recognize words for times of day.

chachōlone – morning khihgah – evening

 Students can understand key words in familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., drama, puppets or pictures).

Big books on colours, fall weather, berry picking.

dẕenēs̱ – day ihtl’ēge – night

Counting song Chinūlē(hi)! Let’s gather up! _____ edīda? Where is ______? Nasdā Lynx song Desbedi! I’m hungry! Guhstiye song

Dech’uwe Porcupine song Eghadēn esjani Twinkle Twinkle song

 Students can recognize Tāłtān short vowel sounds, and Tāłtān consonant sounds that also occur in English.

e, i, o, u b, ch, d, g, h, j, k, m, n, p, s, sh, t,w, y, z

 Students can understand words for basic colours and sizes.

bāt detsīdzi – red mitts łuwe chō – big fish

 Students can understand numbers 1-10.

łige, łakē, tāt’e, łēnt’ē, nāsłige, nāsłakē …

bāt denits̱ūk – brown mitts łuwe tsedle – little fish

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 49

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand instructions for counting activities.

Eto’dutā. Let’s count. Eto’odītał. We’re going to count. Eto’dintā. You count. Meto’dintā. You count it. Meto’edēstāł. I’m going to count it.

 Students can recognize simple, memorized words and phrases for locations and directions.

jāni – right here eyinh – over there, right there, at that time āhde’e – back there (in same room) eji’ ~ eji – right there (if you can see it) ah’ene – outside kime – at home yige – under kāge – on top of k’āge – beside gah – by eł – with kidatene – by the doorway Jāni ja’ (person, object). _______ is right here. _____ edīda ~ idīda? Where is (someone or something)? Arden jāni at’in(ā)? Is Arden here? De’eda Hayden? / De’eda Hayden at’īn(ā)? / Hayden de’eda at’īn? Where is Hayden? Hayden jāni at’īn. Hayden is here. Mā, edū jāni at’īn. No, he’s not here. De’eda nāndē? Where do you live? Kakhādi gah nānẕet. Stand next to the door.

 Students can recognize the names of the Tahltan communities.

Łuwechōn – Iskut Tlēgo’in – Telegraph Creek

 Students can recognize common words indicating how an action is done.

iheł – together

 Students can recognize common verbs for classroom activities.

Esjinh. I sing. Mēda nin’īn(i)? Who did/do you see?

Tatl’ah – Dease Lake

k’as̱dene – almost

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 50

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize who receives an action.

K’uk’ā Arden ghānā. Give Arden a cup. K’uk’ā meghānā. Give him/her a cup. K’uk’ā esghānā. Give me a cup.

 Students can recognize yes/no questions, choice questions, and identification questions.

Tū k’e’edints̱’et. You are thirsty. Tū k’e’edints̱edā? Are you thirsty? Didā menlīn? Do you want this one? Dinbedā? Are you hungry? Soga ēnts̱et ~ ents̱edā? Did you eat well? ______ enlīnā? Do you want some ______? Dēnda menenlīne? Which one do you want? Yēda menenlīne ~ enlīn(e)? What do you want? Dēnda łān menenlīn? Which one do you really like? Mēda at’eh (I) ~ at’ē (TC, DL)? Who is this? Yēda at’eh (I) ~ at’ē (TC, DL)? What is it?

 Students can recognize endings for soft, hard, and plural objects in short phrases with "give", "pick up", and "put".

Nidinchush. Pick it up. (soft object) Esghanā. Give it to me. (general, hard object) Eyinh nīnlē. Put them over there. (plural objects)

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 51

Beginner 1 SUGGESTED ACTIVITIES 

Arrange students into two teams and place two boxes in front of them. Put either a flashcard (word/ letter/image) or an object in front of each box. The first student in each team is given a bean bag. The teacher says a short sentence in Tāłtān, and the first student to get the bean bag into the matching box is given a point (YNLC Activity 74, p. 83). Example: Box 1: black teddy bear Teacher says: Sas nes’īn.

Box 2: picture of a crow I see a black bear.

Correct Box: Box 1

 Dech’uwe Song: Dech’uwe nasgeł(i). Eji deshya’. Dech’uwe s̱ehini. Sogā dis̱eł ~ edīts̱eł.

I’m packing / carrying back the porcupine. I went hunting. I killed a porcupine. We’re going to eat well.

Or:

You’re going to eat.

Edins̱eł ~ Edīns̱eł.

 Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 8: Bingo 45: Spin the Plate

19: Bring it First 50: Do What I Do

20: Do it First 51: Copy the Teacher

 Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 1: Say/Listen 7: Picture Hold Up 25: Swatters

5: Tone of Voice 8: Picture Elimination 48: Laser Hunt the Word

6: Half Pictures 9: Nod and Clap 57: Go Fish

SUGGESTED LEARNING RESOURCES: BEGINNER 1 LISTENING

Tahltan Elders and Tāłtān Speakers

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

Dah Dẕāhge Es̱igits

De’eda Esli’e Tedeget?

EYĀZE • EGHAYE • Listening

Tāłtān K to 8 • 52

Beginner 1

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 53

Beginner 1 Students can talk about some very familiar topics using single words and short phrases they have practiced and memorized.

CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can refer to themselves with one word.

sini – I /me / mine

 Students can use appropriate words for their own parents and grandparents.

edlā – mother

ete’e – father

tsūtsū – grandma tsiye – grandpa (words used by young children familiar address forms) estsū – my grandmother; female elder of my clan estsiye – my grandfather; male elder of my clan

 Students can introduce themselves: Students can tell someone their name, their mother’s name and their grandmother’s name, with support.

______ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

 Students can use appropriate greetings for the time of day.

Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning. Dẕenēs̱ hoti’e. Good day. / Good afternoon. / It’s a nice day. Khihgah hoti’e. Good evening. Ihtl’ēge hoti’e. Good night.

 Students can express a positive reaction.

Eti’e. Great! / It is good! Kuji. All done! Ē, eti’e. That’s right. / Yes, it’s good.

 Students can ask for repetition with one word.

k’aji – again ka’adindih – say it

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 54

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can express simple positive and negative responses to questions about health and feelings.

Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Soga ast’eh (I) ~ ast’ē (TC, DL). I’m doing well. I’m fine. Edū soga ast’eh (I) ~ ast’ē (TC, DL). I’m not so well.

 Students can express a simple need or want.

Tū eneslīn. I want water. Bede eneslīn. I want food. Ahde’e dēsał. May I use the washroom? (Literally: I want to go back there.)

 Students can repeat simple commands and warnings.

Łagu. Quit it! Soga edēnt’īn! Take care! Seninīnh! Watch/look at me! Tsīnī! Be quiet! Ents̱ets̱! Eat! (to one person) S̱indah! Sit down! (to one person) Nānẕet! Stand up! (to one person)

 Students can repeat common weather expressions.

Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) It’s sunny. K’os̱ hulīn (TC, DL) ~ huhłīn (I). It’s cloudy. Hos̱dlī. / Hos̱dlih. It’s cold.

 Students can repeat words for times of day.

chachōlone – morning khihgah – evening

 Students can sing along with familiar Tāłtān children’s songs.

Counting song Chinūlē(hi)! Let’s gather up! _____ edīda? Where is ______? Nasdā Lynx song Desbedi! I’m hungry! Guhstiye song

dẕenēs̱ – day ihtl’ēge – night

Dech’uwe Porcupine song Eghadēn esjani Twinkle Twinkle song

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 55

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can pronounce Tāłtān short vowels, and Tāłtān consonant sounds that also occur in English.

e, i, o, u b, ch, d, g, h, j, k, m, n, p, s, sh, t,w, y, z

 Students can recite words for colours.

detsīdzi – red

 Students can respond with one word to questions about colour.

Entl’ukenh dūda modat’īn? What colour are your socks? tl’īshde ~ tl’īchde – green

 Students can count 1 -10.

łige, łakē, tāt’e, łēnt’ē, nāsłige, nāsłakē …

 Students can respond to simple questions about location with memorized phrases.

Student response to roll call: Jāni ast’īn. I’m here.

denits̱ūgi – brown

Teacher: Arden jāni at’in(ā)? Is Arden here? Student: Ē / mā. Yes / no. Teacher: _______ edīda ~ idīda? Where is (someone or something)? De’eda Hayden? / De’eda Hayden at’īn(ā)? / Hayden de’eda at’īn? Where is Hayden? Student: jāni – right here ah’ene – outside Kime (at’īn). (He or she is) at home. Hayden jāni at’īn. Hayden is here. Mā, edū jāni at’īn. No, he’s not here. Edū me’esdih. I don’t know. Teacher: De’eda nāndē? Where do you live? Student: Łuwechōn / Tatl’ah / Tlēgo’in Iskut / Dease Lake / Telegraph Creek This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 56

Beginner 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can identify common activities they do.

Esjinh. I sing.

 Students can respond to yes/no questions.

Teacher: Didā menlīn? Do you want this one? S̱indliyā? Are you cold? Kuji? Are you ready? Kuji’? Are you ready? (pl.) Student: Ē / mā. Yes / no.

 Students can respond to simple choice and identification questions with one word.

Teacher: Dēnda menenlīne? Which one do you want? Student: detsīdzi – (the) red (one) Teacher: Mēda at’ē? Who is this? Student: Edlā – Mom Teacher: Yēda at’ē? What is it? Student: kedā - moose

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 57

Beginner 1 SUGGESTED ACTIVITIES 

Counting Song Łige, łakē, tāt’ē guhtsiye, Łēnt’ē, łōla’e, nāsłige guhtsiye, Nāsłakē, nāstāt’ē, nāsłēnt’ē guhtsiye, ts̱ʼōs̱nāne guhtsiye. Nenesghos!

One, two, three spiders, Four, five, six spiders, Seven, eight, nine spiders, Ten spiders. I’m going to tickle you!

For older children, use anet’ē (that’s how many it is), as the last line. 

Name Song Walker, Walker, Walker ushyeh (I) ~ ushyē (TC, DL). My name is Walker, Walker, Walker.



Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 7: Puppets 54: True or False? 66: Spin the Bottle 85: Picture Cube Games



10: Lotto 58: What am I drawing? 69: Calendar 89: Magnet Fishing

31: Gopher in the Hole 64: Team Clothing Race 75: Ball Rolling 90: Fish Net

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 4: Memory

37: Choral Repeat

39: Sequence

SUGGESTED LEARNING RESOURCES: BEGINNER 1 SPEAKING

Tahltan Elders and Tāłtān Speakers

Ta’s̱ilah

Language Cubes (small)

Dah Dẕāhge Es̱igits

EYĀZE • EGHAYE • Speaking

Tāłtān K to 8 • 58

Beginner 1

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 59

Beginner 2 Students can recognize a few memorized word-parts, words and phrases when they hear them. Students can understand simple questions or statements on familiar topics.

CAN DO STATEMENTS  Students can recognize es- "my" and en- "your".

TĀŁTĀN LANGUAGE SAMPLES esk’uk’ā – my cup

enk’uk’ā – your cup

tlī’ – dog esli’e – my dog

enli’e – your dog

Enkinā’ede ēnya’. Put on your jacket. Enēje dūda modat’īn? What is your shirt like?

 Students can recognize words for "my" and "your" parents and grandparents.

enmā – your mother enta’ – your father entsū – your grandmother entsiye – your grandfather

 With support, students can recognize words for siblings.

edāde – older sister

ediye – older brother

esdēdze – my younger sister endēdze – your younger sister eschidle ~ eshchidle – my younger brother enchidle – your younger brother Eschidle ________ uyeh (I) ~ uyē (TC, DL). My little brother’s name is _________.

 Students can understand simple questions about where they are from.

De’eda nāndē? Where do you live? (town) Dāda nandeh (I) ~ nandē (TC, DL)? Where do you live? (house, street) De’ots’ihda’ ānt’īn(i)? Where are you from? Dots’ih łāndał? (TC) Where do you come from? De’eda hunlīn(ā)? / Dāda hunlīni? (TC) Where were you born?

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 60

Beginner 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand formal introductions, including mother’s and grandmother’s Tāłtān and English names

Estsu Winnie ōyē. My grandmother is called Winnie. Mezi’ Tāłtān didenek’eh Yahyah. Her name in the Talhtan people’s language is Yahyah. Didene mezi’ _______ uyē (TC) Her Indigenous name is _______. Estsu didenek’eh mezi’ Yahyah. My grandmother’s name is Yahyah in our language.

 With support, students can understand informal introductions of friends.

Espāne Jessica uyeh. My friend’s name is Jessica. Mēda enpāne? Who is your friend? Espāne Levi. My friend is Levi. essa’asi – my friend

ensa’asi – your friend

 Students can understand greetings used at different times of day.

Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning. Ihtl’ēge hoti’e. Good night.

 Students can understand responses to greetings.

Soga ast’eh (I) ~ ast’ē (TC, DL), ninh k’aji? I’m fine, and you? Soga nanēst’īn. (I) It’s good to see you.

 Students can recognize requests for clarification or repetition.

Dūda adindī ~ adindih? What are you saying? T’ī eł hodindē. (You) say it louder. / Talk loudly. Ts’istah hodīndē. Say it slowly. Edū ka’adindih. Don’t say it.

 Students can recognize statements and questions about health, feelings and emotions.

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 61

Beginner 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES Ts̱edẕe dūda aht’ē? / Ts̱edẕe dūda ahit’ē? (TC) How are you all doing? Dūda ana’t’in? How are you? (to more than one person) Soga as̱īt’e. We are doing well. Nintēlā? Are you going to sleep? Beł asīlah. I’m sleepy. (Literally: Sleepyness really got to me.) Travin medi’eya’e. Travin is sad. Edū idī anandē. / Edū idī andē. (TC) Don’t get mad. Edū idī enlīn. Don’t be mad.

 Students can understand simple expressions of wants and needs.

Dinbedā? Are you hungry? Soga ints̱ēts̱? Did you have enough? Ahde’e dēsał dindih. May I use the washroom? (Literally: I want to go back there.)

 Students can understand simple questions and statements about likes and dislikes.

Yēda menenlīn ents̱edẕi? / Yēda menlīn ents̱edẕi. (TC) What do you like to eat? Kedā ts̱en’ meneslīn. I like moose meat. Yē khih menenlinā? What animals do you like? Sas meneslīn. I like black bears.

 Students can understand simple compliments about what they are wearing or doing.

Łān meneslīn. I really like it. Entsigha’ ti’e. Your hair is nice. Soga ant’īn. You did well. Enēje łān meneslīne. I really like your shirt. Soga āndih ~ adentin. You said it well. Endi’ ti’e. Your mind is good.

 Students can understand cautionary expressions. Tondesi’! / Tāndēs! (TC) You might get hurt!

 Students can understand directions with visual cues or a demonstration.

Enzi’ ēnchud ~ ēnchut. Grab your name-tag.

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 62

Beginner 2 CAN DO STATEMENTS  Students can recognize commands directed to one person, two people, or a group.

TĀŁTĀN LANGUAGE SAMPLES Udenints̱ān’! You listen! Udenahts̱’ān’! You all listen! S̱indah! Sit down! (to one person) S̱ahkeh! Sit down! (to two people) Ts̱edẕe dāts̱ih! All of you, sit down! S̱ahtīn ~ Nahtē! Go to sleep! (to a group) Kedā tsen’ ents̱ets̱! You eat moose meat! (to one person) Ahts̱ets̱. You all eat!

 Students can understand questions and expressions about weather and dates.

Ah’ene dūda ahūht’ē? Outside, how is it? Na’denedū. Snow is falling. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy. Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Dūgi dẕenēs̱ łola’ē Hosteł isā. Today is September 5th. Dūgi dẕenēs̱? What’s today? Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Mēdẕenēs̱e dūgi? Whose birthday is it?

 Students can understand words for seasons and times of day.

ibehi – summer t’atl’ā – autumn khaye – winter Ibehi ahujā? Is summer happening?

 Students can understand simple lines from familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., puppets or pictures).

Salmon story Spruce grouse with red eyebrows Creation story (Sunlight/Swallowed a spruce needle)

 Students can recognize long and short Tāłtān vowel sounds.

a, ā, ē, ī, ō, ū sas – black bear Nīn ā. I put it …

Ninh ā. You put it …

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 63

Beginner 2 CAN DO STATEMENTS  Students can understand words for colours, sizes and shapes.

TĀŁTĀN LANGUAGE SAMPLES udes̱i – long dehgidle – round uhts̱ege – narrow deẕale, uẕale – thin ukił – heavy

uk’odle ~ uhk’odle – short kekits̱ – box uhkat – wide ukit, uhkit – thick uhdon’ – light (weight)

Dūda āchō? How big is it? Bēs udes̱i edīda ~ idīda? Where is the long knife?

 Students can understand numbers 1-20.

ts̱’ōs̱nān – ten edes łakē – twelve edes łōla’e – fifteen edes nāsłēnt’ē – nineteen denładiht’ē – twenty

 Students can recognize informal words for locations.

jānji – here (informal)

 Students can recognize words for "this" and "that".

Didi esghanā. Pass me that. Diyēda at’eh (I) ~ at’ē (TC, DL)? What is this? Ēyēda at’eh (I) ~ at’ē (TC, DL)? What is that? Didi sas ja’at’ē. This is a black bear. Di togatāł udes̱i. These pants are long.

 Students can understand who is doing common activities.

Dūda ahet’īn? What are they doing? Enmā ja’at’in(i). Your mom’s doing it. Mēda ejini? Who is singing? Esjinh. I sing. Enjinh. You sing. Sophia ejinh. Sophia is singing. Edlā ejinh. Mother is singing. S̱ijinh. We are singing Hujinh. Let’s all sing. Ts̱edẕe hejinh. They are all singing. Yēda ūnkēdi? What are you buying? Jije tu’ uskēdi ~ uskēt. I’m buying juice. Endīghi kālīn. Your tea is pouring out. (Hole in your cup.)

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 64

Beginner 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize the difference between a statement and a question (ending in -ā).

S̱indli. You’re cold. S̱indliyā? Are you cold? S̱ezeł. It’s hot. S̱ezelā? Is it hot?

 Students can understand simple questions or statements about themselves, family, friends and classmates.

Enmā (k’)at’ini. Your mom did it. Dūda enmā ka’atini? What did your mom do? Enka’ahet’ini. They’re going to copy you. (Literally: They’re going to do like you.)

 Students can understand simple questions (who, where, what, what kind, which) about people, animals and objects, with visual support.

Mēda jān(i) at’īn(i)? Who is here? Arden jāni at’in(ā)? Is Arden here? Arden jāni at’īn. Arden is here. Sophia edīda ~ idīda? Where is Sophia? Eskinā’et edīda ~ idīda? Where is my jacket? Enke’ edīda ~ idīda? Where are your shoes? Ēy ~ E kē edīda ~ idīda? Where are the shoes? Edlā edīda ~ idīda? Where is mom? Dūda ast’īnī? What am I doing? Yēda ents̱ets̱? What are you eating? Yē tūdi ja’at’ē? What kind of duck is it? Yēda debēh? What swims? Yēda det’ah? What flies? Yēda degoch? What walks on all fours?

 Students can recognize endings for soft, hard, and plural objects in phrases with "give", "pick up", and "put".

Eyinh nīnchush. Put it over there. Et’āne esghanā. Pass me the head of lettuce. K’unts esghanā. Pass me a potato. K’ūk’ā nīnā. Put the cup down. K’unts esghanlē. Pass me the potatoes.

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 65

Beginner 2 SUGGESTED ACTIVITIES 

Divide the class into two teams and line them up at one end of the classroom. Each team must respond to your instructions to do or act out an action, and correctly identify whether the command is directed to one person, two people, or the whole group. For example: S̱indah! S̱ahkeh! Dāts̱ih!

Sit down! (to one person) Sit down! (to two people) Sit down! (to a group)

Ents̱ets̱!

Eat! (to one person)

Ahts̱ets̱!

Eat! (to a group)

The first student, pair or students, or the whole group responds to your instructions. Then give a command to the other team. Keep track of points for correct responses. 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 19: Bring it First 46: Travel 86: Parachute



20: Do it First 59: Draw the Picture 111: Whisper

44: Snatch 74: Bean Bag Toss 116: Listening Exercises

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 3: TPR Story 13: Bowling 24: Stick Game Pointers

7: Picture Hold Up 19: Thumbs Up TPR 25: Swatters

10: Yes/No 22: Pass It 33: Crossover

SUGGESTED LEARNING RESOURCES: BEGINNER 2 LISTENING

Tahltan Elders and Tāłtān Speakers

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

Dah Dẕāhge Es̱igits

EYĀZE • EDULEDĀDE • Listening

Tāłtān K to 8 • 66

Beginner 2

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 67

Beginner 2 Students can talk about themselves and some other very familiar topics using a variety of words, phrases, and memorized expressions.

CAN DO STATEMENTS  Students can refer to themselves or another person with one word.

TĀŁTĀN LANGUAGE SAMPLES sini – I / me / mine

nini – you / yours

Nini ja’anja? Did you do it? (Is it you who did it?)

 With support, students can use es- and en- to indicate "my" and "your" possessions and / or relatives.

esbāde – my mitts eskime – my house

enbāde – your mitts enkime – your house

 With support, students can use appropriate words for "my" and "your" parents and grandparents.

enmā – your mother

enta’ – your father

 Students can introduce themselves: Students can independently tell someone their name, their mother’s name and their grandmother’s name.

______ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

 Students can ask and respond to questions about their names.

Dūda onyeh (I) ~ onyē (TC, DL)? What is your name?

 Students can greet their peers politely, with support.

Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning. Nanūst’ī. Goodbye / I’ll see you.

 Students can respond to a greeting, with support.

Nini k’aji, dūda ant’e (I) ~ ant’ē (TC, DL)? And how are you? (to one person) Soga ast’eh (I) ~ ast’ē (TC, DL), ninh k’aji? I’m fine, and you?

entsū – your grandmother entsiye – your grandfather

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 68

Beginner 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can express thanks with gestures and words.

Mēduh! Thank you! (Gesture: hands with palms up.)

 Students can ask for repetition.

K’aji (du)ka’adindi ~ K’aji ka’ dindih. (You) say (it) again, (please).

 Students can respond to simple questions about health, feelings and emotions.

Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Esdīhge. ~ Esdīke. (TC). I’m happy. Idī eslīn ~ islīn (TC). I’m angry. Eya’e. I’m sad. Tū k’e’edints̱edā? Are you thirsty? Enya’ā? Are you sick? Eshya’e. I’m sick.

 Students can express basic needs or wants.

Desbet. I’m hungry! Ē, sinī k’aji. Yeah, me too. ______ eneslīn. I want the ______.

 Students can express simple likes and dislikes, with support.

Geshūk’a enlinā? Do you like bacon? Geshūk’a meneslīn. I like bacon. K’indzē’ menenlinā? Do you like strawberries? Ẕas̱ edū menesline. / Edū ẕas̱ eneslīn. (TC) I don’t like snow. Nedishchā. I love you.

 Students can give simple commands to one person.

Enzi’ ēnchud ~ ēnchut. Grab your name-tag. Eyinh nīnlē. Put them over there. Enzi’ medin ā. Put your name there. Łān seninīnh. Really look at me. Nini k’aji. You try. Udenints̱ān’! You listen! Ah’ene nānẕet! Stand outside!

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 69

Beginner 2 CAN DO STATEMENTS  Students can use common weather expressions.

TĀŁTĀN LANGUAGE SAMPLES Chā nadetl’īt ~ nadetl’īd. It’s raining. Ẕas̱ nadetl’īt ~ nadetl’īd. It’s snowing. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy. Āh hulīn (TC, DL) ~ huhłīn (I). It’s foggy. sluhje – hail

 Students can independently sing familiar Tāłtān children’s songs.

 Students can pronounce some common Tāłtān words and phrases accurately.

 Students can describe something by its colours and size.

łuwe chō – big fish łuwe tsedle – little fish bāt detsīdzi – red mitts bāt denits̱ūgi – brown mitts

 Students can respond to questions about colour with a short sentence.

Entl’ukenh dūda modat’īn? What colour are your socks? Estl’ukenh tl’īshde ~ tl’īchde. My socks are green.

 Students can count 1-20.

edes łakē – twelve edes nāsłēnt’ē – nineteen

edes łōla’e – fifteen denładiht’ē – twenty

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 70

Beginner 2 CAN DO STATEMENTS  Students can use simple words for locations and directions.

TĀŁTĀN LANGUAGE SAMPLES jāni – right here eji’ ~ eji – right there (if you can see it) eyinh – over there, right there, at that time yige – under kāge – on top of k’āge – beside

gah – by eł - with kidatene – by the doorway

Jāni ja’ (person, object). _______ is right here Jāni ja’ bes. Here’s the knife. (formal) Jāni ja’ s̱indah. Here’s where you sit. Kakhādi gah nānẕet. Stand next to the door.

 Students begin to use common verbs for present actions.

Mēda nin’īn(i)? Who did/do you see?

 Students can express who receives an action.

K’uk’ā Arden ghānā. Give Arden a cup. K’uk’ā meghānā. Give him/her a cup. K’uk’ā esghānā. Give me a cup.

 Students can ask and respond to short yes/no questions and choice questions with familiar verbs.

Dinbedā? Are you hungry? Soga ēnts̱et ~ ents̱edā? Did you eat well? ______ enlīnā? Do you want some ______? Yēda menenlīne ~ enlīn(e)? What do you want? Dēnda łān menenlīn? Which one do you really like?

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 71

Beginner 2 SUGGESTED ACTIVITIES 

Ask parents to bring in photos of students’ parents and grandparents. Students sit in a circle and the teacher shows the photos to the class, asking each student to identify their relatives. Mikaela, entsū ja’atē? Ē, estsū ja’atē.



Mikaela, is this your grandma? Yes, this is my grandma.

Invite students to make collages of what they like best – foods, clothing styles, favourite animals, etc. The teacher and helpers circulate and ask students simple questions about their likes and dislikes. Yēda menenlīn ents̱edẕi? / Yēda menlīn ents̱edẕi. (TC) Ghanje ts̱en’ meneslīn. Tāẕeł edū menesline.

What do you like to eat? I like goose meat. I don’t like soup.

Students then present their collages to the class with two Tāłtān sentences they have practiced. Gah meneslīn. Ẕas̱ edū menesline. / Edū ẕas̱ eneslīn. (TC) 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 35: Musical Bag



I like rabbits. I don’t like snow.

40: Mice

113: Who’s the Boss?

117: Supper Time

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 39: Sequence

44: Ask & Answer

45: Sequence Swap

SUGGESTED LEARNING RESOURCES: BEGINNER 2 SPEAKING

Tahltan Elders and Tāłtān Speakers

Language Cubes (small)

Dah Dẕāhge Es̱igits

EYĀZE • EDULEDĀDE • Speaking

Tāłtān K to 8 • 72

Beginner 2

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 73

Beginner 3 Students can understand basic information in word-parts, words and short sentences that they have memorized. Students can understand simple new information with visual support.

CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize ede- "self".

Edegah sadesdih. I’m proud of myself. Edek’eh hogha’īnła! / Ede eł hogha’inłah! (TC) Work by yourself!

 Students can recognize words for children and grandchildren.

estu’e – my daughter entu’e – your daughter eschime ~ eshchime – my son enchime – your son chu’ – son (form of address for one’s own son) eschā ~ eshchā – my grandchild (female speaker) enchā – your grandchild (of a female) ests̱uwe – my grandchild (male speaker) ents̱uwe – your grandchild (of a male)

 Students can understand questions about someone else’s name.

Dūda ōyē ? What is her/his name? Endēdze, dūda ōyē? / Dūda endēdze ōyē? What is your sister’s name? Mēda enmā? Who is your mother? Enmā, dūda ōyē? / Dūda enmā ōyē? What is your mother’s name?

 Students can understand where someone is from.

De’otsih łādāli. (TC) Where are you from? Tlēgokhīn hots’ih ja’ sini. (TC) I’m from Telegraph. Tl’abāne hots’ih ja’ast’īn. I’m from Klappan. Ah’at nasdeh (I) ~ nasdē (TC, DL). I live right over there. (outside) Ah’at nadeh (I) ~ nadē (TC, DL). He/she lives right over there.

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 74

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand formal introductions, including name, mother’s and grandmother’s names, clan, and place of residence.

______ ushyeh (I) ~ ushyē (TC, DL). My name is ________. Ch’iyōne esdāts̱’ehi. My clan is Wolf. Łuwechōn nasdeh. I live at Iskut.

 Students can recognize expressions of respect for Elders, teachers, and other adults.

Mēduh, ests’ini kē. Thank you, all my relations. Soga nenēs’īł. I’m taking good care of you. Kuji, nanūst’ī. OK, I’ll see you. Soga edēnt’īn Take care of yourself. Eti’e nanēst’īn. It’s good to see you. Esdīhge nanēst’īn. / Esdi’eti’e nanēst’īn. (TC) I’m happy to see you.

 Students can understand and respond to simple requests for help.

Eszihge ant’īn? Could you help me? Dūda ahodī /ahōdih ______ ? How do you say _____? Ests’i’nandi’. You (one person) give me a hand. (Asking if they’re available. Literally: You’re strong to me.)

 Students can understand simple questions and statements about feelings and emotions.

Beł anilā? Are you sleepy? Endi’eya’ā? Are you sad? Nenjit. / Ninjit. (TC) You’re scared. Nēnjit. You’re scared right now. Nēnjida? / Ninjidā? (TC) Are you scared? Ē, nēsjit. / Ē, nesjit. (TC) Yes, I’m scared right now; I got startled! Nedichā. We love you.

 Students can understand expressions of likes/dislikes, emotions, wants and needs.

Estogatāł uts̱ege meneslīn. I like my skinny jeans. Sadesdih. / Sadesdī’. I’m proud. Entsēyā? Did you cry? Estsey. / Estseyh. I’m crying. Yeda nēnjida? What are you scared of?

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 75

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES Tū menenlīnā? Are you thirsty? (Literally: Do you want water?) Tū meneslīn esdān. I’m thirsty. (Literally: I want to drink water.) Dīghi enenlīn(ā)? Do you want tea? Dīghi eneslīn. I want tea.

 Students can follow routine instructions, commands and directions, with visual support.

bēs ts̱’ene – right side

hostsʼitsʼi – left side

Eji’ ēntī. Open the door. Ts̱’īna anlē. Turn on the light. (Literally: Make a light.) Hoda’adēntī. Close the door. Ts̱ī’na nints̱īs̱. Turn off the light. Jān(i) s̱indah. Sit down here. Bēs ts̱’ene yindāł! Walk to your right! Chinūlē(hi) etl’ā ẕas̱dene ahs̱idlē. Let’s gather up. After that, we’re going to make a snowman.

 Students can understand when someone describes the weather.

Kidzōk’eh ihtl’ēge chā nadetl’īt ~ nadetl’īd. Last night it was rainy. Chachōlone sadē hulīn. (TC, DL) / Chachōlone sadē’ huhłīn. (I) It’s sunny this morning. Ẕas̱ na’denedon’. It’s snowing (piling up).

 Students can understand words for days and seasons.

kidzōk’eh – yesterday chachā – tomorrow

dūgi dẕenēs̱ – today

dāne – spring (green buds are out) no’adāleł – early spring

 Students can recognize the Tāłtān month names.

Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Hostēł isā – September

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 76

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand the main idea of short, simple stories told or read aloud (e.g., react during story-telling).

 Students can recognize glottal stops (’) and glottalized or popping sounds.

ch’, k’, ḵ’, t’, tl’, ts’ ts’ah – hat tsa’ – Beaver (Clan) ts̱’a’ – plate/dish

 Students can hear the difference between:  p and b  t, t’ and d  k, k’, and g

gatele – cedar katele – hemlock

 Students can understand simple descriptions of people and places.

Espāne udēs̱ ~ udēẕi. My friend is tall. Mets̱i’ uchō(h) ~ uchoh. His/her head is big. Estogatāł esesdah. I’m wearing my jeans. Ēy ~ E menh tl’īshde ~ tl’īchde modat’īn(i). The lake is green.

 Students can understand numbers 1-30 and expressions of quantity.

denładiht’ē łige – twenty-one



utlān – many/lots (before or after noun)

utlān dene – lots of people bede utlān – lots of food da’atsō – a little bit

tiye atsō – too little

tōdiht’eh – lots edone tōdiht’eh – lots of children

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 77

Beginner 3 CAN DO STATEMENTS  Students can understand words and simple phrases for locations and directions.

TĀŁTĀN LANGUAGE SAMPLES ah’at – over there ahde’e – back there (in same house) de’e – behind ahnāne – across (on the other side) ts’i’ – to ts’ih – from kēt – inside ts̱eh – in front of, ahead of k’eh – amongst, around, about Ahde’e ~ hude’e deshya’. / Ahde’e hots’i’ deshya’. He/she went back there. De’eda dīndāl? Where are you going (walking) to? Ah’ene nahoye. He’s playing outside. Ēy ~ E kedā ahnāne nāẕet. The moose is standing across there. Terrace ja’astin. I’m at Terrace (now). Ah’ene at’īn. He or she is outside. De’eda dadāł ~ dadāl(i)? Where is he going (walking) to?

 Students can recognize es- "me", en- "you", me"him/her" and ede- "self" when used with postpositions.

Edlā esdaga non’ ala ~ alah. Mother made some medicine for me. Eneł dēsāł. I’ll go with you. Megah nānẕet. Stand next to him/her/it. Edegah sadesdih. I’m proud of myself.

 Students can understand who is doing an action (with objects).

Łakē łuwe s̱its̱ēts. / Łakē łuwe dadīts̱ets̱. (TC) We’re eating two fish. Yeto’edēhtā. He/she is counting it. Nedischā. I love you. Dahedischā. I love you both. Nedihchā. He/she loves you. Nedichā. We love you. Nedes̱ichā. We love you. (grandparents to grandchild)

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 78

Beginner 3 CAN DO STATEMENTS  With support, students can understand common activities someone is going to do in the future.  

future forms with –ł questions about the future sometimes end with -l

TĀŁTĀN LANGUAGE SAMPLES Nōdēshyēł ~ nōdēsyēł. I’m going to play. Udēst’ēł. I’m going to go fishing. Ejidēsāł. I’m going to go hunting. Eneł dēsāł. I’ll go with you. Estogatāł uts̱ēge edesāł. I’m going to wear my skinny jeans. Dugi dẕenēs dūda adint’īł ~ adindīl? What are you going to do today?

 Students can recognize simple, memorized past forms of common verbs.

Mēda ayilā? Who made it? Kylie ayilāh. Kylie made it. Ēch aslah. I made a shirt. Espāne Jane yes’īnh. I saw my friend Jane.

 Students can understand simple questions and statements about actions and events.

Dūda ant’īn(ī)? What are you doing? Edū dūda ast’in. I’m not doing anything. Yēda mekonintā / mekontā? What are you looking for? Dins̱ega? ~ Dints’egā? Do / Did you hear it? Dūda at’īn(ī)? What is he/she doing? Dūda enmā at’īn? What is your mom doing? Enchime edīda ~ idīda? Where is your son? Yēda k’inabē ~ k’inabēhi? What swims around? Yēda k’inat’ah? What flies around? Yēda k’inagoch? What walks around on all fours?

 Students can recognize the endings –tī, for long objects, and –tē, for living things, in phrases with "give", "pick up", and "put".

Ēy ~ E me’ugēdi esghantī. Give me a fork. (long or big object) Ēy ~ E udes̱i esghantī. Give me the long one. (e.g. stick) Dechinh nidintī. Pick up the stick. Edōne da’atsedle nidintē. Pick up the little child. (living person) Tli’ (da’a)tsedle nidintē. Pick up the little dog.

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 79

Beginner 3 SUGGESTED ACTIVITIES  Tell or read a short, simple story to the class. Invite students to draw a picture of their favourite part of the story, or have each student draw one scene. Compile all the scenes into a book and add it to the classroom library. Model speaking Tāłtān when reading the compiled book and challenge students to speak Tāłtān when reading the story with peers. Possible Stories: Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

Dah Dẕāhge Es̱igits

Salmon story

Spruce Grouse story

Creation story

 Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 36: Musical Stick 39: Find a Chair 103: Giving Directions

37: What Doesn’t Belong? 59: Draw the Picture 120: Signal

38: Shake Hands 74: Bean Bag Toss 121: Voting

 Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 3: TPR Story 22: Pass It 26: Bingo

9: Nod and Clap 24: Stick Game Pointers 27: Bean Bag Toss

12: Picture Sequence Match 25: Swatters 28: Spider Web

SUGGESTED LEARNING RESOURCES: BEGINNER 3 LISTENING

Tahltan Elders and Tāłtān Speakers

Books made by Tāłtān Language Diploma Students

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

Dah Dẕāhge Es̱igits

EYĀZE • ET’ĀNE • Listening

Tāłtān K to 8 • 80

Beginner 3

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 81

Beginner 3 Students can talk about familiar topics using phrases, simple sentences and common Tāłtān language patterns they have practiced.

CAN DO STATEMENTS  Students can independently use es- and en- to indicate "my" and "your" possessions and / or relatives.

TĀŁTĀN LANGUAGE SAMPLES esk’uk’ā – my cup

enk’uk’ā – your cup

tlī’ – dog esli’e – my dog

enli’e – your dog

Enkinā’ede ēnya’. Put on your jacket Estogatāł detl’ishde. My pants are blue. Entogatāł degā. Your pants are grey.

 Students can independently use appropriate words for "my" and "your" parents, grandparents, and siblings.

edāde – older sister ediye – older brother esdēdze – my younger sister endēdze – your younger sister eschidle ~ eshchidle – my younger brother enchidle – your younger brother Eschidle ________ uyeh (I) ~ uyē (TC, DL). My little brother’s name is _________.

 Students can introduce themselves and their friends.

(Dedini) espāne ja’at’ē. He/she is my friend. (pointing someone out) Espāne Jessica uyeh. My friend’s name is Jessica. Mēda enpāne? Who is your friend? Espāne Levi. My friend is Levi. essa’asi – my friend

 Students can ask where someone is from or lives.

ensa’asi – your friend

De’eda nāndē? Where do you live? (town) Dāda nandē? Where do you live? (house, street) De’ots’ihda’ ānt’īn(i)? Where are you from? Dots’ih łāndał? (TC) Where do you come from? De’eda hunlīn(ā)? / Dāda hunlīni? (TC) Where were you born? Mēda enmā? Who is your mother? Edlā Julia ūyē. Mom’s name is Julia.

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 82

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can show humbleness when they speak about themselves.

 Students can greet their peers independently, and respond to greetings.

Dẕenēs̱ hoti’e. Good day. / Good afternoon. / It’s a nice day. Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Soga ast’eh (I) ~ ast’ē (TC, DL), ninh k’aji? I’m fine, and you? Soga nanēst’īn. (I) It’s good to see you.

 Students can ask for clarification or repetition.

Dūda adindī ~ adindih? What are you saying? Ēdu me’esdih. I don’t know / understand. T’ī eł hodindē. (You) say it louder. / Talk loudly. Dūda ahodī /ahōdih ______ ? How do you say _____? Ts’istah hodīndē. Say it slowly. Edū ka’adindih. Don’t say it.

 Students can respond in some detail to questions about health, feelings and emotions.

Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Esdi’eya’e. I’m sad, worried, sorry, really down. Endi’eti’e? Are you happy? Esdi’eti’e. I’m (really) happy. Dūda aht’ē? How are you? (pl.) Dūda āht’ē? How are you? (to two people) Ts̱edẕe dūda aht’ē? / Ts̱edẕe dūda ahit’ē. (TC) How are you all doing? Dūda ana’t’in? How are you? (to more than one person) Soga as̱īt’e. We are doing well. Nintēlā? Are you going to sleep? Beł asīlah. I’m sleepy. (Literally: Sleepyness really got to me.)

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 83

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can express what they need or want.

Ahde’e dēsał dindih. May I use the washroom? (Literally: I want to go back there.)

 Students can express likes and dislikes, with support.

 Students can compliment others.

Łān meneslīn. I really like it. Entsigha’ ti’e. Your hair is nice. Soga ant’īn. You did well. Enēje łān meneslīne. I really like your shirt. Soga āndih. You said it well. Soga adentin. You said it well. Endi’ ti’e. Your mind is good.

 Students can give commands to one person, two people, or a group, using common classroom verbs.

Dah jinh(i). You all sing! Udenahts̱’ān’! You all listen! S̱indah! Sit down! (to one person) S̱ahkeh! Sit down! (to two people) Ts̱edẕe dāts̱ih! All of you, sit down! S̱ahtīn ~ Nahtē! Go to sleep! (to a group) Nānẕet! Stand up! (to one person) Nahẕet! Stand up! (to two or more people) Kedā tsen’ ents̱ets̱! You eat moose meat! (to one person) Ahts̱ets̱. You all eat!

 Students can use cautionary expressions.

Tondesi’! / Tāndēs! (TC) You might get hurt!

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 84

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe the weather.

Ah’ene dūda ahūht’ē? Outside, how is it? Na’denedū. Snow is falling.

 Students can repeat words for seasons.

ibehi – summer t’atl’ā – autumn khaye – winter

 Students can recite the date, with support.

Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Dūgi dẕenēs̱ łola’ē Hosteł isā. Today is September 5 . Dūgi dẕenēs̱? What’s today? Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Mēdẕenēs̱e dūgi? Whose birthday is it?

 Students can repeat key words and recite short memorized phrases from familiar Tāłtān children’s stories.

Salmon story Spruce grouse with red eyebrows Creation story (Sunlight/Swallowed a spruce needle)

 Students can pronounce long and short Tāłtān vowel sounds.

a, ā, ē, ī, ō, ū sas – black bear

 Students can describe something based on two of: its colour, size and shape.

esk’uk’ā chō detsīdzi – my big red cup udes̱i – long uk’odle ~ uhk’odle – short Bēs udes̱i edīda ~ idīda? Where is the long knife?

 Students can describe themselves with one word.

Uskił. I am heavy. Nasdi’. I am strong. Hushyan. I am smart. Sonelin. I am beautiful.

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 85

Beginner 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can count to 30.

denładiht’ē łige – twenty-one

 Students can express "this" and "that".

 Students can describe who is doing an action using common classroom verbs.

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 86

Beginner 3 CAN DO STATEMENTS  Students can ask and respond to simple questions about people, animals, and objects (who, where, what, what kind, which).

TĀŁTĀN LANGUAGE SAMPLES Mēda at’ē? Who is this? Mēda jān(i) at’īn(i)? Who is here? Arden jāni at’īn. Arden is here. Sophia edīda ~ idīda? Where is Sophia? Eskinā’et edīda ~ idīda? Where is my jacket? Enke’ edīda ~ idīda? Where are your shoes? Ēy ~ E kē edīda ~ idīda? Where are the shoes? Edlā edīda ~ idīda? Where is mom? Dūda ast’īnī? What am I doing? Yēda ents̱ets̱? What are you eating? Yē tūdi ja’at’ē? What kind of duck is it? Yēda debēh? What swims? Yēda det’ah? What flies? Yēda degoch? What walks on all fours?

 With support, students can use appropriate endings for soft, hard, and plural objects in short phrases with "give", "pick up", and "put".

Eyinh nīnchush. Put it over there. (soft object) Nidinchush. Pick it up. Esghanā. Give it to me. (general, hard object) Et’āne esghanā. Pass me the head of lettuce. K’unts esghanā. Pass me a potato. K’ūk’ā nīnā. Put the cup down. Eyinh nīnlē. Put them over there. (plural objects) K’unts esghanlē. Pass me the potatoes.

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 87

Beginner 3 SUGGESTED ACTIVITIES 

The teacher acts out common activities and asks students: Dūda ast’īn(ī)? What am I doing? Students respond (for example): S̱indah. You are sitting down.

Nānẕet You are standing up.

Students then take turns miming activities. The teacher asks: Dūda ant’īn(ī)? What are you doing? Students respond (for example): S̱esdah. I am sitting down.

Nasẕet. I am standing up.

The teacher then asks one student what another student is doing: Dūda at’īn(ī)? What is he/she doing? Students respond (for example): Nāẕet. He/she is standing. 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 5: In and On Relay 27: Who’s the Cat?



Ejinh. He/she is singing.

14: Remember 108: Verb Bee

22: Tell the Action First 109: YNLC Verb Game

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 40: Either/Or 52: Ask-and-Answer

46: What’s Missing? 54: Ask-Each-Other

49: Laser Sequence Say 57: Go Fish

SUGGESTED LEARNING RESOURCES: BEGINNER 3 SPEAKING

Tahltan Elders and Tāłtān Speakers

Yukon Native Language Centre Verb Game

Tahltan Intermediate Basic Lessons

Basic Tahltan Conversation Lessons

Language Cubes (small)

Dah Dẕāhge Es̱igits

EYĀZE • ET’ĀNE • Speaking

Tāłtān K to 8 • 88

Beginner 3

EYĀZE • JIJE • Listening Beginner 4

Tāłtān K to 8 • 89 Students can understand memorized phrases and sentences, and common words for basic personal, family and cultural information. Students can catch the main point and key details in short, clear, simple messages. Students begin to recognize common patterns in the Tāłtān language, and use context and visual cues to interpret new information.

CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students begin to recognize me- "his/her".

Mebāde edīda ~ idīda? Where are his/her mitts? Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old.

 Students begin to recognize words for aunts, uncles and cousins.

edē – aunt (mother’s sister) edes̱e – uncle (mother’s brother) estā – my uncle (father’s brother) esbē’e – my aunt (father’s sister) ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child)

 Students recognize that terms for siblings are also used for their mother’s sister’s children.

edāde – older sister / mother’s sister’s daughter ediye – older brother / mother’s sister’s son esdēdze – my younger sister / mother’s sister’s daughter eschidle ~ eshchidle – my younger brother / mother’s sister’s son

 Students can understand when someone asks their ages.

Dudā anet’ē enkhaye ~ enghaye? How old are you?

 Students can understand questions about others in informal interactions.

Entsū, dūda oyeh (I) ~ oyē (TC, DL)? What is your grandmother’s name? De’ots’ihda’ at’in? Where is she from? Endēdze dūda at’ē? How is your younger sister? Endiye dūda at’eh? How is your older brother?

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 90

Beginner 4 CAN DO STATEMENTS  Students can understand formal introductions, including name, mother’s and grandmother’s names, home community, clan, and clan/house territory.

TĀŁTĀN LANGUAGE SAMPLES ________ nasdeh (I) ~ nasdē (TC, DL). I live in _________. _______ hots’ih ja’ ast’īn. I am from ______. Ch’iyōne esdāts’ehi. My clan is Wolf. Tl’abanot’īn ja’ast’ē. I belong to Tlabānoti’n. Espāne Tatl’ah hots’ih ja’at’īn. My friend is from Dease Lake.

 Students can understand informal introductions of friends, siblings and cousins.

Espāne ja’at’ē. This is my friend. Eschidle Chris ja’at’ē. This is my younger brother Chris. Edāde Alice ja’at’ē. This is my older sister Alice. Edāde Julie ja’at’ē. This is my older cousin Julie. (my mother’s sister’s daughter). Ests’ini Terry ja’at’ē. This is my cousin Terry.

 Students can recognize expressions for politely greeting and leaving teachers, Elders or someone they don’t know.

K’aji nanēst’īł. We will meet again. / I’m going to see you again. Esdīhge ~ Esdīke (TC) esgah łāndał. It’s so good that you came to visit. (I’m glad you came to me.) Dūli soga anāndē ~ ananjah (TC). I hope you get better.

 Students can understand and respond to requests from one or more people.

Dahzīhge ant’in? Could you help us? Dahzihge ānt’in. / Dahts’inandī’. (TC) You help us. Eszihge adindīlā? Could you help me? (Literally: Are you going to do it with me?) Ests’inadindīł. Are you going to help me? Dahzihge adindinlē? / Dahts’inadinił? Are you going to help us? Mezihge ānt’īn. You (go) help her.

 Students can recognize when someone is offering to help.

Enzīhge āst’in. I’m helping you. (one person)

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 91

Beginner 4 CAN DO STATEMENTS  Students can understand questions and statements about their own and others’ feelings, wants and needs likes and dislikes, including school or cultural experiences.

TĀŁTĀN LANGUAGE SAMPLES Ho’idēsts̱’et. I am tired (physically). Konejidā? Is it scary? Didi kime honejit. This place is scary. Idī enlīna? Are you getting mad? Menenlīn(ā) uhnt’ē hots’i’ dinya’(i)? / Menlīna łuwe kah unt’ē? (TC) Do you want to go fishing? Ē, meneslīn uhst’ē. I want to go fishing (right now, soon). Menenlīn(ā) uhnt’ē? / Menlīnā łuwe kah unht’ē? (TC) Do you like fishing? Ē, meneslīn uhst’ē. Yes, I like fishing. Meneslīn Tlēgo’in hots’i’ desā. I want to go to Telegraph Creek. Meneslīn tū esdān. I want to drink water. Łān estsū dishchā. / Estsū łāni dihchā. (TC) I really love my grandma. Dūda menenlīn ānt’īn? / Dūda menlīn ant’īn? What do you like / want to do? Uhst’eh łān meneslīn. I really like fishing. Yenelīn ejinadā. / Yenlīn ejidedā. (TC) He likes hunting. Dahkāle yenelinā? Does he/she like raspberries? Mā, dahkāle edū yenelīn. No, he/she doesn’t like raspberries.

 Students can understand simple directions without demonstration.

Gāẕa ninīnh. Look at that jackpine. Eyinh dinya’. Go over there. Ah’nāne dinya’. Go across there. Menh gah ts̱ē chō koninhīn. Look for the big rock by the lake. Megah nānẕet. Stand by it. Mek’age nānẕet. Stand beside it. Senah’īnh! Watch/look at me! (to a group) Nadayah! Stand up! (to a group) Tindindā. You (one person) go back out! Tidindā. You (one person) go out! Eyinh nānẕet. Stand over there. (to one person) Kawāgi gah nānẕet. Stand by the window.

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 92

Beginner 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand when they are being asked to participate.

Esgah s̱indah! Sit by me! (to one person) Dahgah s̱indah! Sit by us! (to one person)

 Students can understand questions and statements about times, dates, and daily weather.

Dū gaw? What time is it? Łige (gaw). One (o’clock). Tāt’ē hots’i’ naghoł. It’s coming to three o’clock. Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Kidzōk’eh edes nāsłige. Yesterday was the 16th. Chachā edes nāstāt’ē. Tomorrow is the 18th. Łān hos̱kats̱. It’s really cold (-25 or -30). Hodegats̱. It’s slippery out. (or slippery floor) Tiye esdaga honīẕīł. It’s too warm for me.

 Students can understand the main idea and identify familiar, short words in simple stories told by Elders (e.g., visualize parts of a story).

Ts’eskiye Chō tricks little birds to cook for him

 Students can understand simple questions about familiar Tahltan stories.

Jānī dūda ahūjah? What is happening here? (e.g., for describing a picture) Dūda ahit’īn’? / Dūda ahijā? What did they do?

 Students can recognize all distinctive Tāłtān consonant sounds.

dl, dz, ł, kh, gh, n’, nh, tl, ts, yh, s̱, ẕ, ts̱, dẕ Sehtsetl. It’s wet. khēł – trap gēł – to pack gwēł – a bag

Sezeł. It’s hot.

menh – lake tenh – ice

ghaye – root khaye – winter

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 93

Beginner 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize Tāłtān vowel sounds combined with h, y and ’.

ah, eh, ih, oh, uh ay, ey, iy, oy, uy a’ e’ i’ o’ u’

 Students can understand brief descriptions of people, things and places.

Espāne me’eje detsīts ~ detsīdzi. My friend’s shirt is red. Eskime detl’ishde mōdat’ini. My house is blue. Ēy ~ E k’uk’ā uchō(h) ~ uchoh esghanā. Give me the big cup. Ēy ~ E k’uk’ā chō estl’ānā. Put the big cup in my hand. Ēy ~ E k’uk’ā uchō(h) ~ uchoh estl’ānā. Put the cup that is big in my hand.

 Students can follow along with simple math problems in Tāłtān, with support.

Łakē eł nāsłige, (ih’eł) dūda anet’ē? How much is two plus six? Nāsłige ent’īn, łakē meghāt nedinlah, dūda anet’ē? How much is six minus two?

 Students can understand where and when an action is happening.

kah – for ch’āji – other side of mā’e – around āhda’e – down that way hoch’āji – the other side of it eskime ch’āji – the other side of my house Ēy tsesk’iye gat k’age s̱edah. (I) / Ets’esk’iye gat gah s̱edah. (TC) The crow is sitting beside the tree. Jānji enk’uk’ā. Here’s your cup. Kona hots’i’ dēsāł. I’m going to Kona. Ests’i’ yindāł. Come (across) to me. (Across stream, or in a game.) Tū des̱lin ch’aji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of the waterfall. Hoch’āji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of it.

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 94

Beginner 4 CAN DO STATEMENTS

 Students can understand how an action is done

dūda? – how? k’adle – quickly ts’istah – slowly t’ī eł – with strength dūzākhu – carelessly, mixed up, confused

 Students can understand basic why? questions.

yēkah – why?

 Students can recognize who receives an action.

K’uk’ā hughānlē. Give them cups. K’uk’ā dahghānlē. Give us cups. Dahzihge adindīlā? Are you helping us?

 Students can recognize simple statements, questions and requests about activities in the near future.

Bēs ts̱’ene dīndāł. You’re going to walk to your right. Dahzihge adint’īlā? Are you going to help us? Terrace k’aji nanēst’īł. I’m going to see you in Terrace (again).

 Students can understand simple, memorized past forms of common verbs.

Dūda ahit’īn’? / Dūda ahijā? What did they do? Esdīhge ~ Esdīke (TC) esgah łāndał. It’s so good that you came to visit. (I’m glad you came to me.)

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 95

Beginner 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand simple questions about actions and events, including time phrases.

De’eda deshya’? Where did he leave for? Dok’eh Łuwechōn hots’i’ dīndał? When did you go to Iskut? Didā yenelīn? Does he want this? Dūda ānhīn? What are you doing to it?

 Students can understand simple questions (who, where, what, what kind, which) about people, animals, and objects

Ents’ini kē ja’ēy? Is that your relative? Enseski’ā ja’ēy? Is that your relative? Mēda mēnlīn ts’ōdindē. Who do you want to talk to? De’eda Sophia? / De’eda Sophia at’īn(ā)? / Sophia de’eda at’īn? Where is Sophia? Yēda dints̱’egi ~ dints̱’ek? What do you hear? Yē eł dah nodīyeł? What game are we going to play?

 Students can recognize endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring".

Bēs esghāntī. Pass/give me a knife. Tsinh esghānlē. Pass/give me the carrots. Togatāł degā esghānchush. Give me the grey pants. Ēch detl’ishde nidinchush. Pick up the blue shirt. K’otl kidatene nīnā. Put the bucket (empty) by the door. Ēy ~ E k’uk’ā uchō(h) ~ uchoh esghanā. Give me the big cup. Ēy ~ E uchohi esghanā. Give me the big one. Tsesk’iye chō k’uk yedes̱ān. Raven took the book. Tsesk’iye chō k’uk yedechūsh. Raven took the paper.

 Students begin to recognize endings for liquids and containers in simple sentences with "give", "pick up", and "put".

Dīghi esghankā. Give me tea. (open container) (Da’ātso) shūgā mekēnkā. Put (a little bit of) sugar in it. (spooning it in) K’otl kidatene nīnkā. Put the bucket (of water) by the door. K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot. Tū das̱intī. Put water on to boil. (Literally: Put up water.)



use -kā for open containers: a bucket of water, a pan of food, etc.

EYĀZE • JIJE • Listening

Tāłtān K to 8 • 96

Beginner 4 SUGGESTED ACTIVITIES 

Separate students into two lines. The teacher gives a direction, and the two people at the beginning of the lines act out the command. Students who act out the direction correctly earn a point for their teams. They go to the back of their lines and the next two students begin. Once the class is familiar with this activity, students can take turns giving the directions. (YNLC Activity 20, p. 31) Example directions: Jān(i) s̱indah. Eyinh nānẕet. Kawāgi gah nānẕet. Bēs ts̱’ene yindāł.



Sit down here. Stand over there. (to one person) Stand next to the window. Walk to your right.

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 19: Bring it First 46: Travel 103: Giving Directions



20: Do it First 59: Draw the Picture 110: Stove Activity

45: Spin the Plate 86: Parachute 116: Listening Exercises

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 7: Picture Hold Up 20: TPR Quiz

10: Yes/No 23: Say-and-Lay

19: Thumbs Up TPR 27: Bean Bag Toss

SUGGESTED LEARNING RESOURCES: BEGINNER 4 LISTENING

Tahltan Elders and Tāłtān Speakers

Tāłtān Language Apps

Basic Tahltan Conversation Lessons

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 97

Beginner 4 Students can talk about a variety of familiar topics using a series of 2-3 simple sentences. Basic Tāłtān language patterns and frame sentences help them to communicate.

CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 With support, students can use me- to indicate "his" and "her" possessions and / or relatives.

Mepāne edīda ~ idīda? Where is his/her friend? Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old.

 Students can use appropriate words for children and grandchildren.

estu’e – my daughter

entu’e – your daughter

eschime ~ eshchime – my son enchime – your son chu’ – son (form of address for one’s own son) eschā ~ eshchā – my grandchild (female speaker) enchā – your grandchild (of a female) ests̱uwe – my grandchild (male speaker) ents̱uwe – your grandchild (of a male)

 Students can formally introduce themselves to a group, with support: Students can state their name, their mother’s and grandmother’s names, their clan, and where they live.

______ ushyeh (I) ~ ushyē (TC, DL). My name is ________.  Estsu Winnie ōyē. My grandmother is called Winnie. Didene mezi’ _______ uyē (TC) Her Indigenous name is _______. Ch’iyōne esdāts̱’ehi. My clan is Wolf. Łuwechōn nasdeh. I live at Iskut.

 Students can state where they and others are from.

Tl’abāne hots’ih ja’ast’īn. I’m from Klappan. Tlēgokhīn hots’ih ja’ sini. (TC) I’m from Telegraph. Tl’ogot’īn hots’ih ja’ant’īn. You are from Tl’ogot’īn. Ah’at nasdeh (I) ~ nasdē (TC, DL). I live right over there. (outside) Ah’at nadeh (I) ~ nadē (TC, DL). He/she lives right over there.

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 98

Beginner 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can ask and respond to simple questions about others, with support.

Enmā dūda at’ē? How is your mom? Dedinā entsū? Is she your grandma? Dedin entsū. She’s your grandma. Ēy ~ E entsū. That’s your grandma. Entsū, dūda ōyē? / Dūda entsū ōyē? What is your grandma’s name? Estsū Nancy uyeh. My grandma is called Nancy.

 Students can greet people respectfully.

Mēduh, ests’ini kē. Thank you, all my relations. Eti’e nanēst’īn. It’s good to see you. Esdīhge nanēst’īn. / Esdi’eti’e nanēst’īn. (TC) I’m happy to see you.

 Students can greet and leave teachers, Elders or someone they don’t know in a polite way, with support.

Kuji, nanūst’ī. OK, I’ll see you. Soga edēnt’īn Take care of yourself.

 Students can demonstrate respect for Elders.

Do not walk in front of Elders, always let them go first. Offer your chair to an Elder who enters the room. Invite Elders to eat first at gatherings.

 Students can use memorized phrases to ask for help.

Eszihge ant’īn? Could you help me? Ests’i’nandi’. Could you (one person) give me a hand? (Asking if they’re available. Literally: You’re strong to me.)

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 99

Beginner 4 CAN DO STATEMENTS  Students can express likes/dislikes, emotions, wants and needs.

TĀŁTĀN LANGUAGE SAMPLES Estogatāł uts̱ege meneslīn. I like my skinny jeans. Sadesdih. / Sadesdī’. I’m proud. Entsēyā? Did you cry? Estsey. / Estseyh. I’m crying. Yeda nēnjida? What are you scared of? Tū menenlīnā? Are you thirsty? (Literally: Do you want water?) Tū meneslīn esdān. I’m thirsty. (Literally: I want to drink water.) Dīghi enenlīn(ā)? Do you want tea? Dīghi eneslīn. I want tea. Beł anilā? Are you sleepy? Endi’eya’ā? Are you sad? Nēnjida? / Ninjidā? (TC) Are you scared? Ē, nēsjit. / Ē, nesjit. (TC) Yes, I’m scared right now; I got startled!

 Students can give simple instructions.

Eji’ ēntī. Open the door. Ts̱’īna anlē. Turn on the light. (Literally: Make a light.) Jān(i) s̱indah. Sit down here. Hoda’adēntī. Close the door. Ts̱ī’na nints̱īs̱. Turn off the light. Kon’ nints̱īs̱. Put out the fire. Bēs ts̱’ene yindāł! Walk to your right!

 Students can independently give weather information

Chachōlone sadē hulīn. (TC, DL) / Chachōlone sadē’ huhłīn. (I) It’s sunny this morning. Ẕas̱ na’denedon’. It’s snowing (piling up). Łān hos̱kats̱. It’s really cold (-25 or -30). Hodegats̱. It’s slippery out. (or slippery floor) Tiye esdaga honīẕīł. It’s too warm for me.

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 100

Beginner 4 CAN DO STATEMENTS  Students can use appropriate words for days and seasons.

TĀŁTĀN LANGUAGE SAMPLES kidzōk’eh – yesterday dūgi dẕenēs̱ – today chachā – tomorrow dāne – spring (green buds are out) no’adāleł – early spring

 Students can recite the Tāłtān month names.

 Students can recite short memorized phrases of familiar Tāłtān children’s stories about cultural teachings.

 Students can pronounce long vowels accurately in context.

Nīn ā eyinh nidesāł. I put it over there. Eyinh ninhā. You put it over there

 Students can pronounce familiar words, phrases, and expressions accurately.

 Students can describe something by its shape, colour, and size.

dehgidle – round Da’āk’odle. It’s this short. (with hand gestures) Kekits̱ k’a’at’ē. It’s like a box. Et’āne uchoh. The leaf is big. Mets̱i’ uchō(h) ~ uchoh. His/her head is big. Ēy ~ E dechinh uhch’ode edīda ~ idīda? Where is the short stick?

 Students can describe their own appearance.

Estogatāł esesdah. I’m wearing my jeans.

 Students can express quantities.

utlān dene – lots of people bede utlān – lots of food da’atsō – a little bit tiye atsō – too little tōdiht’eh – lots edone tōdiht’eh - lots of children



utlān – many/lots (before or after noun)

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 101

Beginner 4 CAN DO STATEMENTS  Students can describe people and things using basic words for location and direction.

TĀŁTĀN LANGUAGE SAMPLES ah’at – over there ahde’e – back there (in same house) de’e – behind ahnāne – across (on the other side) ts’i’ – to ts’ih – from kēt – inside ts̱eh – in front of, ahead of k’eh – amongst, around, about Arden jāni at’in(ā)? Is Arden here? Ah’ene nahoye. He’s playing outside. Ahde’e ~ hude’e deshya’. / Ahde’e hots’i’ deshya’. He/she went back there. Ēy ~ E kedā ahnāne nāẕet. The moose is standing across there. Terrace ja’astin. I’m at Terrace (now). Ah’ene at’īn. He or she is outside. De’eda dadāł ~ dadāl(i)? Where is he going (walking) to?

 Students can use singular pronouns with postpositions.

Edlā esdaga non’ ala ~ alah. Mother made some medicine for me. Eneł dēsāł. I’ll go with you. Mets̱eh nānẕet. Stand in front of her/him. Megah nānẕet. Stand next to him/her/it. Mets’i’ ēnti’e. Be kind to him/her. Edegah sadesdih. I’m proud of myself. Edek’eh hogha’īnła! / Ede eł hogha’inłah! (TC) Work by yourself!

 Students can describe who is doing an action (with objects).

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 102

Beginner 4 CAN DO STATEMENTS  With support, students can say what they are going to do in the future, using common verbs. 

future forms with –ł



questions about the future sometimes end with -l

TĀŁTĀN LANGUAGE SAMPLES Nōdēshyēł ~ nōdēsyēł. I’m going to play. Udēst’ēł. I’m going to go fishing. Ejidēsāł. I’m going to go hunting. Eneł dēsāł. I’ll go with you. Estogatāł uts̱ēge edesāł. I’m going to wear my skinny jeans. Dugi dẕenēs̱ dūda adint’īł ~ adindīl? What are you going to do today?

 With support, students can express who did an action in the past, using simple, memorized forms of common verbs.

Mēda ayilā? Who made it? Kylie ayilāh. Kylie made it. Ēch aslah. I made a shirt. Espāne Jane yes’īnh. I saw my friend Jane.

 Students can ask and answer simple questions about actions and events.

 With support, students can use appropriate endings for long or big objects and living things in simple sentences with "give", "pick up", and "put".

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 103

Beginner 4 SUGGESTED ACTIVITIES 

Create two spinner boards: One with three parts showing es- (my), en- (your), and me- (his/her), and the other divided into 10 to 20 sections showing body parts, clothing, family members, and other familiar vocabulary. Ask each student to spin both spinners and create a sentence using the pronoun and word pointed to. Example:

me- his/her + tsū grandmother Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old. (YNLC Activity 100, p. 102)

Variation: Students can also do this activity with Language Cubes for pronouns and vocabulary. 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 21: Answer First 55: What Do I Have? 87: Spoon Game 108: Verb Bee

25: What is it, Blindman? 67: Store / Trading Post 94: Possessives Game 109: YNLC Verb Game

28: Splash 79: Café 106: Trappers Game

Activity 30 - Wolf, Wolf! - works well for multi-level classes, as more advanced students can take turns being the Wolf. 

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 4: Memory 53: Ask-the-Teacher

43: Either/Or TPR 60: Charades

45: Sequence Swap 62: Question Circle

SUGGESTED LEARNING RESOURCES: BEGINNER 4 SPEAKING

Tahltan Elders and Tāłtān Speakers

Trappers Game

Tahltan Language Dictionary: Local Flora & Fauna

Yukon Native Language Centre Verb Game

Tahltan Intermediate Basic Lesson

Basic Tahltan Conversation Lessons

EYĀZE • JIJE • Speaking

Tāłtān K to 8 • 104

Beginner 4

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 105

Intermediate 1 Students can recognize familiar words, word-parts, phrases and simple sentences in spoken Tāłtān. Students can catch the main point and a few details in short spoken messages.

CAN DO STATEMENTS  Students can recognize me- "his/her".

TĀŁTĀN LANGUAGE SAMPLES memā – his/her mother mēkime? – whose house? mēli’e? – whose dog? Mēkime ja’at’ē. (TC) This is his/her house. Mepāne Łuwechōn hots’i’ deshya. His/her friend went to Iskut. Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot. Mets̱igha’ dadudēẕ ~ udes̱ (TC). His/her hair is long.

 Students can recognize words with meindicating "his/her" family members.

Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old. Mechime tas yeghanitān. His son gave him an arrow.

 Students recognize that terms for "son" and "daughter" also refer to a female speaker’s sister’s son or daughter.

estu’e –my daughter, my niece (woman’s sister’s daughter) eschime ~ eshchime – my son, my nephew (woman’s sister’s son) Eschime es̱ganh. My (sister’s) son is skinny. (female speaker)

 Students can independently understand informal Tlēgo’in husłīn. / Tlēgokhīn huslīn. (TC) introductions. I was born in Telegraph Creek. Espāne John ja’at’ē. This is my friend John. Dots’ih enpāne at’ē? (TC) Where is your friend from? Tlēgo’in hułin ~ hulin. He was born in Telegraph Creek.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 106

Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand simple expressions of regret or sympathy.

Eshya’e ~ Esdi’eya’e endaga. I’m sad for you.

 Students can recognize requests for permission.

Meneslīn ah’at desā. I would like to go out there. Meneslīn ahde’e desā. I would like to go back there.

 Students can understand questions and statements about their own and others’ wants and needs, health, and feelings.

Menenlīnā ~ Menlīn nahonyē (TC)? Do you want to play? Ē, meneslīn nahoshyeh. Yes, I want to play. Edū meneslīn nahoshyē. I don’t want to play. Ghanje ts̱en’ kah dinbedā? / Ghanje ts̱en’ k’ēdets̱’et? (TC) Are you hungry for goose meat? Soga ēnts̱et ~ ents̱edā? Did you eat well? Soga ēsts̱ēt. I ate well. Łan soga es̱its̱ēt. We ate really well. Travin dinbedā? Travin, are you hungry? Travin debet. Travin is hungry. Ē, tāẕeł yenelīn. Yes, he wants soup. Dugī dẕenēs̱, soga anandīla? / Dūgi dẕenēs̱ soga anasdīł? (TC) Are you feeling better today? Menenlīn ninte’a? / Menlīn nintē? (TC) Do you want to sleep? Estsū soga at’eh. My grandma is feeling better. Estsū soga anat’ē. My grandma is getting better. (Ts̱edẕe) edōne tlan hudīhge ~ hudīke. (All) the kids are happy. Yenelīn gāẕa łedet’ās̱. He wants to cut jackpine. Łakē dēk’āne enes̱idlīn. We want two sockeye.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 107

Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES Menenlīn(ā) uhnt’eh hots’i’ dinya’a? Do you want to go fishing (right now)? Menenlīn(ā) uhnt’eh hots’i’ dunya’(i)? Do you like to go fishing (as a hobby)? Ē, meneslīn uhst’eh hots’i’ desā. Yes, (one of these days) I want to go fishing. Meneslīn esgendām k’edasesdā ~ k’edahsesdah. I like to ride my horse. Dedi nedihchā He/she loves you. Sedihchā. He/she loves (really likes) me. Sedinchā You love me.

 Students can follow a series of simple instructions for a routine procedure.

Tū dadēndos. You boil water. Tū dadenehdos. The water has boiled. K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot. Tū s̱ezeł mekēntl’īt ~ mekentli’īt (TC). Pour hot water in. Edū nadi’i anlē. (TC) Don’t make it strong. Dīghi ahdān. / Ts̱edẕe dīghi ahdān. (TC) You all drink tea. Eyīnh k’uk’ā shūgā eł. / Ah’at k’uk’ā, shugā s̱elah. (TC) Cups and sugar are over there.

 Students can understand descriptions of weather in the recent past.

Ekuh khaye łān ẕas̱ na’denedū. Last winter, it snowed a lot. Ekuh khaye ẕas̱ nadenes̱don’. (TC) Last winter, it snowed a lot. Ekuh khaye nadenes̱don! Last winter it snowed lots!

 Students can understand the main idea and a few details in short, familiar stories told by Elders.

Naghā Wolverine story

 Students can understand basic descriptions of what someone looks like.

Ēy ~ E eghadēn uk’odle ~ uhk’odle. The woman is short. Edlā mets̱igha’ udes̱. My mom’s hair is long. Edlā mets̱igha’ łan udes̱. My mom’s hair is very long.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 108

Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand expressions of cost.

Dūda nadadetset? How much does it cost? Łān nadadetset. It costs a lot. Edū łān nadadetset. It doesn’t cost a lot. Tāt’ē dānā nadadetset. It costs three dollars. Edū tīye nadadetset. It doesn’t cost too much. Shugā tīye nadadetset. The sugar costs too much. Tīye nadadetset. It costs too much. Dūda anet’ē dānā int’īn? How much money do you have? Danāshu. Fifty cents.

 Students can recognize time phrases that indicate when an action is done.

dok’eh? – when? Ents̱eh nēstēł. I’m going to bed before you. Dīghi esdān tl’ā nēstēł. I’m going to bed after I drink tea. Kuji dīghi desdīł. I’m going to drink tea now. dūda ahodēs̱? – how long? Dūda ahodēs̱ dīghi dindīlī? How long are you going to drink tea for? Dūda ahodēs̱ enlīni? How long are you going to dance for? Dūda ahadēs̱i ents’ey? How long are you going to cry for?

 Students can understand who is doing an action (with locations).

Amy eł Claire dīghi hedān. Amy and Claire are drinking tea.

 With continuing support, students can understand common activities someone is going to do in the future.

Dugi dẕenēs̱ ges̱ kah udēst’ēł. Today I’m going to fish for king salmon. Nōdesdił. I’m quitting now. Nodīdił. (TC) We are going to quit.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 109

Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 With support, students can understand who did an action in the past.

Nōdīndījā? Did you quit? Nōdidīja? Did he quit? K’uk nihidi’ān. They took the book. K’uk nidis̱i’ān. We took the book. K’uk nidah’ān. You two took the book.

 Students can understand questions about actions and events.

 Students can independently understand questions (who, where, what, what kind, which) about people, animals, and objects.

Entsinikē ja’ēy? Is that your relative? Ē, edē ja’at’ē. Yes, this is my aunt. Yē khih k’inabē ~ k’inabēhi? Which animals swim? Yē khih k’inat’ah? Which animals fly? Yē khih k’inagoch? Which animals walk around on all fours?

 Students can recognize endings for liquids and containers in simple sentences with "give", "pick up, "put", and "bring".

Tū esghankā. Give me water. (open container)

 Students begin to recognize who is doing and receiving an action involving different kinds or numbers of objects.

K’unts esghanā. Pass me a potato. K’unts meghanā. Pass her a potato. Gwātā enghōs’ā. I’ll give you a quarter. Danāshu enghōs’ā. I’ll give you fifty cents.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 110

Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students begin to recognize endings for different Mekina’et āhde’e s̱ehchūsh. kinds and numbers of objects in simple sentences with locations.

Her jacket is back there. Mek’ūk’āhe nenh k’eh s̱e’ān. Her cup is on the ground. Et’a’a nenh k’eh s̱etān. The board is on the ground. (long solid object) Eyinh nenh k’eh bede s̱ekān. Right there, the food is sitting on the ground.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 111

Intermediate 1 SUGGESTED ACTIVITIES 

Set up picture cards so that they form a rolled column. Set up the images at one end of the room. These are the bowling pins! Say a word. The students try to bowl over the word by rolling a ball at the appropriate image. Variations: Set up a guard who tries to block balls from hitting the right word, or put the words close together and eliminate students who hit the wrong word until only one is left. (YNLC Activity 78, p. 86)



Place one fewer chair than there are students in a circle. Students must walk around the chairs listening to the teacher speak in Tāłtān. The teacher will say sentences that belong with each other. When the teacher says something that does not fit with the other sentences, the students rush to sit on a chair. (YNLC Activity 39, p. 49) Examples: Kedā nes’īn. Sas nes’īn. Ekuh khaye łān ẕas̱ na’denedū.

I see a moose. I see a black bear. Last winter it snowed a lot. (does not belong)

The student who does not find a chair is out, and another chair is taken away every round. 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 20: Do it First 60: Draw the Face 116: Listening Exercises



38: Shake Hands 74: Bean Bag Toss 120: Signal

39: Find a Chair 103: Giving Directions 121: Voting

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 13: Bowling 18: Searchlight 24: Stick Game Pointers

15: Airport 22: Pass It 25: Swatters

16: Red Light/Green Light 23: Say-and-lay 33: Crossover

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 1 LISTENING

Tahltan Elders and Tāłtān Speakers

Naghā – Wolverine Story*

Tāłtān Language Apps

Basic Tahltan Conversation Lessons

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

*Caution! This story needs to be adapted. The complete version is not appropriate for Intermediate students. Please see Appendix 2 for a complete annotated list of resources, including others that might apply to this level. Additional information will be provided as further resources are identified and developed. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

ŁĒHCHŌ • EGHAYE • Listening

Tāłtān K to 8 • 112

Intermediate 1

ŁĒHCHŌ • EGHAYE • Speaking

Tāłtān K to 8 • 113

Intermediate 1 Students can hold basic conversations about daily or seasonal activities, using familiar words, phrases and simple sentences.

CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 With some support, students can use me- to indicate "his" and "her" possessions and / or relatives.

Mebāde edīda ~ idīda? Where are his/her mitts? Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old.

 With support, students can use appropriate words for aunts, uncles and cousins:

 Students use terms for siblings for their mother’s edāde – older sister / female cousin sister’s children. ediye – older brother / male cousin esdēdze – my younger sister / female cousin eschidle ~ eshchidle – my younger brother / male cousin

 Students can independently introduce themselves, including their clan / house territory.

Tlēgo’in husłīn. / Tlēgohīn huslīn. (TC) I was born in Telegraph Creek. Łuwechōn hots’ih ja’ast’īn. I am from Iskut. Tl’abanot’īn ja’ast’ē. I belong to Tlabānoti’n. Tl’ogot’īn ja’ast’ē. I belong to Tlogot’īn.

 Students can ask questions about someone’s age, and respond with memorized phrases.

Enkhaye ~ enghaye dudā anet’ē? How old are you? Nāsłēnt’ē. Nine. Ts̱’ōs̱nān eseł khaye ~ ghaye ahuja. I’m ten years old.

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Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can introduce siblings.

Eschidle Chris ja’at’ē. This is my younger brother Chris. Edāde Alice ja’at’ē. This is my older sister Alice.

 Students can independently ask about others.

Entsū, dūda oyeh (I) ~ oyē (TC, DL)? What is your grandmother’s name? De’ots’ihda’ at’in? Where is she from? De’otsih łādāli. (TC) Where are you from? Endēdze dūda at’ē? How is your younger sister? Endiye dūda at’eh? How is your older brother?

 Students can respectfully greet and leave peers, teachers, Elders, or someone they don’t know.

 Students can request help for themselves and others.

 Students can offer to help.

Enzihge āst’in. I’m helping you. (one person)

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Intermediate 1 CAN DO STATEMENTS  Students can express personal feelings, wants and needs, likes and dislikes including school or cultural experiences.

TĀŁTĀN LANGUAGE SAMPLES Ho’idēsts̱’et. I am tired (physically). Konejidā? Is it scary? Didi kime honejit. This place is scary. Menenlīn(ā) uhnt’ē hots’i’ dinya’(i)? / Menlīna łuwe kah unt’ē? (TC) Do you want to go fishing? Ē, meneslīn uhst’ē. I want to go fishing (right now, soon). Menenlīn(ā) uhnt’ē? / Menlīnā łuwe kah unht’ē? (TC) Do you like fishing? Ē, meneslīn uhst’ē. Yes, I like fishing. Meneslīn Tlēgo’in hots’i’ desā. I want to go to Telegraph Creek. Łān estsū dishchā. / Estsū łāni dihchā. (TC) I really love my grandma. Dūda menlīn ant’īn? / Dūda menenlīn ānt’īn? What do you like / want to do? Uhst’eh łān meneslīn. I really like fishing. Yenelīn ejinadā. / Yenlīn ejidedā. (TC) He likes hunting. Dēnda _________ enelīn? (khih, bede) Who likes _________? (animal, food, etc.) Dēnda edū geshuk’ah enelīn / ets̱edzi? Who doesn’t like/eat bacon?

 Students can give simple directions to get from one place to another.

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Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES Senah’īnh! Watch/look at me! (to a group) Nadayah! Stand up! (to a group) Tindindā. You (one person) go back out! Tidindā. You (one person) go out! Eyinh nānẕet. Stand over there. (to one person) Kawāgi gah nānẕet. Stand by the window.

 Students can invite participation.

Esgah s̱indah! Sit by me! (to one person) Dahgah s̱indah! Sit by us! (to one person)

 Students can independently say the date.

Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Kidzōk’eh edes nāsłige. Yesterday was the 16th. Chachā edes nāstāt’ē. Tomorrow is the 18th.

 Students can independently ask for and give times.

Dū gaw? What time is it? Łige (gaw). One (o’clock). Tāt’ē hots’i’ naghoł. It’s coming to three o’clock.

 Students can independently say the Tāłtān month names.

Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Hostēł isā – September

 Students can respond in short sentences to simple questions about familiar Tahltan stories.

Jānī dūda ahūjah? What is happening here? (e.g., for describing a picture) Dūda ahit’īn’? / Dūda ahijā? What did they do?

 Students can pronounce glottal stops (’), glottalized or popping sounds, and other distinctive Tāłtān consonants.

ch’, k’, ḵ’, t’, tl’, ts’ ts’ah – hat tsa’ – Beaver (Clan) ts̱’a’ – plate/dish dl, dz, n’, ts, s̱, ẕ

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Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can give basic physical descriptions of people (e.g., height, hair, clothing), with support.

Edlā udēs̱ ~ udēẕi. Mom is tall. Espāne udēs̱ ~ udēẕi. My friend is tall. Espāne me’eje detsīts ~ detsīdzi. My friend’s shirt is red.

 Students can answer simple math problems in Tāłtān, with support.

Dūda anet’ē? How much? / How many? Łakē eł nāsłige, (ih’eł) dūda anet’ē? How much is two plus six? Nāsłige ent’īn, łakē meghāt nedinlah, dūda anet’ē? How much is six minus two?

 Students can describe people and things using words and phrases for location and direction.

jānji – here (informal) kah – for ch’āji – other side of eskime ch’āji – the other side of my house hoch’āji – the other side of it mā’e – around āhda’e – down that way Ēy tsesk’iye gat k’age s̱edah. (I) / Ets’esk’iye gat gah s̱edah. (TC) The crow is sitting beside the tree. Jānji enk’uk’ā. Here’s your cup. Kona hots’i’ dēsāł. I’m going to Kona. Ests’i’ yindāł. Come (across) to me. (Across stream, or in a game.) Tū des̱lin ch’aji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of the waterfall. Hoch’āji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of it.

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Intermediate 1 CAN DO STATEMENTS  Students can describe when and how an action is done.

TĀŁTĀN LANGUAGE SAMPLES dok’eh? – when? Ekuh ibehi _______ hots’i’ deyah. Last summer, I went to _______. Da’āts̱ō nōdūdī. Now its time to quit for a little while. (Break time!) Kuji łanāghoł. Now it’s time. (End of class.) dūda – how? k’adle - quickly ts’istah - slowly t’ī eł - with strength dūzākhu – carelessly, mixed up, confused

 Students can ask basic why? questions.

yēkah – why?

 Students can express who receives an action.

K’uk’ā hughānlē. Give them cups. K’uk’ā dahghānlē. Give us cups. Dahzihge adindīlā? Are you helping us?

 With continuing support, students can say what they are going to do in the future, using common verbs.

Terrace k’aji nanēst’īł. I’m going to see you in Terrace (again).

 Students can give simple, memorized requests for future actions.

Bēs ts̱’ene dīndāł! You’re going to walk to your right. Dahzihge adint’īlā? Are you going to help us?

 With continuing support, students can express who did an action in the past, using simple, memorized forms of common verbs.

Dūda ahit’īn’? / Dūda ahijā? What did they do? Esdīhge ~ Esdīke (TC) esgah łāndał. It’s so good that you came to visit. (I’m glad you came to me.)

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Intermediate 1 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can independently ask and answer questions about people, animals, and objects (who, where, what, what kind, which).

Ents’ini kē ja’ēy? Is that your relative? Enseski’ā ja’ēy? Is that your relative? Ē, edē ja’at’ē. Yes, this is my aunt (mother’s side). Mēda mēnlīn ts’ōdindē. Who do you want to talk to? De’eda Sophia? / De’eda Sophia at’īn(ā)? / Sophia de’eda at’īn? Where is Sophia? Yēda dints̱’egi ~ dints̱’ek? What do you hear? Dints̱’egā? Did you hear it? Yē eł dah nodīyeł? What game are we going to play? Me’eje detsīts ~ detsīdzi? Whose shirts are red?

 Students can independently use endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring".

 With support, students can use appropriate endings for liquids and containers in simple sentences with "give", "pick up", and "put".



use -kā for open containers: a bucket of water, a pan of food, etc.

ŁĒHCHŌ • EDULEDĀDE • Listening

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Intermediate 2 SUGGESTED ACTIVITIES 

Invite students to make their family trees in a format of their choice (chart, poster, collage, computer graphics, etc.) and present them to the class. Students bring photos or draw pictures of their family members and introduce them all to the class in context. Family trees should include parents, grandparents, siblings, and relatives on the mother’s side. Sample presentation (Iskut dialect): ________ushyeh. Ch’iyōne esdāts’ehi. Łuwechōn nasdeh. Tl’abanot’īn ja’ast’ē. Edlā _______ uyeh. Ete’e _______ uyeh. Estsū _______ uyeh. Estsiye _______ uyeh. Eschidle _____ ja’at’ē. Edāde ______ ja’at’ē. Edē _______ uyeh. Edes̱e _______ uyeh. Eschidle _____ ja’at’ē Esdēdze _____ ja’at’ē



My name is ________. My clan is Wolf. I live at Iskut. I belong to Tlabānoti’n. Mom’s name is _________. Dad’s name is _________. My grandma is called _________. My grandpa is called __________. This is my younger brother _______. This is my older sister______. Mom’s sister’s name is __________. Mom’s brother’s name is _________. This is my younger cousin __________. (Edē mechime - mom’s sister’s son) This is my younger cousin __________. (Edē metu’e - mom’s sister’s daughter)

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 57: Add a Word



63: My, Your, His/Hers

117: Supper Time

Suggested activities from the Teachers’ Manual - Direct Acquistion Lesson Activities: 50: Disappearing Pictures

56: Class Mixer

58: MasterMind

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 1 SPEAKING

Tahltan Elders and Tāłtān Speakers

Language Cubes (large)

Landforms

Tahltan Children’s Illustrated Dictionary

Tahltan Language Dictionary: Local Flora & Fauna

Tahltan Intermediate Basic Lessons

Please see Appendix 2 for a complete annotated list of resources, including others that might apply to this level. Additional information will be provided as further resources are identified and developed. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

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Intermediate 2 Students can understand words, word-parts, phrases, and simple sentences related to everyday life and seasonal activities. Students can recognize key information and understand the main topic of what is being said.

CAN DO STATEMENTS  Students begin to recognize dah- "our/your (plural)", and hu- "their" .

TĀŁTĀN LANGUAGE SAMPLES dahta’– your father dahmā – our/your mother dahkime – our / your house hukime – their house Humā łādał. Their mom came here.

 Students can recognize dedini in context. 

dedini – he/she/that person/his/her/its

 Students begin to recognize words for cousins, nieces and nephews.

Dedini ja’ at’īn. That person is the one who did it. Dedini ja’aja. He/she did it. (It was him/her who did it.) (Dedini) espāne ja’at’ē. He/she is my friend. (pointing someone out) Dedinja’ Amy. She is Amy.

ests’ini – my relative / cousin Ests’ini es’eł ładadāł. My relative is coming with me. eszas’āt – my niece (woman’s brother’s daughter) eszedā – my nephew (woman’s brother’s son) Eszedā es̱ganh. My brother’s son is skinny. (female speaker) essāze – my niece (man’s sister’s daughter) esdāze – my niece / nephew (man’s sister’s child) (male speaker only) Esdāze es̱ganh. My nephew is skinny. (male speaker) ests̱i’e ~ es̱ts̱i’e – my niece (man’s brother’s daughter) esye’e ~ eshye’e – my nephew (man’s brother’s son)

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Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand expressions of regret or sympathy.

Esdi’eya’e ahāst’īn. My mind is sad about what I do to you. Esdẕē’ eya’e endaga. My heart is sad for you. Esdẕē’ nachitl. My heart is broken. Esdẕē’ nanchitl. You broke my heart. Esdi’eya’e dūda ent’īn. I’m sad (about) what you’re doing.

 Students can recognize common phrases about using the Tāłtān language.

Yēda eyāze hiyehdih? What does eyāze mean? Didi ______ ka’adih. It says ______. Dahdẕāhge ~ dahẕāke ka’dindih. Please say it in our language. Dahdẕāhge ~ dahẕāke hodindē. Say it in our language. / Speak our language. Dēnda dahdẕāhge ~ dahẕāke kode’i? Who is learning our language? Mēda dahdẕāhge ~ dahẕāke kēyehdī. Who’s teaching him our language? Tāłtān dẕāghe ~ ẕāke dischā. I love the Tāłtān language.

 Students can understand basic information about others’ activities, interests and preferences.

Ts̱edẕe edōne k’inhedā ~ k’inhedeł (TC) hiyenelīn. All the kids like to walk. Edlā łān soga eht’ēs̱. My mother cooks really well. Estsū dech’uwe yet’ēs̱. My grandma is cooking a porcupine. Estsū kedā ẕes̱ gha’īła. My grandma is working on a moose hide. Estsū kedā ẕes̱ es̱ts̱ē. (TC) My grandma is tanning a moose hide. Arden geshuk’a edū yenelīn. Arden doesn’t like bacon. Dēnda k’inadā enelīn? / Mēda yenelīn dedāhi. (TC) Who likes to walk?

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Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand when someone is asking for directions.

 Students can understand simple directions to get from one place to another.

Dene Haven k’age, tene huhłīn. / Dene Haven gah tene hulīn. (TC) Beside People’s Haven there is a road. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake. Eyinh hots’ih hochidīndał. From there you go down.

 Students can understand weather predictions for Dūgi ihtl’ēge, chā nadatl’eł. the immediate future. It’s going to rain tonight. Duli nodes̱t’īn. I wish it would clear up. (Kusā) chachā sade’ hohłe’in. (Maybe) tomorrow it will be sunny. Kusā chachā sadē odadīł. (TC) Maybe tomorrow it’s going to be sunny. Duli sā hūhłīn. I wish it would get sunny. Dūgi dẕenēs̱ hoti’e odadīł. (TC) Today it’s going to be nice.

 Students can understand the main idea and some details in familiar stories told by Elders.

Tsesk’iye chō ja’at’īn. Raven is the one that’s doing it. Tsesk’iye chō ja’ajā. Raven is the one that did it.

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Intermediate 2 CAN DO STATEMENTS  Students can recognize glottal stops (’) and glottalized sounds in context.

TĀŁTĀN LANGUAGE SAMPLES hots’i’ – to hots’ih – from ts’i’ene – weird, odd Tlī’ jije (ts’i’ene) deshjit. Dog berries smell bad (odd). Yēda koneh’īn? What is he looking for? Yēda koninhīn? What are you looking for?

 Students can understand descriptions of the place they live, and people they know.

Dūda aht’ē? What is it like? Łuwechōn gah dẕeł daduchō. At Iskut, the mountains are big. Tlēgo’in tene honejit. The Telegraph Creek road is scary. Łuwechōn uwet’ē nats’ih. It’s always windy at Iskut. Ēykene’dī Terrace nadeh. / Ekenehdī, Terrace nadē. (TC) My teacher is from Terrace.

 Students can understand personal descriptions of clothing, character and habits.

Et’āne eł mek’onehtsīn esēje. / Esēje, et’āne eł at’ē. (TC) My shirt has flowery print. Esdi’eti’e. I am good/kind. Uwet’e k’uk k’ehose. I always read books. Esjinh ~ esjini meneslin. / Meneslīn esjin. (TC) I like to sing. Dzah at’ē esjin. (TC) I sing very badly.

 Students can understand expressions of length.

Dūda ādēs̱? How long is it? Ts̱’ōs̱nān ādēs̱. It’s ten inches long. Esbēze da’ādes̱ ~ da’ādēẕi. My knife is this long. me’eł ets’ekā – ruler

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Intermediate 2 CAN DO STATEMENTS  Students can recognize word-parts that show where "I" or "you" do an action. 

locative prefixes: hodown naoff, around



adverb prefixes: anhome tinoutside

 Students can recognize dah- "us/you (plural)" and hu- "them" when used with postpositions.

TĀŁTĀN LANGUAGE SAMPLES Hok’edunts̱’īdi si’. You might fall down. Nak’edunts̱’īdi si’. You might fall off. Andindā. ~ Andīnya’. Go home. Dugi dẕenēs̱ andesał. Today I’m leaving. Tīdesāł. I’m going out. Tināndał. You are going out (taking off, leaving, pulling out). Tināndał! (You) take off! (You) go! (TC)

Dahgah s̱indah! Sit by us! Dahts’i’ dēsał. I’m going to walk to you. (pl.) Huts’i’ ēnti’e. Be kind to them.

 Students can understand who will do an action in Ts̱a’ nidēstīł etsukēdi kime. (TC) I’m going to pick up a plate at the store. the future. Ts̱’a’ łitadēsāł. I’m going to buy a plate. Esbē’e ts’i’ desał. I’m going to my aunt’s (father’s side). Meto’edēstāł. I’m going to count it. Tināndał. You are going back out again (taking off, leaving, pulling out). Tidīndāł. You are going out. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake. Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Ests’ini ~ Seski’e es’eł ładadāł. / Ests’ini es’eł dadał. My relative is going to come with me.

 With continuing support, students can understand who did an action in the past.

Łuwechōn hots’i’ deshya. He went to Iskut. Humā łādāł. Their mom came here.

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Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand questions about actions and events in the near future.

Chachā dūda adīnt’īl ~ adintīli? What are you going to do tomorrow? Dēnda chachā Łuwechōn hots’i’ hedadeł? / Chachā mēda Łuwechō hots’idadali. (TC) Who is going to Iskut tomorrow?

 Students can understand questions about habits.

K’as gahū endāna? / K’as̱ gahū endān. (TC) Do you ever drink coffee?

 Students can recognize endings for different kinds and numbers of objects in future sentences with "pick up".

Ēy ~ E gah nidēstēł. I’m going pick up that rabbit. (living thing) Eschā nidēstēł. I’m going to pick up my grandchild. (physically lift, not pick up in a car) Tāt’ē k’uk nidēslēł. I’m going to pick up three books. (plural objects)

 Students begin to recognize who is doing and receiving an action involving different kinds or numbers of objects.

Dahk’uge ts̱edẕe esghahlē. All of you give me your papers.

 Students can recognize endings for different kinds and numbers of objects in simple sentences with locations.

Mekina’et nenh k’eh s̱ehchūsh. Her jacket is on the ground. (Eyinh) s̱inhān. Leave it (over) there. (general) (Eyinh) s̱ehchūsh. Leave it (over) there. (soft object)

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Intermediate 2 SUGGESTED ACTIVITIES 

Students gather pencils, crayons, or markers and each fold a blank piece of paper into four squares. Students listen carefully as the teacher says a descriptive sentence in Tāłtān, and draw what they hear. Repeat for each square. Example Sentences: Esēje et’āne mek’onehtsīn / Esēje, et’āne eł at’ē. (TC) Esdẕē nachitl. Dūgi ihtl’ēge, chā nadatl’eł. Ts̱ē daduchō, Łuwechōn gah.

My shirt has flowery print. My heart is broken. It’s going to rain tonight. At Iskut, the mountains are big.

This activity is great for assessing students’ listening comprehension. (YNLC Activity 59, p. 68) 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 20: Do it First 86: Parachute 111: Whisper



45: Spin the Plate 103: Giving Directions 120: Signal

59: Draw the Picture 110: Stove Activity 121: Voting

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 20: TPR Quiz

23: Say-and-Lay

34: Twister

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 2 LISTENING

Tahltan Elders and Tāłtān Speakers

Tāłtān Language Apps

Basic Tahltan Conversation Lessons

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

ŁĒHCHŌ • EDULEDĀDE • Listening

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Intermediate 2

ŁĒHCHŌ • EDULEDĀDE • Speaking

Tāłtān K to 8 • 129

Intermediate 2 Students can exchange information about familiar topics using simple sentences. They can usually handle short social interactions in everyday situations by asking and answering simple questions. Students can tell short, simple stories they have practiced.

CAN DO STATEMENTS  Students can independently use me- to indicate "his" and "her" possessions and / or relatives.

TĀŁTĀN LANGUAGE SAMPLES memā – his/her mother mēkime? – whose house? mēli’e? – whose dog? Mēkime ja’at’ē. (TC) This is his/her house. Mets̱igha’ dadudēẕ ~ udes̱ (TC). His/her hair is long. Mepāne Łuwechōn hots’i’ deshya. His/her friend went to Iskut. Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot.

 Students can use appropriate words with me- to indicate "his" and "her" family members.

Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old. Mechime tas yeghanitān. His son gave him an arrow.

 Students can independently introduce others.

Espāne John ja’at’ē. This is my friend John. Dots’ih enpāne at’ē? (TC) Where is your friend from? Tlēgo’in hułin ~ hulin. He was born in Telegraph Creek.

 Students can ask and respond to questions about their own and others’ ages.

Edes łige eskhaye ~ esghaye. I am eleven years old. Ts̱’ōs̱nān mekhaye ~ meghaye. He/she is ten years old. Ts̱’ōs̱nān mek’ehkhaye. (TC) He is ten years old.

 Students can express regret or sympathy.

Eshya’e ~ Esdi’eya’e endaga. I’m sad for you.

ŁĒHCHŌ • EDULEDĀDE • Speaking

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Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can request permission.

Meneslīn ah’at desāł. I would like to go out there. Meneslīn ahde’e desā. I would like to go back there.

 Students can ask and respond to simple questions about their own wants and needs, health, activities, interests, and preferences.

Menenlīnā ~ Menlīn nahonyē (TC)? Do you want to play? Ē, meneslīn nahoshyeh. Yes, I want to play. Edū meneslīn nahoshyē. I don’t want to play. Ghanje ts̱en’ kah dinbedā? / Ghanje ts̱en’ k’ēdets̱’et? (TC) Are you hungry for goose meat? Soga ēnts̱et ~ ents̱edā? Did you eat well? Soga ēsts̱ēt. I ate well. Łan soga es̱its̱ēt. We ate really well. Dugī dẕenēs̱, soga anandīla? / Dūgi dẕenēs̱ soga anasdīł? (TC) Are you feeling better today? Menenlīn ninte’a? / Menlīn nintē? (TC) Do you want to sleep? Łakē dēk’āne enes̱idlīn. We want two sockeye. Menenlīn(ā) uhnt’eh hots’i’ dinya’a? Do you want to go fishing (right now)? Menenlīn(ā) uhnt’eh hots’i’ dunya’(i)? Do you like to go fishing (as a hobby)? Ē, meneslīn uhst’eh hots’i’ desā. Yes, (one of these days) I want to go fishing. Meneslīn esgendām k’edasesdā ~ k’edahsesdah. I like to ride my horse.

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Intermediate 2 CAN DO STATEMENTS  Students can ask and respond to simple questions about others’ feelings, likes and dislikes, wants and needs.

TĀŁTĀN LANGUAGE SAMPLES Travin medi’eya’e. Travin is sad. Travin dinbedā? Travin, are you hungry? Travin debet. Travin is hungry. Ē, tāẕeł yenelīn. Yes, he wants soup. Entsū dūda at’ē? How is your grandma? Estsū soga at’eh. My grandma is feeling better. Estsū soga anat’ē. My grandma is getting better. (Ts̱edẕe) edōne tlan hudīhge ~ hudīke. (All) the kids are happy. Dedi nedihchā He/she loves you. Sedihchā. He/she loves (really likes) me. Sedinchā You love me.

 Students can give a series of instructions for a routine procedure.

Tū dadēndos. You boil water. Tū dadenehdos. The water has boiled. K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot. Tū s̱ezeł mekēntl’īt ~ mekentli’īt (TC). Pour hot water in. Edū nadi’i anlē. (TC) Don’t make it strong. Kuji dīghi aslah. Now I’ve made tea. Dīghi ahdān. / Ts̱edẕe dīghi ahdān. (TC) You all drink tea. Eyīnh k’uk’ā shūgā eł. / Ah’at k’uk’ā, shugā s̱elah. (TC) Cups and sugar are over there.

 Students can describe the weather in past.

Ekuh khaye łān ẕas̱ na’denedū. Last winter, it snowed a lot. Ekuh khaye ẕas̱ nadenes̱don’. (TC) Last winter, it snowed a lot. Ekuh khaye nadenes̱don! Last winter it snowed lots!

 Students can recite a common Tahltan story in 23 sentences.

 Students can pronounce Tāłtān vowel sounds combined with h, y and ’.

ah, eh, ih, oh, uh, ay, ey, iy, oy, uy, a’ e’ i’ o’ u’

ŁĒHCHŌ • EDULEDĀDE • Speaking

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Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe the place they live and people they know, with support.

Ēy ~ E menh tl’īshde ~ tl’īchde modat’īn(i). The lake is green. Ts̱ē daduchō. The rocks are big. Ēy ~ E eghadēn uk’odle ~ uhk’odle. The woman is short. Edlā mets̱igha’ udes̱. My mom’s hair is long. Edlā mets̱igha’ łan udes̱. My mom’s hair is very long.

 Students can talk about counting.

Yeto’edēhtā. He/she is counting it. Yeto’edetān. He/she counted it. K’at yeto’edetān. He/she counted it already. Meto’edēstāł. I’m going to count it.

 Students can ask and answer questions about how much something costs.

 Students can use time phrases to describe when an action is done.

dok’eh – when? Ents̱eh nēstēł. I’m going to bed before you. Dīghi esdān tl’ā nēstēł. I’m going to bed after I drink tea. Kuji dīghi desdīł. I’m going to drink tea now. dūda ahodēs̱? – how long? Dūda ahodēs̱ dīghi dindīlī? How long are you going to drink tea for? Dūda ahodēs̱ enlīni? How long are you going to dance for? Dūda ahadēs̱i ents’ey? How long are you going to cry for?

ŁĒHCHŌ • EDULEDĀDE • Speaking

Tāłtān K to 8 • 133

Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe who is doing an action using common classroom verbs with locations.

Amy eł Claire dīghi hedān. Amy and Claire are drinking tea.

 With continuing support, students can say what they are going to do in the future.

Dugi dẕenēs̱ ges̱ kah udēst’ēł. Today I’m going to fish for king salmon. Nōdesdił. I’m quitting now. Nodīdił. (TC) We are going to quit.

 With continuing support, students can express who did an action in the past, using memorized forms of common verbs.

Nōdīndījā? Did you quit? Nōdidīja? Did he quit? K’uk nihidi’ān. They took the book. K’uk nidis̱i’ān. We took the book. K’uk nidah’ān. You two took the book.

 Students can ask and answer questions about actions and events.

Dūda menlīn ant’īn? / Dūda menlīne adindīl(i)? What do you want to do? De’eda dindāl(i)? Where are you going? Yēda koninhīn? What are you looking for? Ninhīnā? Did you see (it)? Gahū endāna? Do you drink coffee? Dēnda jije tu’ hedān? / Mēda jije tu’ edān? (TC) Who drinks juice? Dēnda kidzōk’eh _______ hats̱ēt? Who ate ______ yesterday? Eyinh bede nades̱tl’īt. Right there the food is spilled. Yē khih k’inabē ~ k’inabēhi? Which animals swim? Yē khih k’inat’ah? Which animals fly? Yē khih k’inagoch? Which animals walk around on all fours?

 With support, students can express who is doing and receiving an action involving different kinds or numbers of objects.

K’unts esghanā. Pass me a potato. K’unts meghanā. Pass her a potato. Gwātā enghōs’ā. I’ll give you a quarter. Danāshu enghōs’ā. I’ll give you fifty cents.

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Tāłtān K to 8 • 134

Intermediate 2 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can independently use endings for liquids and containers in simple sentences with "give", "pick up", "put", and "bring".

Tū esghankā. Give me water. (open container)

 With support, students can use endings for different kinds and numbers of objects in simple sentences with locations.

Mekina’et āhde’e s̱ehchūsh. Her jacket is back there. Mek’ūk’āhe nenh k’eh s̱e’ān. Her cup is on the ground. Et’a’a nenh k’eh s̱etān. The board is on the ground. (long solid object) Eyinh nenh k’eh bede s̱ekān. Right there, the food is sitting on the ground.

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Tāłtān K to 8 • 135

Intermediate 2 SUGGESTED ACTIVITIES 

Have the class sit in a circle. The students start passing a paper bag with objects or images in it around the circle. (For a faster-paced game, use more than one bag.) The teacher plays music (drum, stereo, or class singing), stopping once in a while. When the music stops, the student holding the bag takes an item from it and uses it in a sentence – for example: Ēy ~ E menh tl’īshde ~ tl’īchde mōdat’ini. The lake is green. Ts̱ē daduchō. The rocks are big. Meneslīn esgendām k’edasesdā ~ k’edahsesdah. I like to ride my horse. (YNLC Activity 35, p. 45)



Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 11: Board Games 61: Monsters 85: Picture Cube Games 101: Squirrel Game



35: Musical Bag 63: My, Your, His/Hers 87: Spoon Game 108: Verb Bee

42: Numbers 67: Store/Trading Post 94: Possessive Game 109: Verb Game

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 18: Searchlight 54: Ask-Each-Other

38: Shotgun 57: Go Fish

46: What’s Missing 61: Dialog

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 2 SPEAKING

Tahltan Elders and Tāłtān Speakers

Grade 5 Tahltan Curriculum

Squirrel Game

Tahltan Children’s Illustrated Dictionary

Language Cubes (large)

Yukon Native Language Centre Verb Game

ŁĒHCHŌ • EDULEDĀDE • Speaking

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Intermediate 2

ŁĒHCHŌ • ET’ĀNE • Listening

Tāłtān K to 8 • 137

Intermediate 3 Students can understand new phrases and sentences with familiar vocabulary, based on common Tāłtān language patterns. Students can recognize and understand language they have learned for specific topics or purposes. They continue to memorize new words and phrases.

CAN DO STATEMENTS  Students can recognize dah- "our/your (plural)", and hu- "their" .

TĀŁTĀN LANGUAGE SAMPLES dahtsū – our/your grandmother dahli’e – our/your dog huli’e – their dog Dahbāde detl’īshde. Our mitts are blue. Hubāde ja’at’ē. Those are their mitts. Sophia hutu’e. Sophia is their daughter.

 Students begin to recognize that de- is also used to indicate "his/her".

Mepāne andeshya. His/her friend went home. Depāne andesjah. (TC) His/her friend went home. Depāne andet’in. She took her friend home.

 Students can independently recognize words for cousins, nieces and nephews.

 Students can recognize words for relatives on their mother’s side.

edē – aunt (mother’s sister) edes̱e – uncle (mother’s brother) ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child) edāde – older sister / mother’s sister’s daughter ediye – older brother / mother’s sister’s son esdēdze – my younger sister / mother’s sister’s daughter eschidle ~ eshchidle – my younger brother / mother’s sister’s son

 Students can recognize words for "our/your (plural)" and "their" family members.

dahmā – our mother humā – their mother

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand introductions and simple descriptions of kinship ties.

 Students can tell when someone is making, accepting or declining a suggestion or request.

Chachā łuwe as̱it’ē. / Chachā łuwe kah us̱it’ē. (TC) Let’s go fishing tomorrow. Łuwe enlīnā ~ enlīn (TC)? Would you like some fish? Edū meneslīn łuwe ests̱ets̱. I don’t want to eat fish. Edū meneslīn enzihge ast’īn. / Edū meneslīn ents’inasdi’. (TC) I don’t want to help you.

 Students can understand when someone describes their ability with the Tāłtān language.

Dah dzāhge kodesī. I’m learning our language. Da’ātso dah dẕāhge hodesē. / Dahẕāke da’ātso hodesē. (TC) I speak a little bit of our language. Didene k’eh hodesē. I speak our language (these people’s / Aboriginal language). Tāłtān k’eh hodesē. I speak the Tahltan language. Me’esdih dūda adindih. I understand. / I know what you said.

 Students can understand when others talk about short-term plans.

Meneslīn k’unts est’ēẕI ~ est’ēs̱.(TC) I want to cook potatoes. Dūgi khihgah meneslīn k’unts est’ēẕi ~ est’ēs̱ (TC). This evening I want to cook potatoes. Chachā edū meneslīn ke’etsehdī kime hots’i’ desā. / Chachā edū meneslīn ke’etsehdī kime nadesā (nadesdā). (TC) I don’t want to go to school tomorrow. Ekukh chachā de’eda dīndāli ~ dīndal (TC)? Where are you going tomorrow next day? (the day after tomorrow) Dēnda ________ łān enelīn? / Mēda ________ łān yenelīn. Who really likes to _________?

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 CAN DO STATEMENTS  Students can understand simple explanations of why someone likes or dislikes something.

TĀŁTĀN LANGUAGE SAMPLES egha – because Ut’ē łān meneslīn egha łuwe ests̱edẕi meneslīn! I really like fishing because I like to eat fish! Geshuk’a edū meneslīn egha tīye eł kūhk eł aht’ē. I don’t like bacon because it’s made with too much salt. Geshuk’a edū meneslīn egha tīye eł kukh yek’ēts’et. I don’t like bacon because there’s too much salt in it.

 Students can follow a short series of instructions. Esdaga ets̱en’ s̱idinkā. Fry some meat for me. Da’ātso mekēntl’it ~ mekentl’īt (TC). Pour a little bit (of liquid) into it. Ānī edints̱eł ~ edīns̱eł. Come, you’re going to eat. Enghu’ ke’ēndē ~ k’e’indē (TC). Brush your teeth. Me’eł esghu’ k’e’esdē esghantī. / Enghu’ k’e’indē eł esghāntī. (TC) Pass me my toothbrush. Kuji nodīyēł. Now we are going to play that game. Hodīdzi nānẕet. Stand in the middle. (to one person)

 Students can understand the basic meanings of the Tāłtān month names.

Hosteł isā, dūda anhodē? What happens in September? Hostēł isā. Groundhogs are getting fat. Gah ’ughās̱ ~ ’ughāẕ. Rabbits chew on bark. (December) Khayo dīdẕe. It’s the middle of winter. (January)

 Students can understand and appreciate the main idea and key details in familiar stories told by Elders.

 Students can recognize contracted forms.

de’eda ~ dēda? – where?

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand descriptions of what someone is like.

Esdēdze uwet’ē eseł nadōdeyēh. My little sister always jokes around with me. Ēykene’dī di’eti’e / Ekenehdī medi’ eti’e. (TC) Your teacher is nice. Ts̱edẕe edōne eti’e. They’re all good kids. Ts̱edẕe edōne dah eti’e. (TC) You are all good kids. Ēy ~ E utsedle monelīne. The little one is pretty. (e.g., puppy)

 Students can understand expressions of length and distance.

Da’ādēẕ, me’eł ets’ekā ghāge. By the ruler, it’s this long. Da’ādēẕ, edēs nāsłakē. It’s this long: seventeen (inches). Nits̱ās̱ gadēstīł. I’m going to run a really long (far) way. _________, jāni hots’ih edū nis̱āts̱. _________ is not far from here. Kitwanga edū nis̱ats̱ (TC) Kitwanga’s not far. Tānzilla hots’i’ nis̱āts̱. / Tanzilla łan nis̱ats̱. (TC) It’s a long way to Tanzilla.

 Students can recognize word-parts that show where an action is done. 

locative prefixes: hodown naoff, around



adverb prefixes: anhome tinoutside yainside tl’an- turn, spin in one place

Eyinh nadahyah. They’re all standing around there. Eyinh ts̱edẕe naheẕet. (TC) They’re all standing over there. Hodischā. I love it (a place). Hodischā Kamloops. I love Kamloops. Łān hodischā Tāłtān. I really love Tahltan (a place). Andūt’azi. Let’s go home. (2 people) Tindīdeł. Let’s go outside. / We’re all taking off, leaving. (3+ people) Yandūt’azi. Let’s go inside. (2 people) Yandīdeł. Let’s go inside. (3+ people). Yandīt’as. (TC) We’re going inside.

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 CAN DO STATEMENTS  Students can understand phrases containing any or all of the following information: who, what, when, where, how.

TĀŁTĀN LANGUAGE SAMPLES Estsū dech’uwe eht’ēs̱. My grandma is cooking a porcupine. Dekē koneh’īn. He’s looking for his shoe(s). Dzime tīye ejinh. The bird is singing too much. Dzime łān ejinh. The bird is really singing lots. Eskime gah, ēy ~ e dzime tīye ejinh. The bird is singing too much, by my house. K’at yeto’edetān. He/she counted it already. Dūda ahoyē? What is the place called? Dūda ahuyē? (TC) What do you call that place? Mēda eł eyinh nadindā? / Mēda eł dīndali? (TC) Who do you go over there with? Dōk’eh (dah) eyinh nadindā? / Dok’eh mets’idīndali? (TC) When do you go over there?

 Students begin to recognize differences between past and present forms.

Tiye łedihi es̱ts̱ets̱. I’m eating too much candy. Tiye łedihi yēsts̱ēt. / Tīye łedhihi yests̱ēt. (TC) I ate too much candy.

 Students can understand who will do an action in Sin(i) ōst’īn. / Sini adestīł. (TC) I will do it (now). the immediate future. Nin(i) ōnt’īn. / Nini adintīł. (TC) You will do it (now). Dedini ōt’īn. / Dedini adatīł. (TC) He/she will do it (now). Dakhuni ōt’īn. / Dakhuni adītīł. (TC) We will do it (now). Let’s do it. Ts̱edẕe ah’tīn. / Ts̱edẕe adītīł. (TC) You all will do it. Ts̱edẕe adahet’īn. They all will do it. Hededini ahut’īn. Let them do it. / They will do it.

 Students can understand who did an action in Ēy ~ E ets̱en’ yēsts̱ēt. I ate the meat. the past, with common verbs (eat, go, make, do). Ēy ~ E ets̱en’ yints̱ēt. You ate the meat. Ēy ~ E ets̱en’ yats̱ēt. He/she ate the/that meat. Sas ts̱en’ yats̱ēt. He/she ate bear meat.

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES Ts̱edẕe dahkāle s̱its̱ets̱. We all ate raspberries. Dahkāle s̱its̱ets̱. We (2+) ate raspberries. Dahkāle das̱īts̱ēt. (TC) We ate raspberries. Ts̱edẕe dahkāle yahts̱ēt ~ dahiyats̱ēt (TC). You all ate raspberries. Ts̱edẕe dahkāle hiyats̱ēt. They all ate raspberries. Łakē łuwe s̱its̱ets̱. We (2) ate two fish. Łakē łuwe yahts̱ēt. You (2) ate two fish together. Łuwe hats̱ēt. They (2+) ate fish. Łuwe hēyits̱ēt. (TC) They ate fish.

 Students can understand questions about actions and events in the present and past, including time phrases.

Mēda jān(i) at’īn(i)? Who is here? Yēda koninhīn? What are you looking for? Yēda koneh’īn? What is he/she looking for? Kidzōk’eh dūda ant’īn(i)? What did you do yesterday?

 Students can recognize endings for different kinds and numbers of objects in sentences with "buy".

Ēch łitadēschūsh. I’m buying a shirt. Gahu łitadeskā. I’m buying a coffee. Tl’i’ łitadestē. I’m buying a dog. Ūnā łitadestī. I’m buying a gun. Bede utlān łitadeslē. I’m buying lots of food. K’uk łitadesā. I’m buying a book.

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3 SUGGESTED ACTIVITIES 

The teacher says four words or phrases in a row while the class listens carefully. The students try to identify which word or phrase is different from the other three. This activity can be used to assess students’ comprehension of different topics or grammar points. For example, for checking students’ learning of pronouns, use examples like these: a) dahtsū – our/your grandmother b) dahli’e – our/your dog c) huli’e – their dog d) dahchime – our/your son

Answer: huli’e

To check students’ listening comprehension for verb forms, use examples like these: a) Ēy ~ E ets̱en’ yēsts̱ēt. I ate the meat. b) Ēy ~ E ets̱en’ yints̱ēt. You ate the meat. c) Tiye łedihi yēsts̱ēt. / Tīye łedhihi yests̱ēt. (TC) I ate too much candy. d) Et’āne yēsts̱ēt. I ate salad. 

(YNLC Activity 37, p. 47)

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 37: What Doesn’t Belong? 54: True or False?



Answer: Ēy ~ E ets̱en’ yints̱ēt.

39: Find a Chair 74: Bean Bag Toss

46: Travel 116: Listening Exercises

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 24: Stick Game Pointers

25: Swatters

33: Crossover

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 3 LISTENING

Tahltan Elders and Tāłtān Speakers

Tāłtān Language Apps

Basic Tahltan Conversation Lessons

Ta’s̱ilah

Dene Tsedle Kedā Kah Ejidedāł

Łuwe Ek’ānh Khidi

ŁĒHCHŌ • ET’ĀNE • Listening

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Intermediate 3

ŁĒHCHŌ • ET’ĀNE • Speaking

Tāłtān K to 8 • 145

Intermediate 3 Students can converse on familiar topics, and tell simple stories, using a few sentences at a time, given time to prepare and rehearse. Students can build simple sentences in new contexts, using familiar and new vocabulary, phrases, word-parts and sentence patterns.

CAN DO STATEMENTS  With support, students can use dah- and hu- to indicate "our", "your (plural)", and "their" possessions and / or relatives.

TĀŁTĀN LANGUAGE SAMPLES dahta’– your father dahmā – our/your mother dahkime – our / your house hukime – their house Humā łādał. Their mom came here.

 Students can independently use appropriate words for relatives on their mother’s side.  Students can introduce themselves, giving details about kinship ties.

 Students can express regret or sympathy.

 Students can assist others with language.

Yēda eyāze hiyehdih? What does eyāze mean? Didi ______ ka’adih. It says ______. Dahdẕāhge ~ dahẕāke ka’dindih.. Please say it in our language. Dahdẕāhge ~ dahẕāke hodindē. Say it in our language. / Speak our language. Dēnda dahdẕāhge ~ dahẕāke kode’i? Who is learning our language? Mēda dahdẕāhge ~ dahẕāke kēyehdī. / Who’s teaching him our language? Tāłtān dẕāghe ~ ẕāke dischā. I love the Tāłtān language.

ŁĒHCHŌ • ET’ĀNE • Speaking

Tāłtān K to 8 • 146

Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can share information about others’ activities, interests and preferences.

 Students can ask for and give directions to get from one place to another.

Dūda eyinh ładēsał Łuwechōn? How do I get to Iskut? Dūda Prince Rupert ts’idēsał? (TC) How do I get to Prince Rupert? Allan edīda menh? / Allan menh idīda? (TC) Where is Allan Lake? Dūda Allan menh ts’idēsał? How do I get to Allan Lake? Dūda eyinh ładēsał? How do I get over there? Dene Haven k’age, tene huhłīn. / Dene Haven gah tene hulīn. (TC) Beside People’s Haven there is a road. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake. Eyinh hots’ih hochidīndał. From there you go down.

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe expected weather in the immediate future.

Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Duli nodes̱t’īn. I wish it would clear up. (Kusā) chachā sade’ hohłe’in. (Maybe) tomorrow it will be sunny. Kusā chachā sadē odadīł. (TC) Maybe tomorrow it’s going to be sunny. Duli sā hūhłlīn. I wish it would get sunny. Dūgi dẕenēs̱ hoti’e odadīł. (TC) Today it’s going to be nice.

 Students can tell a short story with a series of simple, common sentences that they have practiced and memorized.

Dzime kuwāgi enehitl. A bird hit the window. Ekuh s̱a’e … A long time ago … Tsesk’iye chō ja’at’īn. Raven is the one that’s doing it. Tsesk’iye chō ja’ajā. Raven is the one that did it.

 Students can pronounce ł, tl, kh, gh, ts̱, dẕ, nh, yh.

Sehtsetl. It’s wet.

Sezeł.

khēł – trap

gēł – to pack

menh – lake

tenh – ice

It’s hot. gwēł – a bag

 Students try to pronounce unfamiliar words independently.

Ho’idēsts̱’et. I’m tired (physically).

 Students can independently describe the place they live and people they know.

Dūda aht’ē? What is it like? Eskime detl’īshde mōdat’ini. My house is blue. Łuwechōn gah dẕeł daduchō. At Iskut, the mountains are big. Tlēgo’in tene honejit. The Telegraph Creek road is scary. Ēy ~ E ts̱ē Tuhtseyh ghuda’ uchoh. The mountain Loon Beak is big. Ts̱ē chō ja’ Ts̱ēghadetsen’ hiyehdi. The big mountain is what they call Stingy Mountain. Espāne da’ādes̱. My friend is this tall.

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe their own clothing, character and habits.

Esēje mekonesgits. There’s writing on my shirt. (Literally: Someone wrote on my shirt.) Et’āne eł mek’onehtsīn esēje. / Esēje, et’āne eł at’ē. (TC) My shirt has flowery print. Ishkadi asjah. I am crazy. Ishkadi asdił. I am getting crazy. Esdi’eti’e I am good/kind. Edū sadesdih. I am not high-tone (snooty). Uwet’e k’uk k’ehose. I always read books. Esjinh ~ esjini meneslin. / Meneslīn esjin. (TC) I like to sing. Dzah at’ē esjin. (TC) I sing very badly.

 Students can express simple measurements.

me’eł ets’ekā – ruler Dūda ādēs̱? How long is it? Ts̱’ōs̱nān ādēs̱. It’s ten inches long.

 Students can use appropriate word-parts to show where "I" or "you" do an action. 



locative prefixes: hodown naoff, around adverb prefixes: anhome tinoutside

 Students can use pronouns with postpositions.

Hok’edunts̱’īdi si’. You might fall down. Nak’edunts̱’īdi si’. You might fall off. Andindā. ~ Andīnya’. Go home. Dugi dẕenēs̱ andesał. Today I’m leaving. Tīdesāł. I’m going out. Tināndał. You are going out (taking off, leaving, pulling out). Tināndał! (You) take off! (You) go! (TC)

Esgah s̱indah! Sit by me! Dahgah s̱indah! Sit by us! Ents’i’ dēsał. I’m going to walk to you. (sg.) Dahts’i’ dēsał. I’m going to walk to you. (pl.) Mets’i’ ēnti’e. Be kind to him/her. Huts’i’ ēnti’e. Be kind to them.

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Intermediate 3 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can express who will do an action in the Ts̱a’ nidēstīł etsukēdi kime. (TC) future. I’m going to pick up a plate at the store. Ts̱’a’ łitadēsāł. I’m going to buy a plate. Esbē’e ts’i’ desał. I’m going to my aunt’s (father’s side). Meto’edēstāł. I’m going to count it. Tināndał. You are going back out again (taking off, leaving, pulling out). Tidīndāł. You are going out. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake. Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Ests’ini ~ Seski’e es’eł ładadāł. / Ests’ini es’eł dadał. My relative is going to come with me.  With support, students can express who did an action in the past, using memorized forms.

Łuwechōn hots’i’ deshya. He went to Iskut. Humā łādāł. Their mom came here

 Students can ask and answer questions about actions and events in the near future.

Chachā dūda adīnt’īl ~ adintīli? What are you going to do tomorrow? Gendām dek’al edehił hotsʼih dideł. We (2+) are going to Whitehorse for hockey. Dēnda chachā Łuwechōn hots’i’ hedadeł? / Chachā mēda Łuwechō hots’idadali. (TC) Who is going to Iskut tomorrow?

 With support, students can express who is doing and receiving an action involving different kinds or numbers of objects.

Dahk’uge ts̱edẕe esghahlē. All of you give me your papers.

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TĀŁTĀN LANGUAGE SAMPLES

 Students can appropriately use endings for different kinds and numbers of objects in future sentences with "pick up".

 Students can independently use endings for different kinds and numbers of objects in simple sentences with locations.

Mekina’et nenh k’eh s̱ehchūsh. Her jacket is on the ground. (Eyinh) s̱inhān. Leave it (over) there. (general) (Eyinh) s̱ehchūsh. Leave it (over) there. (soft object)

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Intermediate 3 SUGGESTED ACTIVITIES 

Divide the students into teams. Put up a clothesline in the classroom and pin review pictures onto it. Students have to pick a picture and say a sentence about it in order to get a point for their team. Example: Estsū kedā ẕes̱ gha’īła. My grandma is working on a moose hide.

(YNLC Activity 34, p. 44) 

Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 21: Answer First 36: Musical Stick 79: Café 100: Spinner Game



29: Ouch 57: Add a Word 84: Bean Bag Concentration 08: Verb Bee

34: Clothespins 58: What am I Drawing? 94: Possessive Game 109: Verb Game

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 43: Either/Or TPR 56: Class Mixer

45: Sequence Swap 58: MasterMind

50: Disappearing Pictures 62: Question Circle

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 3 SPEAKING

Tahltan Elders and Tāłtān Speakers

Tahltan Children’s Illustrated Dictionary

Language Cubes (large)

Yukon Native Language Centre Verb Game

Basic Tahltan Conversation Lessons

Talhtan Language Dictionary: Local Flora & Fauna

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Intermediate 3

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Intermediate 4 Students can understand new phrases on everyday and cultural topics, in conversation or when listening to a story. Students can translate simple oral messages from Tāłtān to English and English to Tāłtān.

CAN DO STATEMENTS  Students can recognize dahkhuni in context. 

TĀŁTĀN LANGUAGE SAMPLES Edū dakhunī ja’ ~ ja’atē (TC). It’s not ours. Dakhuni ot’in. We(’re the ones who) will do it (now).

dahkhuni – we / us / ours / ourselves / you all / yours / yourselves

 Students can recognize the uses of me- and deto indicate "his/her" in the context of conversation or stories.

 Students can recognize words for relatives on their father’s side.

estā – my uncle (father’s brother) esbē’e – my aunt (father’s sister)

 Students can recognize words with me- and deindicating "his/her" family members in context.

Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot. Deta’ eł ejinjāya ~ ejideshyah. He’s hunting with his father. Detu’e łān dihchā. She really loves her daughter Ēy ~ E t’ēde demā ts’inādi’. The girl is helping her mother. Ēy ~ E t’ēde dechidle nohoyē yeneh’īn. The girl is watching her brother play. Deta’ eł tsets det’ās̱. He’s cutting wood with his father. E eskiye dedēdze eł nahoyeh (I) ~ nahoyē (TC, DL). The boy is playing with his sister.

 Students can understand descriptions of how people are related.

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can recognize and respect dialects.

Ēy tsesk’iye gat k’age s̱edah. (I) / Ets’esk’iye gat gah s̱edah. (TC) The crow is sitting beside the tree.

 Students can understand more complex phrases about feelings and emotions

Sadist’eh yeninzenā? Do you feel sorry for me?

 Students can understand why someone likes or dislikes something.

ēy ghajah – that’s why Eyinh kōnelīn eghahja hodischā. / Jān kōnelīn ēghahja’ hodihchā. (TC) It is beautiful over there; that’s why I love it.

 Students can follow a series of instructions for a procedure (e.g., lighting a campfire).

 Students can understand times, dates, and weather information in context.

Ah’ene hoti’e de’ Tuesday estsū ładadāł. If the weather is good on Tuesday, my grandma is coming. Hoti’e dẕenēs̱ estsū ładadāł. (TC) If it’s a good day, my grandma is coming.

 Students can understand detailed explanations of the Tāłtān month names.

Dūda ahedih? What do they say? / What does it say? Dūda ahodī? What does it mean? Hostēłisā dedīye nehts̱eni anadē. In September, the groundhogs are getting fat.

 Students can understand and appreciate familiar stories told by Elders.

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand what something is used Yēdaga? What’s it for? (What for? Why?) for in familiar contexts (kitchen, campsite), with Kon’ olē daga. It’s for making fire. visual support. Kudeskātl me eł. I’m going to make fire with it. Ek’uk’ me eł kudeskātl. I’m going to make fire with that paper.

 Students can understand more complex expressions of number and time.

Dūda anet’ē dene chitles̱dēdli? How many people are gathered? Uhutlān. There’s lots. Da’hatso eyinh hots’i’ desał. I’m going over there for a little while.

 Students can understand questions and simple Yē ghah …? Why …? explanations about the purpose or reasons for an action. Yē ghah ka’ adindih? Why do you say that? Yēkah esdah hodindēhi? (TC) Why are you talking about me? Yēkah na’edlok ~ na’edlogi? Why is she laughing? Yēkah dah endi’eya’e? What are you sad about? Yēkah uts’ikēdi kime hotsī’dindāł? / Yēkah etsukēdi kime hotsī’ dindāł? (TC) What are you going to the store for? K’unts łitadēslē. I’m going to buy potatoes. Yēkah ant’ini? Why are you doing that? Yē ghah da’ medi eya’e? / Yē ghah dah medi eya’e? Why is he sad? Melī’e tas̱es̱’ān’ ~ tas̱ets̱’ān’. His dog died. Yēkah edōne etsey? Why is the baby crying? Edōne debet. The baby is hungry. Demā gha’ ets’ey. (TC) He’s crying for his mom.

 Students can recognize differences between past Łakē łuwe s̱its̱ēts. / Łakē łuwe dadīts̱ets̱. (TC) and present forms. We’re eating two fish. Dahkāle s̱its̱ets̱. We (2+) ate raspberries. Dahkāle das̱īts̱ēt. (TC) We ate raspberries. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can understand who will do an action in Dijīł. / Dadījīł. We’re going to sing. the future. Humā łādadał. Their mom is going to come. Dok’eh Łuwechōn hots’i’ dīndali? / Dok’eh Łuwechō hots’idīndał. (TC) When are you going to Iskut? Sogā dis̱eł ~ edīts̱eł. We’re going to eat well. Edints̱eł ~ Edīns̱eł. You’re going to eat.

 Students can understand who did an action in the past, with a greater range of verbs.

Dahjinhi. You (pl.) sang. Humā łādał. Their mom came. Hok’edisgats̱. I slipped. Hok’edigats̱’. He/she slipped. Dedīye s̱īht’eh. I cooked a groundhog. Dech’uwe s̱et’eh. The porcupine is cooked. Dech’uwe yet’eh. She cooked a porcupine. Yenes̱’i’. He stole it.

 Students can understand questions about how something works in familiar contexts, with visual support.

Dūda ats’ehīn? What do you do with it?

 Students can recognize endings for different kinds and numbers of objects in future sentences with "buy".

Ēch łitadeschish. I’m going to buy a shirt. Tsa’ łitadesāł. I’m going to buy a plate. Kē łitadesāł. I’m going to buy shoes. Didi łitadesāł. I’m going to buy this. Dih łitadesāł. I’m going to buy chicken.



use -tī for a bag of sugar, flour or rice

K’unts łitadēslēł. I’m going to buy potatoes. Łedihih łitadēslēł. I’m going to buy lots of candy. Āh łitadēslēł. I’m going to buy snowshoes. Una łitadēstīł. I’m going to buy a gun. Shūgā łitadēstīł. I’m going to buy (a bag of) sugar. Tl’i’ łitadēstēł. I’m going to buy a dog. Mashmash łitadēstēł. I’m going to buy a cow. Ēy ~ E dih łitadestēł. I’m going to buy a live grouse or chicken. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

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Intermediate 4 SUGGESTED ACTIVITIES 

Make a starting line with tape, and have students stand behind it. Place objects or flashcards around the classroom or a designated area outside to make something like an obstacle course. Students will complete the obstacle course individually or in small groups. The teacher will orally give instructions/directions that the students will follow. If students make a mistake, they will be asked to return to the beginning, and the next student or group will attempt the course. (YNLC Activity 103, p. 105) Example Directions: (to one person) Hostsʼitsʼi yindāł. Bēs ts̱’ene yindāł. Gāẕa ninīnh. Ēy ~ E gāẕa ts’i’ yindāł. Echine kāge honinhīn. Echine kāge s̱indah. Ładadūẕ k’āge nānẕet. Dudindā! Āni!



Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 20: Do it First 59: Draw the Picture 116: Listening Exercises



Walk to your left. Walk to your right. Look at that jackpine. Walk to that jackpine. Look on the stump. Sit on the stump. Stand beside the cottonwood tree. Stop! Come here!

37: What Doesn’t Belong? 103: Giving Directions 120: Signal

54: True or False? 111: Whisper 121: Voting

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 20: TPR Quiz

23: Say-and-Lay

34: Twister

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 4 LISTENING

Tahltan Elders and Tāłtān Speakers

Kuji K’at Dahdahwhesdetch

Tahltan Language Lessons

Basic Tahltan Conversation Lessons

Ta’s̱ilah

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Intermediate 4 Students can converse on familiar topics, and retell familiar stories they have practiced, using a series of sentences. Students can usually express what they want to say about themselves, their everyday lives, and their cultural experiences. Students can build sentences in new contexts, using familiar and new vocabulary, phrases, word-parts and sentence patterns.

CAN DO STATEMENTS  Students can independently use dah- and hu- to indicate "our", "your (plural)", and "their" possessions and / or relatives.

 Students can use appropriate words for cousins, nieces and nephews.

ests’ini – my relative / cousin Ests’ini es’eł ładadāł. My relative is coming with me. ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child) estu’e – my daughter, my niece (woman’s sister’s daughter) eschime ~ eshchime – my son, my nephew (woman’s sister’s son) eszas’āt – my niece (woman’s brother’s daughter) eszedā – my nephew (woman’s brother’s son) essāze – my niece (man’s sister’s daughter) esdāze – my niece / nephew (man’s sister’s child) (male speaker only) ests̱i’e ~ es̱ts̱i’e – my niece (man’s brother’s daughter) esye’e ~ eshye’e – my nephew (man’s brother’s son)

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can use appropriate words for "our", "your (plural)" , and "their" family members.

dahmā – our mother dahtsū – our/your grandmother humā – their mother

 Students can make suggestions and requests.

Chachā łuwe as̱it’ē. / Chachā łuwe kah us̱it’ē. (TC) Let’s go fishing tomorrow. Łuwe enlīnā ~ enlīn (TC)? Would you like some fish?

 Students can express their ability with the Tāłtān language.

 Students can talk about short-term plans.

Meneslīn k’unts est’ēẕI ~ est’ēs̱.(TC). I want to cook potatoes. Dūgi khihgah meneslīn k’unts est’ēẕi ~ est’ēs̱.(TC) This evening I want to cook potatoes. Chachā edū meneslīn ke’etsehdī kime hots’i’ desā. / Chachā edū meneslīn ke’etsehdī kime nadesā (nadesdā) (TC) I don’t want to go to school tomorrow. Ekukh chachā de’eda dīndāli ~ dīndal (TC)? Where are you going tomorrow next day? (the day after tomorrow)

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can give reasons why they like or dislike Dēnda ________ łān enelīn? / something. Mēda ________ łān yenelīn. Who really likes to _________? egha – because Ut’ē łān meneslīn egha łuwe ests̱edẕi meneslīn! I really like fishing because I like to eat fish! Geshuk’a edū meneslīn egha tīye eł kūhk eł aht’ē. I don’t like bacon because it’s made with too much salt. Geshuk’a edū meneslīn egha tīye eł kukh yek’ēts’et. I don’t like bacon because there’s too much salt in it.

 Students can independently give instructions.

Esdaga tak’atl gha’ēnt’ē. Thread the needle for me. Esdaga ets̱en’ s̱idinkā. Fry some meat for me. Da’ātso mekēntl’it ~ mekentl’īt (TC). Pour a little bit (of liquid) into it. Ānī edints̱eł ~ edīns̱eł. Come, you’re going to eat. Enghu’ ke’ēndē ~ k’e’indē (TC). Brush your teeth. Me’eł esghu’ k’e’esdē esghantī. / Enghu’ k’e’indē eł esghāntī. (TC) Pass me my toothbrush. Kuji nodīyēł. Now we are going to play that game. Hodīdzi nānẕet. Stand in the middle. (to one person)

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Intermediate 4 CAN DO STATEMENTS  Students can discuss what happens in each month.

TĀŁTĀN LANGUAGE SAMPLES Hosteł isā, dūda anhodē? What happens in September? T’atl’ā et’āne dets̱oy anadē. In the fall, the leaves turn yellow. Dedīye nehts̱eni anhedēhi. (TC) The groundhogs are getting fat (again). T’at’lā ahujah. It’s autumn. T’atl’ā ja’ ka’anahodeh(i), dzime andedeł. When it’s fall, this happens: The birds leave. Gah ’ughās̱ ~ ’ughāẕ dūda anhodē? What happens in December? Łan hos̱dli ahujah. It’s really cold. Khayo dīdẕe, dūda anhodē? What happens in January? Khaye ahujah. It’s winter.

 Students can tell short, simple, personal stories that they have practiced, including a few details.

Kuji dahdōdēsdił. Now I’m going to tell all of you. (to a group) Ekuh dah eł khaye ahōjā. Long ago, when it became winter for us …

 Students can pronounce phrases and sentences fluidly.

 Students can pronounce glottal stops (’) and glottalized sounds accurately in context.

hots’i’ – to hots’ih – from ts’i’ene – weird, odd Tlī’ jije (ts’i’ene) deshjit. Dog berries smell bad (odd). Yēda koneh’īn? What is he looking for? Yēda koninhīn? What are you looking for?

 Students can pronounce unfamiliar words independently and confidently.

Hodegats̱. It’s slippery (out). (or slippery floor) Hodes̱gats̱. ~ Hodes̱gadẕe. No more! Nothing left! honesghaze – blackfly, no-see-um Hok’edisgats̱. I slipped. Hok’edigats̱’. He/she slipped.

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Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can describe someone’s character or habits.

Ēykene’dī di’eti’ā? Is your teacher nice? Ēykene’dī di’eti’e / Ekenehdī medi’ eti’e. (TC) Your teacher is nice. Ts̱edẕe edōne eti’e. They’re all good kids. Ts̱edẕe edōne dah eti’e. (TC) You are all good kids. Dūzākhu aht’in. You are all doing things carelessly. (3 + people) Ēy ~ E utsedle monelīne. The little one is pretty. (e.g., puppy)

 Students can ask and answer questions about measurements and distances.

Da’ādēẕ, me’eł ets’ekā ghāge. By the ruler, it’s this long. Da’ādēẕ, edēs nāsłakē. It’s this long: seventeen (inches). Da’ādēẕi. It’s this long. (with hand gestures) Nits̱ās̱ gadēstīł. I’m going to run a really long (far) way. _________, jāni hots’ih edū nis̱āts̱. _________ is not far from here. Kitwanga edū nis̱ats̱ (TC) Kitwanga’s not far. Tānzilla hots’i’ nis̱āts̱. / Tanzilla łan nis̱ats̱. (TC) It’s a long way to Tanzilla.

 Students can use appropriate word-parts to show where an action is done.

Eyinh nadahyah. They’re all standing around there. Eyinh ts̱edẕe naheẕet. (TC) They’re all standing over there. Hodischā. I love it (a place). Łān hodischā Tāłtān. I really love Tahltan (a place).



locative prefixes: hodown naoff, around



adverb prefixes: anhome tinoutside yainside tl’an- turn, spin in one place

Andūt’azi. Let’s go home. (2 people) Tindīdeł. Let’s go outside. / We’re all taking off, leaving. (3+ people) Yandūt’azi. Let’s go inside. (2 people) Yandīdeł. Let’s go inside. (3+ people). Yandīt’as. (TC) We’re going inside.

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Intermediate 4 CAN DO STATEMENTS  Students can describe an action or event with any or all of the following information: who, what, when, where, how.

TĀŁTĀN LANGUAGE SAMPLES Mēda jān(i) at’īn(i)? Who is here? Estsū dech’uwe eht’ēs̱. My grandma is cooking a porcupine. Yēda koninhīn? What are you looking for? Yēda koneh’īn? What is he/she looking for? Dekē koneh’īn. He’s looking for his shoe(s). Dzime tīye ejinh. The bird is singing too much. Dzime łān ejinh. The bird is really singing lots. Eskime gah, ēy ~ e dzime tīye ejinh. The bird is singing too much, by my house. Dūda ahoyē? What is the place called? Dūda ahuyē? (TC) What do you call that place? Mēda eł eyinh nadindā? / Mēda eł dīndali? (TC) Who do you go over there with? Dōk’eh (dah) eyinh nadindā? / Dok’eh mets’idīndali? (TC) When do you go over there? K’at yeto’edetān. He/she counted it already. K’asbā’e dek’al anadē khaye. The ptarmigan becomes white in winter.

 Students can express who will do an action in the Sin(i) ōst’īn. / Sini adestīł. (TC) I will do it (now). immediate future. Nin(i) ōnt’īn. / Nini adintīł. (TC) You will do it (now). Dedini ōt’īn. / Dedini adatīł. (TC) He/she will do it (now). Dakhuni ōt’īn. / Dakhuni adītīł. (TC) We will do it (now). Let’s do it. Ts̱edẕe ah’tīn. / Ts̱edẕe adītīł. (TC) You all will do it. Ts̱edẕe adahet’īn. They all will do it. Hededini ahut’īn. Let them do it. / They will do it.

 Students begin to independently create past tense sentences.

Mēda gahu alā? Who made coffee? Dedini ayilā. He/she made it Enmā ja’ajā. Your mom did it. Łāsdał. I came here. Łāndał. You came here. Mēda łādāł. Who came?

ŁĒHCHŌ • JIJE • Speaking

Tāłtān K to 8 • 165

Intermediate 4 CAN DO STATEMENTS

TĀŁTĀN LANGUAGE SAMPLES

 Students can express who did an action in the past, with common verbs (eat, go, make, do).

Ēy ~ E ets̱en’ yēsts̱ēt. I ate the meat. Ēy ~ E ets̱en’ yints̱ēt. You ate the meat. Ēy ~ E ets̱en’ yats̱ēt. He/she ate the/that meat. Sas ts̱en’ yats̱ēt. He/she ate bear meat. Ts̱edẕe dahkāle s̱its̱ets̱. We all ate raspberries. Dahkāle s̱its̱ets̱. We (2+) ate raspberries. Dahkāle das̱īts̱ēt. (TC) We ate raspberries. Ts̱edẕe dahkāle yahts̱ēt ~ dahiyats̱ēt (TC). You all ate raspberries. Ts̱edẕe dahkāle hiyats̱ēt. They all ate raspberries. Łakē łuwe s̱its̱ets̱. We (2) ate two fish. Łakē łuwe yahts̱ēt. You (2) ate two fish together. Łuwe hats̱ēt. They (2+) ate fish. Łuwe hēyits̱ēt. (TC) They ate fish.

 Students can ask and answer questions about actions and events in the past, including time phrases.

Kidzōk’eh dūda ant’īn(i)? What did you do yesterday? K’at yeto’edetān. He/she counted it already.

 Students can ask and answer questions about habits.

K’as gahū endāna? / K’as̱ gahū endān. (TC) Do you ever drink coffee?

 Students can appropriately use endings for different kinds and numbers of objects in sentences with "buy".

ŁĒHCHŌ • JIJE • Speaking

Tāłtān K to 8 • 166

Intermediate 4 SUGGESTED ACTIVITIES 

Every morning, select two students to become News Anchors and give the class an update on the time, day, month, weather and current events. Example sentences: Chachōlone hoti’e! / Chachōn hoti’e! Good morning! Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Kidzōk’eh edes nāsłige. Yesterday was the 16th. Chachā edes nāstāt’ē. Tomorrow is the 18th. Khayo dīdẕe. It’s the middle of winter. (January) Nāsłēnt’ē hots’i’ naghoł. It’s coming to nine o’clock. Ẕas̱ nadetl’īt ~ nadetl’īd. It’s snowing. Kusā chachā sade’ hohłe’in. Maybe tomorrow it will be sunny. Dūgi chachōlone ete’e ejideshya. This morning my father went hunting.



Suggested activities from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors: 11: Board Games 57: Add a Word 81: Chief 108: Verb Bee



22: Tell the Action First 67: Store / Trading Post 94: Possessive Game 109: Verb Game

28: Splash 72: Concentration 102: Stick Gambling 118: Go Hunting

Suggested activities from the Teachers’ Manual - Direct Acquisition Lesson Activities: 46: What’s Missing 59: Pictionary

52: Ask-and-Answer 61: Dialog

54: Ask-Each-Other 62: Question Circle

SUGGESTED LEARNING RESOURCES: INTERMEDIATE 4 SPEAKING

Tahltan Elders and Tāłtān Speakers

Tahltan Tales

Tahltan Children’s Illustrated Dictionary

Language Cubes (large)

Yukon Native Language Centre Verb Game

Talhtan Language Dictionary: Local Flora & Fauna

APPENDIX 1A Can Do Statements Checklists

EYĀZE – Listening

A-3

(Beginner)

Eyāze (Beginner) - Listening

Can Do Statements Checklist eghaye

□ Students can recognize words for "me" and "you".

eduledāde

et’āne

jije

□ Students can recognize es- "my" and en- "your".

□ Students can recognize ede- "self".

□ Students begin to recognize me- "his / her".

□ Students can recognize words for "my" and "your" parents and grandparents.

□ Students can recognize words for children and grandchildren.

□ Students begin to recognize words for aunts, uncles and cousins:

□ Students begin to recognize es- "my" and en"your".

□ Students can recognize words for their own parents and grandparents.

□ With support, students can recognize words for siblings.

□ Students recognize that terms for siblings are also used for their mother’s sister’s children.

EYĀZE – Listening

A-4

(Beginner) eghaye □ Students can understand when someone asks their names.

eduledāde □ Students can understand simple questions about where they are from.

□ Students can understand introductions including □ Students can understand formal introductions, name, mother’s name, and grandmother’s name. including mother’s and grandmother’s Tāłtān and English names □ With support, students can understand informal introductions of friends.

et’āne

jije

□ Students can understand questions about someone else’s name.

□ Students can understand when someone asks their ages.

□ Students can understand where someone is from.

□ Students can understand questions about others in informal interactions.

□ Students can understand formal introductions, including name, mother’s and grandmother’s names, clan, and place of residence.

□ Students can understand formal introductions, including name, mother’s and grandmother’s names, home community, clan, and clan/house territory. □ Students can understand informal introductions of friends, siblings and cousins.

□ Students can understand simple greetings and responses, and expressions of politeness and praise.

□ Students can understand greetings used at different times of day.

□ Students can recognize expressions of respect for Elders, teachers, and other adults.

□ Students can recognize expressions for politely greeting and leaving teachers, Elders or someone they don’t know.

□ Students can understand and respond to simple requests for help.

□ Students can understand and respond to requests from one or more people.

□ Students can understand responses to greetings.

□ Students can recognize requests for repetition.

□ Students can recognize requests for clarification or repetition.

□ Students can recognize when someone is offering to help.

□ Students can understand yes/no responses.

□ Students can recognize statements and questions about health, feelings and emotions.

□ Students can understand simple questions and statements about feelings and emotions.

□ Students can understand simple statements and questions about someone’s health and feelings.

□ Students can understand simple expressions of wants and needs.

□ Students can understand expressions of likes/dislikes, emotions, wants and needs.

□ With support, students can understand simple wants, needs, likes and dislikes.

□ Students can understand simple questions and statements about likes and dislikes.

□ Students can understand questions and statements about their own and others’ feelings, wants and needs likes and dislikes, including school or cultural experiences.

□ Students can understand simple compliments about what they are wearing or doing.

EYĀZE – Listening

A-5

(Beginner) eghaye

eduledāde

et’āne

□ Students can understand basic warnings.

□ Students can understand cautionary expressions.

□ Students can respond to simple commands.

□ Students can understand directions with visual cues or a demonstration.

□ Students can recognize commands directed to one person, two people, or a group, with supporting gestures.

□ Students can recognize commands directed to one person, two people, or a group.

□ Students can recognize some common weather expressions.

□ Students can understand questions and expressions about weather and dates.

□ Students can understand when someone describes the weather.

□ Students can recognize words for times of day.

□ Students can understand words for seasons and times of day.

□ Students can understand words for days and seasons.

□ Students can follow routine instructions, commands and directions, with visual support.

jije

□ Students can understand simple directions without demonstration. □ Students can understand when they are being asked to participate.

□ Students can understand questions and statements about times, dates, and daily weather.

□ Students can recognize the Tāłtān month names.

□ Students can understand key words in familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., drama, puppets or pictures).

□ Students can understand simple lines from familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., puppets or pictures).

□ Students can understand the main idea of short, simple stories told or read aloud (e.g., react during story-telling).

□ Students can understand the main idea and identify familiar, short words in simple stories told by Elders (e.g., visualize parts of a story). □ Students can understand simple questions about familiar Tahltan stories.

□ Students can recognize Tāłtān short vowel sounds, and Tāłtān consonant sounds that also occur in English.

□ Students can understand words for basic colours and sizes.

□ Students can recognize long and short Tāłtān vowel sounds.

□ Students can understand words for colours, sizes and shapes.

□ Students can recognize glottal stops (’) and glottalized or popping sounds.

□ Students can recognize all distinctive Tāłtān consonant sounds.

□ Students can hear the difference between p and b; t, t’ and d; k, k’, and g.

□ Students can recognize Tāłtān vowel sounds combined with h, y and ’.

□ Students can understand simple descriptions of people and places.

□ Students can understand brief descriptions of people, things and places.

EYĀZE – Listening

A-6

(Beginner) eghaye □ Students can understand numbers 1-10.

eduledāde

et’āne

jije

□ Students can understand numbers 1-20.

□ Students can understand numbers 1-30 and expressions of quantity.

□ Students can follow along with simple math problems in Tāłtān, with support.

□ Students can recognize simple, memorized words and phrases for locations and directions.

□ Students can recognize informal words for locations.

□ Students can understand words and simple phrases for locations and directions.

□ Students can understand where and when an action is happening.

□ Students can recognize the names of the Tahltan communities.

□ Students can recognize words for "this" and "that".

□ Students can recognize es- "me", en- "you", me"him/her" and ede- "self" when used with postpositions.

□ Students can understand how an action is done.

□ Students can understand who is doing an action (with objects).

□ Students can recognize who receives an action.

□ Students can understand instructions for counting activities.

□ Students can understand basic why? questions.

□ Students can recognize common words indicating how an action is done. □ Students can recognize common verbs for classroom activities.

□ Students can understand who is doing common activities.

□ Students can recognize who receives an action.

□ Students can recognize yes/no questions, choice questions, and identification questions.

□ Students can recognize the difference between a statement and a question (ending in -ā). □ Students can understand simple questions or statements about themselves, family, friends and classmates.

□ With support, students can understand common activities someone is going to do in the future.

□ Students can recognize simple statements, questions and requests about activities in the near future.

□ Students can recognize simple, memorized past forms of common verbs.

□ Students can understand simple, memorized past forms of common verbs.

□ Students can understand simple questions and statements about actions and events.

□ Students can understand simple questions about actions and events, including time phrases. □ Students can understand simple questions (who, where, what, what kind, which) about people, animals, and objects.

□ Students can understand simple questions (who, where, what, what kind, which) about people, animals and objects, with visual support.

EYĀZE – Listening

A-7

(Beginner) eghaye □ Students can recognize endings for soft, hard, and plural objects in short phrases with "give", "pick up", and "put".

eduledāde □ Students can recognize endings for soft, hard, and plural objects in phrases with "give", "pick up", and "put".

et’āne □ Students can recognize the endings –ti, for long objects, and –tē, for living things, in phrases with "give", "pick up", and "put".

jije □ Students can recognize endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring". □ Students begin to recognize endings for liquids and containers in simple sentences with "give", "pick up", and "put".

EYĀZE – Listening

A-8

(Beginner)

EYĀZE – Speaking

A-9

(Beginner)

Eyāze (Beginner) - Speaking

Can Do Statements Checklist eghaye

□ Students can refer to themselves with one word.

eduledāde

□ Students can refer to themselves or another person with one word.

et’āne

jije

□ Students can independently use es- and en- to indicate "my" and "your" possessions and / or relatives.

□ With support, students can use me- to indicate "his" and "her" possessions and / or relatives.

□ With support, students can use es- and en- to indicate "my" and "your" possessions and / or relatives.

□ Students can use appropriate words for their own parents and grandparents.

□ With support, students can use appropriate words for "my" and "your" parents and grandparents.

□ Students can independently use appropriate words for "my" and "your" parents, grandparents, and siblings.

□ Students can use appropriate words for children and grandchildren.

□ Students can introduce themselves: Students can tell someone their name, their mother’s name and their grandmother’s name, with support.

□ Students can introduce themselves: Students can independently tell someone their name, their mother’s name and their grandmother’s name.

□ Students can introduce themselves and their friends.

□ Students can formally introduce themselves to a group, with support: Students can state their name, their mother’s and grandmother’s names, their clan, and where they live.

□ Students can ask where someone is from or lives. □ Students can show humbleness when they speak about themselves.

□ Students can state where they and others are from. □ Students can ask and respond to simple questions about others, with support.

EYĀZE – Speaking

A-10

(Beginner) eghaye

eduledāde

□ Students can use appropriate greetings for the time of day.

□ Students can greet their peers politely, with support.

□ Students can express a positive reaction.

□ Students can respond to a greeting, with support.

et’āne □ Students can greet their peers independently, and respond to greetings.

jije □ Students can greet people respectfully. □ Students can greet and leave teachers, Elders or someone they don’t know in a polite way, with support.

□ Students can express thanks with gestures and words.

□ Students can demonstrate respect for Elders.

□ Students can ask for repetition with one word.

□ Students can ask for repetition.

□ Students can ask for clarification or repetition.

□ Students can use memorized phrases to ask for help.

□ Students can express simple positive and negative responses to questions about health and feelings.

□ Students can respond to simple questions about health, feelings and emotions.

□ Students can respond in some detail to questions about health, feelings and emotions.

□ Students can express likes/dislikes, emotions, wants and needs.

□ Students can express basic needs or wants.

□ Students can express what they need or want.

□ Students can express simple likes and dislikes, with support.

□ Students can express likes and dislikes, with support.

□ Students can express a simple need or want.

□ Students can compliment others.

□ Students can repeat simple commands and warnings.

□ Students can give simple commands to one person.

□ Students can give commands to one person, two people, or a group, using common classroom verbs.

□ Students can give simple instructions.

□ Students can use cautionary expressions.

□ Students can repeat common weather expressions.

□ Students can use common weather expressions.

□ Students can describe the weather.

□ Students can independently give weather information.

□ Students can repeat words for seasons. □ Students can repeat words for times of day. □ Students can recite the date, with support.

□ Students can use appropriate words for days and seasons. □ Students can recite the Tāłtān month names.

EYĀZE – Speaking

A-11

(Beginner) eghaye

eduledāde

et’āne

jije

□ Students can sing along with familiar Tāłtān children’s songs.

□ Students can independently sing familiar Tāłtān children’s songs.

□ Students can repeat key words and recite short memorized phrases from familiar Tāłtān children’s stories.

□ Students can recite short memorized phrases of familiar Tāłtān children’s stories about cultural teachings.

□ Students can pronounce Tāłtān short vowels, and Tāłtān consonant sounds that also occur in English.

□ Students can pronounce some common Tāłtān words and phrases accurately.

□ Students can pronounce long and short Tāłtān vowel sounds.

□ Students can pronounce long vowels accurately in context. □ Students can pronounce familiar words, phrases, and expressions accurately.

□ Students can recite words for colours.

□ Students can describe something by its colours and size.

□ Students can describe something based on two of: its colour, size and shape.

□ Students can describe something by its shape, colour, and size.

□ Students can respond to questions about colour with a short sentence.

□ Students can describe themselves with one word.

□ Students can describe their own appearance.

□ Students can count 1 -10.

□ Students can count 1-20.

□ Students can count to 30.

□ Students can express quantities.

□ Students can respond to simple questions about location with memorized phrases.

□ Students can use simple words for locations and directions.

□ Students can express "this" and "that".

□ Students can describe people and things using basic words for location and direction.

□ Students can respond with one word to questions about colour.

□ Students can use singular pronouns with postpositions.

□ Students can identify common activities they do.

□ Students begin to use common verbs for present actions. □ Students can express who receives an action.

□ Students can describe who is doing an action using common classroom verbs.

□ Students can describe who is doing an action (with objects). □ With support, students can say what they are going to do in the future, using common verbs. □ With support, students can express who did an action in the past, using simple, memorized forms of common verbs.

EYĀZE – Speaking

A-12

(Beginner) eghaye □ Students can respond to yes/no questions. □ Students can respond to simple choice and identification questions with one word.

eduledāde □ Students can ask and respond to short yes/no questions and choice questions with familiar verbs.

et’āne

jije

□ Students can ask and respond to simple questions about people, animals, and objects (who, where, what, what kind, which).

□ Students can ask and answer simple questions about actions and events.

□ With support, students can use appropriate endings for soft, hard, and plural objects in short phrases with "give", "pick up", and "put".

□ With support, students can use appropriate endings for long or big objects and living things in simple sentences with "give", "pick up", and "put".

ŁĒHCHŌ – Listening (Intermediate)

A-13

Łēhchō (Intermediate) - Listening

Can Do Statements Checklist eghaye

□ Students can recognize me- "his / her".

□ Students can recognize words with meindicating "his / her" family members. □ Students recognize that terms for "son" and "daughter" also refer to a female speaker’s sister’s son or daughter.

eduledāde

et’āne

jije

□ Students begin to recognize dah- "our/your (plural)", and hu- "their" .

□ Students can recognize dah- "our/your (plural)", and hu- "their" .

□ Students can recognize dahkhuni in context.

□ Students can recognize dedini in context.

□ Students begin to recognize that de- is also used to indicate "his/her".

□ Students can recognize the uses of me- and deto indicate "his/her" in the context of conversation or stories.

□ Students begin to recognize words for cousins, nieces and nephews.

□ Students can independently recognize words for cousins, nieces and nephews.

□ Students can recognize words for relatives on their father’s side.

□ Students can recognize words for relatives on their mother’s side.

□ Students can recognize words with me- and deindicating "his/her" family members in context.

□ Students can recognize words for "our/your (plural)" and "their" family members.

□ Students can independently understand informal introductions.

□ Students can understand introductions and simple descriptions of kinship ties.

□ Students can understand descriptions of how people are related.

ŁĒHCHŌ – Listening (Intermediate)

A-14

eghaye

eduledāde

et’āne

jije

□ Students can understand simple expressions of regret or sympathy.

□ Students can understand expressions of regret or sympathy.

□ Students can tell when someone is making, accepting or declining a suggestion or request.

□ Students can recognize requests for permission.

□ Students can recognize common phrases about using the Tāłtān language.

□ Students can understand when someone describes their ability with the Tāłtān language.

□ Students can recognize and respect dialects.

□ Students can understand questions and statements about their own and others’ wants and needs, health, and feelings.

□ Students can understand basic information about others’ activities, interests and preferences.

□ Students can understand when others talk about short-term plans.

□ Students can understand more complex phrases about feelings and emotions.

□ Students can understand simple explanations of why someone likes or dislikes something.

□ Students can understand why someone likes or dislikes something.

□ Students can follow a short series of instructions.

□ Students can follow a series of instructions for a procedure (e.g., lighting a campfire).

□ Students can understand the basic meanings of the Tāłtān month names.

□ Students can understand times, dates, and weather information in context.

□ Students can follow a series of simple instructions for a routine procedure.

□ Students can understand when someone is asking for directions. □ Students can understand simple directions to get from one place to another.

□ Students can understand descriptions of weather in the recent past.

□ Students can understand weather predictions for the immediate future.

□ Students can understand detailed explanations of the Tāłtān month names.

□ Students can understand the main idea and a few details in short, familiar stories told by Elders.

□ Students can understand the main idea and some details in familiar stories told by Elders.

□ Students can understand and appreciate the main idea and key details in familiar stories told by Elders.

□ Students can understand and appreciate familiar stories told by Elders.

ŁĒHCHŌ – Listening (Intermediate)

A-15

eghaye

□ Students can understand basic descriptions of what someone looks like.

eduledāde

et’āne

jije

□ Students can recognize glottal stops (’) and glottalized sounds in context.

□ Students can recognize contracted forms.

□ Students can understand descriptions of the place they live, and people they know.

□ Students can understand descriptions of what someone is like.

□ Students can understand what something is used for in familiar contexts (kitchen, campsite), with visual support.

□ Students can understand personal descriptions of clothing, character and habits.

□ Students can understand expressions of cost.

□ Students can understand expressions of length.

□ Students can understand expressions of length and distance.

□ Students can understand more complex expressions of number and time.

□ Students can recognize time phrases that indicate when an action is done.

□ Students can recognize word-parts that show where "I" or "you" do an action.

□ Students can recognize word-parts that show where an action is done.

□ Students can understand questions and simple explanations about the purpose or reasons for an action.

□ Students can recognize dah- "us/you (plural)" and hu- "them" when used with postpositions.

□ Students can understand phrases containing any or all of the following information: who, what, when, where, how.

□ Students can understand who is doing an action (with locations).

□ Students can understand who will do an action in the future.

□ Students begin to recognize differences between past and present forms.

□

□ With continuing support, students can understand common activities someone is going to do in the future.

□ With continuing support, students can understand who did an action in the past.

□ Students can understand who will do an action in the immediate future.

□ Students can understand who will do an action in the future.

□ Students can understand who did an action in the past, with common verbs (eat, go, make, do).

□ Students can understand who did an action in the past, with a greater range of verbs.

□ With support, students can understand who did an action in the past.

Students can recognize differences between past and present forms.

ŁĒHCHŌ – Listening (Intermediate)

A-16

eghaye

eduledāde

□ Students can understand questions about actions and events.

□ Students can understand questions about actions and events in the near future.

□ Students can independently understand questions (who, where, what, what kind, which) about people, animals, and objects.

□ Students can understand questions about habits.

□ Students can recognize endings for liquids and containers in simple sentences with "give", "pick up, "put", and "bring".

□ Students can recognize endings for different kinds and numbers of objects in future sentences with "pick up".

□ Students begin to recognize who is doing and receiving an action involving different kinds or numbers of objects.

□ Students begin to recognize endings for different kinds and numbers of objects in simple sentences with locations.

□ Students can recognize endings for different kinds and numbers of objects in simple sentences with locations.

et’āne

jije

□ Students can understand questions about actions and events in the present and past, including time phrases.

□ Students can understand questions about how something works in familiar contexts, with visual support.

□ Students can recognize endings for different kinds and numbers of objects in sentences with "buy".

□ Students can recognize endings for different kinds and numbers of objects in future sentences with "buy".

ŁĒHCHŌ – Speaking (Intermediate)

A-17

Łēhchō (Intermediate) - Speaking

Can Do Statements Checklist eghaye

eduledāde

et’āne

jije

□ With some support, students can use me- to indicate "his" and "her" possessions and / or relatives.

□ Students can independently use me- to indicate "his" and "her" possessions and / or relatives.

□ With support, students can use dah- and hu- to indicate "our", "your (plural)", and "their" possessions and / or relatives.

□ Students can independently use dah- and hu- to indicate "our", "your (plural)", and "their" possessions and / or relatives.

□ With support, students can use appropriate words for aunts, uncles and cousins.

□ Students can use appropriate words with meto indicate "his" and "her" family members.

□ Students can independently use appropriate words for relatives on their mother’s side.

□ Students can use appropriate words for cousins, nieces and nephews.

□ Students use terms for siblings for their mother’s sister’s children.

□ Students can independently introduce themselves, including their clan / house territory. □ Students can ask questions about someone’s age, and respond with memorized phrases.

□ Students can use appropriate words for "our", "your (plural)", and "their" family members.

□ Students can independently introduce others.

□ Students can introduce themselves, giving details about kinship ties.

□ Students can ask and respond to questions about their own and others’ ages.

□ Students can introduce siblings. □ Students can independently ask about others.

□ Students can respectfully greet and leave peers, teachers, Elders, or someone they don’t know.

□ Students can express regret or sympathy.

□ Students can make suggestions and requests.

ŁĒHCHŌ – Speaking (Intermediate)

A-18

eghaye □ Students can request help for themselves and others.

eduledāde

et’āne

jije

□ Students can request permission.

□ Students can assist others with language.

□ Students can express their ability with the Tāłtān language.

□ Students can ask and respond to simple questions about their own wants and needs, health, activities, interests, and preferences.

□ Students can share information about others’ activities, interests and preferences.

□ Students can talk about short-term plans.

□ Students can offer to help.

□ Students can express personal feelings, wants and needs, likes and dislikes including school or cultural experiences.

□ Students can give reasons why they like or dislike something.

□ Students can ask and respond to simple questions about others’ feelings, likes and dislikes, wants and needs.

□ Students can give simple directions to get from one place to another.

□ Students can give a series of instructions for a routine procedure.

□ Students can ask for and give directions to get from one place to another.

□ Students can independently give instructions.

□ Students can describe the weather in past.

□ Students can describe expected weather in the immediate future.

□ Students can discuss what happens in each month.

□ Students can recite a common Tahltan story in 2-3 sentences.

□ Students can tell a short story with a series of simple, common sentences that they have practiced and memorized.

□ Students can tell short, simple, personal stories that they have practiced, including a few details.

□ Students can invite participation.

□ Students can independently say the date. □ Students can independently ask for and give times. □ Students can independently say the Tāłtān month names.

□ Students can respond in short sentences to simple questions about familiar Tahltan stories.

ŁĒHCHŌ – Speaking (Intermediate)

A-19

eghaye □ Students can pronounce glottal stops (’), glottalized or popping sounds, and other distinctive Tāłtān consonants.

eduledāde □ Students can pronounce Tāłtān vowel sounds combined with h, y and ’.

et’āne

jije

□ Students can pronounce ł, tl, kh, gh, ts̱, dẕ, nh, yh.

□ Students can pronounce phrases and sentences fluidly.

□ Students try to pronounce unfamiliar words independently.

□ Students can pronounce glottal stops (’) and glottalized sounds accurately in context. □ Students can pronounce unfamiliar words independently and confidently.

□ Students can give basic physical descriptions of people (e.g., height, hair, clothing), with support.

□ Students can describe the place they live and people they know, with support.

□ Students can independently describe the place they live and people they know.

□ Students can describe someone’s character or habits.

□ Students can describe their own clothing, character and habits. □ Students can answer simple math problems in Tāłtān, with support.

□ Students can talk about counting.

□ Students can express simple measurements.

□ Students can ask and answer questions about measurements and distances.

□ Students can use appropriate word-parts to show where "I" or "you" do an action.

□ Students can use appropriate word-parts to show where an action is done.

□ Students can use pronouns with postpositions.

□ Students can describe an action or event with any or all of the following information: who, what, when, where, how.

□ Students can ask and answer questions about how much something costs. □ Students can describe people and things using words and phrases for location and direction. □ Students can describe when and how an action is done.

□ Students can use time phrases to describe when an action is done.

□ Students can ask basic why? questions.

ŁĒHCHŌ – Speaking (Intermediate)

A-20

eghaye □ Students can express who receives an action. □ With continuing support, students can say what they are going to do in the future, using common verbs. □ Students can give simple, memorized requests for future actions.

eduledāde

et’āne

jije

□ Students can describe who is doing an action using common classroom verbs with locations.

□ Students can express who will do an action in the future.

□ Students can express who will do an action in the immediate future.

□ With continuing support, students can say what they are going to do in the future.

□ With support, students can express who did an action in the past, using memorized forms.

□ Students begin to independently create past tense sentences.

□ With continuing support, students can express who did an action in the past, using memorized forms of common verbs.

□ Students can express who did an action in the past, with common verbs (eat, go, make, do).

□ With continuing support, students can express who did an action in the past, using simple, memorized forms of common verbs.

□ Students can independently ask and answer questions about people, animals, and objects (who, where, what, what kind, which).

□ Students can ask and answer questions about actions and events.

□ Students can ask and answer questions about actions and events in the near future.

□ Students can ask and answer questions about actions and events in the past, including time phrases. □ Students can ask and answer questions about habits.

□ Students can independently use endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring".

□ With support, students can express who is doing and receiving an action involving different kinds or numbers of objects.

□ With support, students can use appropriate endings for liquids and containers in simple sentences with "give", "pick up", and "put".

□ Students can independently use endings for liquids and containers in simple sentences with "give", "pick up", "put", and "bring".

□ Students can appropriately use endings for different kinds and numbers of objects in future sentences with "pick up".

□ With support, students can use endings for different kinds and numbers of objects in simple sentences with locations.

□ Students can independently use endings for different kinds and numbers of objects in simple sentences with locations.

□ Students can appropriately use endings for different kinds and numbers of objects in sentences with "buy".

APPENDIX 1B Summary Charts: Can Do Statements and Tāłtān Language Samples

EYĀZE – Listening (Beginner)

A-23

Beginning students of Tāłtān have stronger listening skills than speaking skills. They can understand key words in simple spoken Tāłtān, especially with visual support. Beginner listeners can understand familiar phrases for basic personal, family and cultural information, and the main ideas in simple stories. They begin to recognize Tāłtān words and word-parts that mark kinship, ownership, and key details about actions and events. Beginning students show their understanding of Tāłtān with gestures, actions, or drawings, in response to simple descriptions, questions and commands.

POSSESSIVES

eghaye

eduledāde

et’āne

jije

Students can recognize a few memorized words and short phrases, with the support of gestures or pictures.

Students can recognize a few memorized word-parts, words and phrases when they hear them. Students can understand simple questions or statements on familiar topics.

Students can understand basic information in wordparts, words and short sentences that they have memorized. Students can understand simple new information with visual support.

Students can understand memorized phrases and sentences, and common words for basic personal, family and cultural information. Students can catch the main point and key details in short, clear, simple messages. Students begin to recognize common patterns in the Tāłtān language, and use context and visual cues to interpret new information.

Students can recognize words for "me" and "you".

Students can recognize es- "my" and en- "your".

Students can recognize ede- "self".

Students begin to recognize me- "his/her".



sini – I /me / mine



esk’uk’ā – my cup enk’uk’ā – your cup



Nini ja’anja? Did you do it? (Is it you who did it?)



tlī’ – dog esli’e – my dog enli’e – your dog



Enkinā’ede ēnya’. Put on your jacket. Enēje dūda modat’īn? What is your shirt like?

nini – you / yours

Students begin to recognize es- "my" and en- "your".  esbāde – my mitts eskime – my house

enbāde – your mitts enkime – your house

Edegah sadesdih. I’m proud of myself. Edek’eh hogha’īnła! / Ede eł hogha’inłah! (TC) Work by yourself!

Mebāde edīda ~ idīda (TC)? Where are his/her mitts? Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old.

EYĀZE – Listening (Beginner)

A-24

eghaye

et’āne

jije

Students can recognize words for their own parents and grandparents.

Students can recognize words for "my" and "your" parents and grandparents.

Students can recognize words for children and grandchildren.

Students begin to recognize words for aunts, uncles and cousins:



edlā – mother



enmā – your mother enta’ – your father



estu’e – my daughter entu’e – your daughter



edē – aunt (mother’s sister) edes̱e – uncle (mother’s brother)



tsūtsū – grandma tsiye – grandpa (words used by young children – familiar address forms)



entsū – your grandmother entsiye – your grandfather



eschime ~ eshchime – my son enchime – your son chu’ – son (form of address for one’s own son)



estā – my uncle (father’s brother) esbē’e – my aunt (father’s sister)



ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child)



FAMILY RELATIONSHIPS

eduledāde

ete’e – father

estsū – my grandmother; female elder of my clan estsiye – my grandfather; male elder of my clan



eschā ~ eshchā – my grandchild (female speaker) enchā – your grandchild (of a female)



ests̱uwe – my grandchild (male speaker) ents̱uwe – your grandchild (of a male)

With support, students can recognize words for siblings.

Students recognize that terms for siblings are also used for their mother’s sister’s children.



edāde – older sister



edāde – older sister / mother’s sister’s daughter ediye – older brother / mother’s sister’s son

esdēdze – my younger sister endēdze – your younger sister eschidle ~ eshchidle – my younger brother enchidle – your younger brother



esdēdze – my younger sister / mother’s sister’s daughter eschidle ~ eshchidle – my younger brother / mother’s sister’s son

ediye – older brother

Eschidle ________ uyeh (I) ~ uyē (TC, DL). My little brother’s name is _________.

EYĀZE – Listening (Beginner)

A-25

eghaye

eduledāde

et’āne

jije

Students can understand when someone asks their names.

Students can understand simple questions about where they are from.

Students can understand questions about someone else’s name.

Students can understand when someone asks their ages.



Dūda onyeh (I) ~ onyē (TC, DL)? What is your name?

Dūda ōyē? What is her/his name? Endēdze, dūda ōyē? / Dūda endēdze ōyē? What is your sister’s name? Mēda enmā? Who is your mother? Enmā, dūda ōyē? / Dūda enmā ōyē? What is your mother’s name?

Students can understand questions about others in informal interactions. 

Students can understand where someone is from. Students can understand introductions including name, mother’s name, and grandmother’s name.

INTRODUCTIONS



______ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

Students can understand formal introductions, including mother’s and grandmother’s Tāłtān and English names 

Estsu Winnie ōyē. My grandmother is called Winnie. Mezi’ Tāłtān didenek’eh Yahyah. Her name in the Talhtan people’s language is Yahyah. Didene mezi’ _______ uyē. (TC) Her Indigenous name is _______. Estsu didenek’eh mezi’ Yahyah. My grandmother’s name is Yahyah in our language.

With support, students can understand informal introductions of friends.  Espāne Jessica uyeh. My friend’s name is Jessica. Mēda enpāne? Who is your friend? Espāne Levi. My friend is Levi. 

essa’asi – my friend ensa’asi – your friend



Students can understand formal introductions, including name, mother’s and grandmother’s names, home community, clan, and clan/house territory. 

________ nasdeh (I) ~ nasdē (TC, DL). I live in _________. _______ hots’ih ja’ ast’īn. I am from ______. Ch’iyōne esdāts’ehi. My clan is Wolf. Tl’abanot’īn ja’ast’ē. I belong to Tlabānoti’n.



Espāne Tatl’ah hots’ih ja’at’īn. My friend is from Dease Lake.

Students can understand formal introductions, including name, mother’s and grandmother’s names, clan, and place of residence.  ______ ushyeh (I) ~ ushyē (TC, DL). My name is ________. Ch’iyōne esdāts̱’ehi. My clan is Wolf. Łuwechōn nasdeh. I live at Iskut.

Dudā anet’ē enkhaye ~ enghaye? How old are you?

Students can understand informal introductions of friends, siblings and cousins. 

EYĀZE – Listening (Beginner)

A-26

GREETINGS & EXPRESSIONS

eghaye

et’āne

Students can understand simple greetings and responses, and expressions of politeness and praise.

Students can understand greetings used at different times of day.

Students can recognize expressions of respect for Elders, teachers, and other adults.



Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning. Ihtl’ēge hoti’e. Good night.

Students can understand responses to greetings. 

Mēduh, ests’ini kē. Thank you, all my relations. Soga nenēs’īł. I’m taking good care of you. Kuji, nanūst’ī. OK, I’ll see you. Soga edēnt’īn. Take care of yourself. Eti’e nanēst’īn. It’s good to see you. Esdīhge nanēst’īn. / Esdi’eti’e nanēst’īn. (TC) I’m happy to see you.

jije Students can recognize expressions for politely greeting and leaving teachers, Elders or someone they don’t know. 

Soga ast’eh (I) ~ ast’ē (TC, DL), ninh k’aji? I’m fine, and you? Soga nanēst’īn. (I) It’s good to see you.

espāne – my friend Mēduh. Thank you. Eti’e. Great! / It is good! Ē, eti’e. That’s right. / Yes, it’s good.

Students can recognize requests for repetition.

HELP & CLARIFICATION

eduledāde

k’aji – again K’aji (du)ka’adindi ~ K’aji ka’ dindih. (You) say (it) again, (please).

Students can recognize requests for clarification or repetition.

Students can understand and respond to simple requests for help.

Students can understand and respond to requests from one or more people.



 Eszihge ant’īn? Could you help me? Dūda ahodī /ahōdih ______ ? How do you say _____? Ests’i’nandi’. You (one person) give me a hand. (Asking if they’re available. Literally: You’re strong to me.)



Dūda adindī ~ adindih? What are you saying? T’ī eł hodindē. (You) say it louder. / Talk loudly. Ts’istah hodīndē. Say it slowly. Edū ka’adindih. Don’t say it.

Dahzihge ant’in? Could you help us? Dahzihge ānt’in. / Dahts’inandī’. (TC) You help us. Eszihge adindīlā? Could you help me? (Literally: Are you going to do it with me?) Ests’inadindīł. Are you going to help me? Dahzihge adindinlē? / Dahts’inadinił? Are you going to help us? Mezihge ānt’īn. You (go) help her.

Students can recognize when someone is offering to help. 

Enzihge āst’in. I’m helping you. (one person)

EYĀZE – Listening (Beginner)

A-27

eghaye

eduledāde

LIKES & DISLIKES, WANTS & NEEDS, FEELINGS

Students can understand yes/no responses.

Students can recognize statements and questions about health, feelings and emotions.  ē – yes  Dūda ant’e (I) ~ ant’ē (TC, DL)? mā – no How are you? (to one person) Esdi’eya’e. I’m sad, worried, sorry, really down. Endi’eti’e? Are you happy? Students can understand simple statements and questions Esdi’eti’e. I’m (really) happy. about someone’s health and feelings.  Dūda aht’ē? How are you? (pl.) Dūda āht’ē? How are you? (to two people)  Soga ast’eh (I) ~ ast’ē (TC, DL). Ts̱edẕe dūda aht’ē? / Ts̱edẕe dūda ahit’ē? (TC) I’m doing well. I’m fine. How are you all doing? Edū soga ast’eh (I) ~ ast’ē (TC, DL). Dūda ana’t’in? How are you? I’m not so well. (to more than one person) Esdīhe. ~ Esdīke. (TC) I’m happy. Soga as̱īt’e. We are doing well. Idī eslīn ~ islīn (TC). I’m angry.  Nintēlā? Are you going to sleep? Eya’e. I’m sad. Beł asīlah. I’m sleepy. Enya’ā? Are you sick? (Literally: Sleepyness really got to me.) Eshya’e. I’m sick.  Travin medi’eya’e. Travin is sad. Desbet ~ Desbedi. I’m hungry. Edū idī anandē. / Edū idī andē. (TC) Don’t get mad. Edū idī enlīn. Don’t be mad. With support, students can understand simple wants, needs, likes and dislikes. 



Students can understand simple expressions of wants and needs.  Dinbedā? Are you hungry? Soga ints̱ēts̱? Did you have enough? Ahde’e dēsał dindih. May I use the washroom? (Literally: I want to go back there.) Students can understand simple questions and statements about likes and dislikes.  Yēda menenlīn ents̱edẕi? / Yēda menlīn ents̱edẕi. (TC) What do you like to eat? Kedā ts̱en’ meneslīn. I like moose meat. Yē khih menenlinā? What animals do you like? Sas meneslīn. I like black bears. Students can understand simple compliments about what they are wearing or doing.  Łān meneslīn. I really like it. Entsigha’ ti’e. Your hair is nice. Soga ant’īn. You did well. Enēje łān meneslīne. I really like your shirt. Soga āndih ~ adentin. You said it well. Endi’ ti’e. Your mind is good.

et’āne Students can understand simple questions and statements about feelings and emotions. 

Students can understand expressions of likes/dislikes, emotions, wants and needs.  

Estogatāł uts̱ege meneslīn. I like my skinny jeans. Sadesdih. / Sadesdī’. I’m proud. Entsēyā? Did you cry?

Estsey. / Estseyh. I’m crying. Yeda nēnjida? What are you scared of? 

jije Students can understand questions and statements about their own and others’ feelings, wants and needs likes and dislikes, including school or cultural experiences. 



Ho’idēsts̱’et. I am tired (physically). Konejidā? Is it scary? Didi kime honejit. This place is scary. Idī enlīna? Are you getting mad? Menenlīn(ā) uhnt’ē hots’i’ dinya’(i)? / Menlīna łuwe kah unt’ē? (TC) Do you want to go fishing? Ē, meneslīn uhst’ē. I want to go fishing (right now, soon). Menenlīn(ā) uhnt’ē? / Menlīnā łuwe kah unht’ē? (TC) Do you like fishing? Ē, meneslīn uhst’ē. Yes, I like fishing. Meneslīn Tlēgo’in hots’i’ desā. I want to go to Telegraph Creek. Meneslīn tū esdān. I want to drink water. Łān estsū dishchā. / Estsū łāni dihchā. (TC) I really love my grandma. Dūda menlīn ant’īn? / Dūda menenlīn ānt’īn? What do you like / want to do? Uhst’eh łān meneslīn. I really like fishing. Yenelīn ejinadā. / Yenlīn ejidedā. (TC) He likes hunting. Dahkāle yenelinā? Does he/she like raspberries? Mā, dahkāle edū yenelīn. No, he/she doesn’t like raspberries.

Tū menenlīnā? Are you thirsty? (Literally: Do you want water?) Tū meneslīn esdān. I’m thirsty. (Literally: I want to drink water.) Dīghi enenlīn(ā)? Do you want tea? Dīghi eneslīn. I want tea.

EYĀZE – Listening (Beginner)

A-28

eghaye

eduledāde

Students can understand basic warnings.

Students can understand cautionary expressions.



Bah! (It’s) dirty! Ejindah. Move away. so’āle – slowly Soga edēnt’īn! Take care! Łagu! Quit it!

COMMANDS, INSTRUCTIONS & DIRECTIONS



S̱indah! Sit down! Āni! Come here! Tsīni! Be quiet! Seninīnh! Watch/look at me! Ēnts̱ets̱! Eat! (to one person) Eyinh nīnlē. Put them over there. Enzi’ medin ā. Put your name there. Łān seninīnh. Really look at me. Nini k’aji. You try. Ah’ene nānẕet! Stand outside! Endi’ ti’e. Be kind. Mets’i endi’ ti’e. Be kind to him. Edū ededinchā. Don’t be mean.

Students can recognize commands directed to one person, two people, or a group, with supporting gestures.

jije

Tondesi’! / Tāndēs! (TC) You might get hurt!

Students can understand directions with visual cues or a demonstration. 

Students can respond to simple commands.

et’āne

Enzi’ ēnchud ~ ēnchut. Grab your name-tag.

Students can recognize commands directed to one person, two people, or a group.

Students can follow routine instructions, commands and directions, with visual support.

Students can understand simple directions without demonstration.



Udenints̱ān’! You listen! Udenahts̱’ān’! You all listen!

 bēs ts̱’ene – right side hostsʼitsʼi – left side



S̱indah! Sit down! (to one person) S̱ahkeh! Sit down! (to two people) Ts̱edẕe dāts̱’ih! All of you, sit down! S̱ahtīn ~ Nahtē! Go to sleep! (to a group)



Kedā tsen’ ents̱ets̱! You eat moose meat! (to one person) Ahts̱ets̱. You all eat!

 Eji’ ēntī. Open the door. Ts̱’īna anlē. Turn on the light. (Literally: Make a light.) Hoda’adēntī. Close the door. Ts̱ī’na nints̱īs̱. Turn off the light. Jān(i) s̱indah. Sit down here. Bēs ts̱’ene yindāł! Walk to your right! Chinūlē(hi) etl’ā ẕas̱dene ahs̱idlē. Let’s gather up. After that, we’re going to make a snowman.



Senah’īnh! Watch/look at me! (to a group) Nadayah! Stand up! (to a group) Tindindā. You (one person) go back out! Tidindā. You (one person) go out! Eyinh nānẕet. Stand over there. (to one person) Kawāgi gah nānẕet. Stand by the window.

Students can understand when they are being asked to participate. 



Nānẕet! Stand up! (to one person) Nahẕet! Stand up! (to two people) Ts̱edẕe nadāhyah! Stand up, all of you! S̱ahtīn ~ Nahtē! Go to sleep! (to a group)

Esgah s̱indah! Sit by me! (to one person) Dahgah s̱indah! Sit by us! (to one person)

EYĀZE – Listening (Beginner)

A-29

WEATHER, SEASONS & TIME

eghaye

et’āne

jije

Students can recognize some common weather expressions.

Students can understand questions and expressions about weather and dates.

Students can understand when someone describes the weather.

Students can understand questions and statements about times, dates, and daily weather.

 Hos̱ẕeł. It’s hot. Hos̱dlī. / Hos̱dlih. It’s cold. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy. Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) It’s sunny. K’os̱ hulīn (TC, DL) ~ huhłīn (I). It’s cloudy. Āh hulīn (TC, DL) ~ huhłīn (I). It’s foggy. Chā nadetl’īt ~ nadetl’īd. It’s raining. Ẕas̱ nadetl’īt ~ nadetl’īd. It’s snowing. sluhje – hail



Ah’ene dūda ahūht’ē? Outside, how is it? Na’denedū. Snow is falling. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy.



Dū gaw? What time is it? Łige (gaw). One (o’clock). Tāt’ē hots’i’ naghoł. It’s coming to three o’clock.



Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Dūgi dẕenēs̱ łola’ē Hosteł isā. Today is September 5th . Dūgi dẕenēs̱? What’s today? Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Mēdẕenēs̱e dūgi? Whose birthday is it?



Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Kidzōk’eh edes nāsłige. Yesterday was the 16th. Chachā edes nāstāt’ē. Tomorrow is the 18th.



Łān hos̱kats̱. It’s really cold (-25 or -30). Hodegats̱. It’s slippery out. (or slippery floor) Tiye esdaga honīẕīł. It’s too warm for me.

Students can recognize words for times of day.  chachōlone – morning dẕenēs̱ – day khihgah – evening ihtl’ēge – night

SONGS & STORIES

eduledāde

Students can understand words for seasons and times of day. 

ibehi – summer t’atl’ā – autumn khaye – winter Ibehi ahujā? Is summer happening?

Students can understand key words in familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., drama, puppets or pictures).

Students can understand simple lines from familiar Tāłtān children’s stories and songs, with repetition and visual support (e.g., puppets or pictures).



Big books on colours, fall weather, berry picking.



Counting song Chinūlē(hi)! Let’s gather up! _____ edīda? Where is ______? Nasdā Lynx song Dech’uwe Porcupine song Desbedi! I’m hungry! Eghadēn esjani Guhstiye song Twinkle Twinkle song

Salmon story Spruce grouse with red eyebrows Creation story (Sunlight/Swallowed a spruce needle)

Students can understand words for days and seasons.  kidzōk’eh – yesterday dūgi dẕenēs̱ – today chachā – tomorrow 

dāne – spring (green buds are out) no’adāleł – early spring

Students can recognize the Tāłtān month names.  Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Hostēł isā – September Students can understand the main idea of short, simple stories told or read aloud (e.g., react during story-telling).

Students can understand the main idea and identify familiar, short words in simple stories told by Elders (e.g., visualize parts of a story). 

Ts’eskiye Chō tricks little birds to cook for him

Students can understand simple questions about familiar Tahltan stories. 

Jānī dūda ahūjah? What is happening here? (e.g., for describing a picture)



Dūda ahit’īn’? / Dūda ahijā? What did they do?

EYĀZE – Listening (Beginner)

A-30

eghaye Students can recognize Tāłtān short vowel sounds, and Tāłtān consonant sounds that also occur in English.

TĀŁTĀN SOUNDS



eduledāde

et’āne

jije

Students can recognize long and short Tāłtān vowel sounds.

Students can recognize glottal stops (’) and glottalized or popping sounds.

Students can recognize all distinctive Tāłtān consonant sounds.



a, ā, ē, ī, ō, ū

e, i, o, u b, ch, d, g, h, j, k, m, n, p, s, sh, t,w, y, z

sas – black bear

ch’, k’, ḵ’, t’, tl’, ts’ ts’ah – hat tsa’ – Beaver (Clan) ts̱’a’ – plate/dish

Nīn ā. I put it … Ninh ā. You put it …

Students can hear the difference between:   

p and b t, t’ and d k, k’, and g

dl, dz, ł, kh, gh, n’, nh, tl, ts, yh, s̱, ẕ, ts̱, dẕ Sehtsetl. It’s wet. khēł – trap gēł – to pack gwēł – a bag

Sezeł. It’s hot.

menh – lake tenh – ice

ghaye – root khaye – winter

Students can recognize Tāłtān vowel sounds combined with h, y and ’. 

ah, eh, ih, oh, uh ay, ey, iy, oy, uy a’ e’ i’ o’ u’

gatele – cedar katele – hemlock

DESCRIPTION

Students can understand words for basic colours and sizes.

Students can understand words for colours, sizes and shapes.

Students can understand simple descriptions of people and places.

Students can understand brief descriptions of people, things and places.

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Espāne me’eje detsīts ~ detsīdzi. My friend’s shirt is red. Eskime detl’ishde mōdat’ini. My house is blue.



Ēy ~ E k’uk’ā uchō(h) ~ uchoh esghanā. Give me the big cup. Ēy ~ E k’uk’ā chō estl’ānā. Put the big cup in my hand. Ēy ~ E k’uk’ā uchō(h) ~ uchoh estl’ānā. Put the cup that is big in my hand.

 bāt detsīdzi – red mitts bāt denits̱ūk – brown mitts łuwe chō – big fish łuwe tsedle – little fish

udes̱i – long uk’odle ~ uhk’odle – short dehgidle – round kekits̱ – box uhts̱ege – narrow uhkat – wide deẕale, uẕale – thin ukit, uhkit – thick ukił – heavy uhdon’ – light (weight)

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Dūda āchō? How big is it?

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Bēs udes̱i edīda ~ idīda (TC)? Where is the long knife?

EYĀZE – Listening (Beginner)

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COUNTING

eghaye

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Students can understand numbers 1-10.

Students can understand numbers 1-20.



łige, łakē, tāt’e, łēnt’ē, nāsłige, nāsłakē …

Students can understand instructions for counting activities. 

Eto’dutā. Let’s count. Eto’odītał. We’re going to count. Eto’dintā. You count. Meto’dintā. You count it. Meto’edēstāł. I’m going to count it.

ts̱’ōs̱nān – ten edes łakē – twelve edes łōla’e – fifteen edes nāsłēnt’ē – nineteen denładiht’ē – twenty

et’āne

jije

Students can understand numbers 1-30 and expressions of quantity.

Students can follow along with simple math problems in Tāłtān, with support.



denładiht’ē łige – twenty-one

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Łakē eł nāsłige, (ih’eł) dūda anet’ē? How much is two plus six?

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utlān – many/lots (before or after noun) utlān dene – lots of people bede utlān – lots of food

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Nāsłige ent’īn, łakē meghāt nedinlah, dūda anet’ē? How much is six minus two?

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da’atsō – a little bit tiye atsō – too little

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tōdiht’eh – lots edone tōdiht’eh – lots of children

EYĀZE – Listening (Beginner)

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eghaye Students can recognize simple, memorized words and phrases for locations and directions.

WHEN, WHERE & HOW

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jāni – right here eyinh – over there, right there, at that time āhde’e – back there (in same room) eji’~ eji – right there (if you can see it) ah’ene – outside kime – at home

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yige – under k’āge – beside eł – with

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Jāni ja’ (person, object). _______ is right here.

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_____ edīda ~ idīda (TC)? Where is (someone or something)? Arden jāni at’in(ā)? Is Arden here?

kāge – on top of gah – by kidatene – by the doorway

eduledāde Students can recognize informal words for locations. 

jānji – here (informal)

et’āne Students can understand words and simple phrases for locations and directions.

Students can understand where and when an action is happening.



ah’at – over there ahde’e – back there (in same house) de’e – behind ahnāne – across (on the other side)



kah – for ch’āji – other side of mā’e – around āhda’e – down that way hoch’āji – the other side of it eskime ch’āji – the other side of my house



ts’i’ – to ts’ih – from kēt – inside ts̱eh – in front of, ahead of k’eh – amongst, around, about



Ahde’e ~ hude’e deshya’. / Ahde’e hots’i’ deshya’. He/she went back there. De’eda dīndāl? Where are you going (walking) to? Ah’ene nahoye. He’s playing outside. Ēy ~ E kedā ahnāne nāẕet. The moose is standing across there. Terrace ja’astin. I’m at Terrace (now).  Ah’ene at’īn. He or she is outside. De’eda dadāł ~ dadāl(i)? Where is he going (walking) to?

Ēy tsesk’iye gat k’age s̱edah. (I) / Ets’esk’iye gat gah s̱edah. (TC) The crow is sitting beside the tree. Jānji enk’uk’ā. Here’s your cup. Kona hots’i’ dēsāł. I’m going to Kona. Ests’i’ yindāł. Come (across) to me. (Across stream, or in a game.) Tū des̱lin ch’aji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of the waterfall. Hoch’āji nasdeh (I) ~ nasdē (TC, DL). I live on the other side of it.

Students can recognize words for "this" and "that". 

De’eda Hayden? / De’eda Hayden at’īn(ā)? / Hayden de’eda at’īn? Where is Hayden? Hayden jāni at’īn. Hayden is here. Mā, edū jāni at’īn. No, he’s not here. De’eda nāndē? Where do you live? Kakhādi gah nānẕet. Stand next to the door. Students can recognize the names of the Tahltan communities. 

Łuwechōn – Iskut Tatl’ah – Dease Lake Tlēgo’in – Telegraph Creek

Students can recognize common words indicating how an action is done.  iheł – together k’as̱dene – almost

jije

Students can recognize es- "me", en- "you", me"him/her" and ede- "self" when used with postpositions. 

Edlā esdaga non’ ala ~ alah. Mother made some medicine for me. Eneł dēsāł. I’ll go with you. Megah nānẕet. Stand next to him/her/it. Edegah sadesdih. I’m proud of myself.

dok’eh? – when? Ekuh ibehi _______ hots’i’ deyah. Last summer, I went to _______. Da’āts̱ō nōdūdī. Now its time to quit for a little while. (Break time!) Kuji łanāghoł. Now it’s time. (End of class.)

Students can understand how an action is done. 

dūda? – how? k’adle – quickly ts’istah – slowly t’ī eł – with strength dūzākhu – carelessly, mixed up, confused

Students can understand basic why? questions. 

yēkah – why?

EYĀZE – Listening (Beginner)

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eghaye

et’āne

Students can recognize common verbs for classroom activities.

Students can understand who is doing common activities.

Students can understand who is doing an action (with objects).

 Esjinh. I sing. Mēda nin’īn(i)? Who did/do you see?



Students can recognize who receives an action. 

ACTIONS (WHO & WHEN)

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K’uk’ā Arden ghānā. Give Arden a cup. K’uk’ā meghānā. Give him/her a cup. K’uk’ā esghānā. Give me a cup.

Dūda ahet’īn? What are they doing? Enmā ja’at’in(i). Your mom’s doing it.

 Mēda ejini? Who is singing? Esjinh. I sing. Enjinh. You sing. Sophia ejinh. Sophia is singing. Edlā ejinh. Mother is singing. 



S̱ijinh. We are singing Hujinh. Let’s all sing. Ts̱edẕe hejinh. They are all singing. Yēda ūnkēdi? What are you buying? Jije tu’ uskēdi ~ uskēt. I’m buying juice. Endīghi kālīn. Your tea is pouring out. (Hole in your cup.)

jije

Students can recognize who receives an action. 

K’uk’ā hughānlē. Give them cups. K’uk’ā dahghānlē. Give us cups. Dahzihge adindīlā? Are you helping us?

With support, students can understand common activities someone is going to do in the future.

Students can recognize simple statements, questions and requests about activities in the near future.



Nōdēshyēł ~ nōdēsyēł. I’m going to play. Udēst’ēł. I’m going to go fishing. Ejidēsāł. I’m going to go hunting. Eneł dēsāł. I’ll go with you. Estogatāł uts̱ēge edesāł. I’m going to wear my skinny jeans. Dugi dẕenēs dūda adint’īł ~ adindīl? What are you going to do today?

Bēs ts̱’ene dīndāł. You’re going to walk to your right. Dahzihge adint’īlā? Are you going to help us? Terrace k’aji nanēst’īł. I’m going to see you in Terrace (again).

Students can recognize simple, memorized past forms of common verbs.

Students can understand simple, memorized past forms of common verbs.

 Mēda ayilā? Who made it? Kylie ayilāh. Kylie made it. Ēch aslah. I made a shirt. Espāne Jane yes’īnh. I saw my friend Jane.



Dūda ahit’īn’? / Dūda ahijā? What did they do? Esdīhge ~ Esdīke (TC) esgah łāndał. It’s so good that you came to visit. (I’m glad you came to me.)

EYĀZE – Listening (Beginner)

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eghaye Students can recognize yes/no questions, choice questions, and identification questions.  Tū k’e’edints̱’et. You are thirsty. Tū k’e’edints̱edā? Are you thirsty? 

QUESTIONS



Didā menlīn? Do you want this one? Dinbedā? Are you hungry? Soga ēnts̱et ~ ēnts̱ēdā? Did you eat well? ______ enlīnā? Do you want some ______? Dēnda menenlīne? Which one do you want? Yēda menenlīne ~ enlīn(e)? What do you want? Dēnda łān menenlīn? Which one do you really like?

eduledāde Students can recognize the difference between a statement and a question (ending in -ā). 

S̱indli. You’re cold. S̱indliyā? Are you cold? S̱ezeł. It’s hot. S̱ezelā? Is it hot?

Students can understand simple questions or statements about themselves, family, friends and classmates. 

Enmā (k’)at’ini. Your mom did it. Dūda enmā ka’atini? What did your mom do? Enka’ahet’ini. They’re going to copy you. (Literally: They’re going to do like you.)

et’āne

jije

Students can understand simple questions and statements about actions and events.

Students can understand simple questions about actions and events, including time phrases.



Dūda at’īn(ī)? What is he/she doing? Dūda enmā at’īn? What is your mom doing? Enchime edīda ~ idīda (TC)? Where is your son?



Yēda k’inabē ~ k’inabēhi? What swims around? Yēda k’inat’ah? What flies around? Yēda k’inagoch? What walks around on all fours?

De’eda deshya’? Where did he leave for? Dok’eh Łuwechōn hots’i’ dīndał? When did you go to Iskut? Didā yenelīn? Does he want this? Dūda ānhīn? What are you doing to it?

Mēda at’eh (I) ~ at’ē (TC, DL)? Who is this? Yēda at’eh (I) ~ at’ē (TC, DL)? What is it? Students can understand simple questions (who, where, what, what kind, which) about people, animals and objects, with visual support. 

Mēda jān(i) at’īn(i)? Who is here? Arden jāni at’in(ā)? Is Arden here? Arden jāni at’īn. Arden is here.



Sophia edīda ~ idīda (TC)? Where is Sophia? Eskinā’et edīda ~ idīda (TC)? Where is my jacket? Enke’ edīda ~ idīda (TC)? Where are your shoes? Ēy ~ E kē edīda ~ idīda (TC)? Where are the shoes? Edlā edīda ~ idīda (TC)? Where is mom?

Students can understand simple questions (who, where, what, what kind, which) about people, animals, and objects 

Ents’inikē ja’ēy? Is that your relative? Enseski’ā ja’ēy? Is that your relative?



Mēda mēnlīn ts’ōdindē. Who do you want to talk to?

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De’eda Sophia? / De’eda Sophia at’īn(ā)? / Sophia de’eda at’īn? Where is Sophia?

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Dūda ast’īnī? What am I doing? Yēda ents̱ets̱? What are you eating?

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Yē tūdi ja’at’ē? What kind of duck is it?

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Yēda dints̱’egi ~ dints̱’ek? What do you hear?

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Yēda debēh? What swims? Yēda det’ah? What flies? Yēda degoch? What walks on all fours?

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Yē eł dah nodīyeł? What game are we going to play?

EYĀZE – Listening (Beginner)

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eghaye

eduledāde

jije

Students can recognize endings for soft, hard, and plural objects in short phrases with "give", "pick up", and "put".

Students can recognize endings for soft, hard, and plural objects in phrases with "give", "pick up", and "put".

Students can recognize the endings –tī, for long objects, and –tē, for living things, in phrases with "give", "pick up", and "put".

Students can recognize endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring".

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Nidinchush. Pick it up. (soft object)



Eyinh nīnchush. Put it over there.

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Esghanā. Give it to me. (general, hard object)

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Eyinh nīnlē. Put them over there. (plural objects)

Et’āne esghanā. Pass me the head of lettuce. K’unts esghanā. Pass me a potato. K’ūk’ā nīnā. Put the cup down.

Ēy ~ E me’ugēdi esghantī. Give me a fork. (long or big object) Ēy ~ E udes̱i esghantī. Give me the long one. (e.g. stick)



Dechinh nidintī. Pick up the stick.

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Edōne da’atsedle nidintē. Pick up the little child. (living person) Tli’ (da’a)tsedle nidintē. Pick up the little dog.



KINDS & NUMBERS OF OBJECTS

et’āne

K’unts esghanlē. Pass me the potatoes.

Students begin to recognize endings for liquids and containers in simple sentences with "give", "pick up", and "put". 

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K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot.



Tū das̱intī. Put water on to boil. (Literally: Put up water.)

EYĀZE – Listening (Beginner)

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EYĀZE – Speaking (Beginner)

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Beginner speakers of Tāłtān can interact in simple ways, with each other and with teachers, Elders, and support people who can help them put together what they are trying to say. Generally, beginning students can communicate accurately enough to get meaning across to supportive listeners.

eghaye

et’āne

jije

Students can talk about some very familiar topics using single words and short phrases they have practiced and memorized.

Students can talk about themselves and some other very familiar topics using a variety of words, phrases, and memorized expressions.

Students can talk about familiar topics using phrases, simple sentences and common Tāłtān language patterns they have practiced.

Students can talk about a variety of familiar topics using a series of 2-3 simple sentences. Basic Tāłtān language patterns and frame sentences help them to communicate.

Students can refer to themselves with one word.

Students can refer to themselves or another person with one word.

Students can independently use es- and en- to indicate "my" and "your" possessions and / or relatives.

With support, students can use me- to indicate "his" and "her" possessions and / or relatives.

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POSSESSIVES

eduledāde

sini – I /me / mine

 

sini – I /me / mine

nini – you / yours

Nini ja’anja? Did you do it? (Is it you who did it?)

With support, students can use es- and en- to indicate "my" and "your" possessions and / or relatives. 

esbāde – my mitts eskime – my house

enbāde – your mitts enkime – your house

 

 esk’uk’ā – my cup

enk’uk’ā – your cup 

tlī’ – dog esli’e – my dog

Mepāne edīda ~ idīda (TC)? Where is his/her friend? Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old.

enli’e – your dog



Enkinā’ede ēnya’. Put on your jacket

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Estogatāł detl’ishde. My pants are blue. Entogatāł degā. Your pants are grey.

EYĀZE – Speaking (Beginner)

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FAMILY RELATIONSHIPS

eghaye

eduledāde

Students can use appropriate words for their own parents and grandparents.

With support, students can use appropriate words for "my" and "your" parents and grandparents.



edlā – mother

ete’e – father

tsūtsū – grandma tsiye – grandpa (words used by young children – familiar address forms) estsū – my grandmother; female elder of my clan estsiye – my grandfather; male elder of my clan



enmā – your mother enta’ – your father

et’āne Students can independently use appropriate words for "my" and "your" parents, grandparents, and siblings. 

entsū – your grandmother entsiye – your grandfather



edāde – older sister ediye – older brother esdēdze – my younger sister endēdze – your younger sister eschidle ~ eshchidle – my younger brother enchidle – your younger brother

jije Students can use appropriate words for children and grandchildren. 

estu’e – my daughter entu’e – your daughter



eschime ~ eshchime – my son enchime – your son chu’ – son (form of address for one’s own son)



eschā ~ eshchā – my grandchild (female speaker) enchā – your grandchild (of a female)



ests̱uwe – my grandchild (male speaker) ents̱uwe – your grandchild (of a male)

Eschidle ________ uyeh (I) ~ uyē (TC, DL). My little brother’s name is _________.

EYĀZE – Speaking (Beginner)

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INTRODUCTIONS

eghaye

eduledāde

Students can introduce themselves: Students can tell someone their name, their mother’s name and their grandmother’s name, with support.

Students can introduce themselves: Students can independently tell someone their name, their mother’s name and their grandmother’s name.



______ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

____ushyeh (I) ~ ushyē (TC, DL). My name is ________. Edlā ______ uyeh (I) ~ uyē (TC, DL). Mother’s name is _____. Estsū Winnie uyeh (I) ~ uyē (TC, DL). My grandmother is called Winnie.

Students can ask and respond to questions about their names. 

et’āne Students can introduce themselves and their friends. 



jije Students can formally introduce themselves to a group, with support: Students can state their name, their mother’s and grandmother’s names, their clan, and where they live.  ______ ushyeh (I) ~ ushyē (TC, DL). My name is ________. Estsu Winnie ōyē. My grandmother is called Winnie. Didene mezi’ _______ uyē. (TC) Her Indigenous name is _______. Ch’iyōne esdāts̱’ehi. My clan is Wolf. Łuwechōn nasdehnand. I live at Iskut.

essa’asi – my friend ensa’asi – your friend

Students can ask where someone is from or lives.

Students can state where they and others are from.



Students can show humbleness when they speak about themselves.

Students can ask and respond to simple questions about others, with support.

Dūda onyeh (I) ~ onyē (TC, DL)? What is your name?



Tl’abāne hots’ih ja’ast’īn. I’m from Klappan. Tlēgokhīn hots’ih ja’ sini. (TC) I’m from Telegraph. Tl’ogot’īn hots’ih ja’ant’īn . You are from Tl’ogot’īn. Ah’at nasdeh (I) ~ nasdē (TC, DL). I live right over there. (outside) Ah’at nadeh (I) ~ nadē (TC, DL). He/she lives right over there.

EYĀZE – Speaking (Beginner)

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eghaye Students can use appropriate greetings for the time of day.

GREETINGS & EXPRESSIONS



eduledāde Students can greet their peers politely, with support. 

Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning. Nanūst’ī. Goodbye / I’ll see you.

Students can express a positive reaction.

Students can respond to a greeting, with support.



Eti’e. Great! / It is good! Kuji. All done! Ē, eti’e. That’s right. / Yes, it’s good.

et’āne Students can greet their peers independently, and respond to greetings. 

jije Students can greet people respectfully. 

Students can greet and leave teachers, Elders or someone they don’t know in a polite way, with support.

Nini k’aji, dūda ant’e (I) ~ ant’ē (TC, DL)? And how are you? (to one person) Soga ast’eh (I) ~ ast’ē (TC, DL), ninh k’aji? I’m fine, and you?



Students can express thanks with gestures and words.

HELP & CLARIFICATION

Kuji, nanūst’ī. OK, I’ll see you. Soga edēnt’īn Take care of yourself.

Students can demonstrate respect for Elders – e.g., 



Mēduh, ests’ini kē. Thank you, all my relations. Eti’e nanēst’īn. It’s good to see you. Esdīhge nanēst’īn. / Esdi’eti’e nanēst’īn. (TC) I’m happy to see you.

Mēduh! Thank you! (Gesture: hands with palms up.)

Do not walk in front of Elders, always let them go first. Offer your chair to an Elder who enters the room. Invite Elders to eat first at gatherings.

Students can ask for repetition with one word.

Students can ask for repetition.

Students can ask for clarification or repetition.

Students can use memorized phrases to ask for help.



k’aji – again ka’adindih – say it

K’aji (du)ka’adindi ~ K’aji ka’ dindih. (You) say (it) again, (please).

Eszihge ant’īn? Could you help me? Ests’i’nandi’. Could you (one person) give me a hand? (Asking if they’re available. Literally: You’re strong to me.)

EYĀZE – Speaking (Beginner)

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LIKES & DISLIKES, WANTS & NEEDS, FEELINGS

eghaye

eduledāde

et’āne

jije

Students can express simple positive and negative responses to questions about health and feelings.

Students can respond to simple questions about health, feelings and emotions.

Students can respond in some detail to questions about health, feelings and emotions.

Students can express likes/dislikes, emotions, wants and needs.



 Estogatāł uts̱ege meneslīn. I like my skinny jeans.

Dūda ant’e (I) ~ ant’ē (TC, DL)? How are you? (to one person) Esdīhge. ~ Esdīke. (TC) I’m happy. Idī eslīn ~ islīn (TC). I’m angry. Eya’e. I’m sad. Tū k’e’edints̱edā? Are you thirsty? Enya’ā? Are you sick? Eshya’e. I’m sick.



Students can express a simple need or want.

Students can express basic needs or wants.



Tū eneslīn. I want water. Bede eneslīn. I want food. Ahde’e dēsał. May I use the washroom? (Literally: I want to go back there.)

Desbet. I’m hungry! Ē, sinī k’aji. Yeah, me too. ______ eneslīn. I want the ______.

Students can express simple likes and dislikes, with support. 

Geshūk’a enlinā? Do you like bacon? Geshūk’a meneslīn. I like bacon. K’indzē’ menenlinā? Do you like strawberries? Ẕas̱ edū menesline. / Edū ẕas̱ eneslīn. (TC) . I don’t like snow. Nedishchā. I love you.

Students can express what they need or want.  Ahde’e dēsał dindih. May I use the washroom? (Literally: I want to go back there.)



Sadesdih. / Sadesdī’. I’m proud. Entsēyā? Did you cry? Estsey. / Estseyh. I’m crying. Yeda nēnjida? What are you scared of?



Beł anilā? Are you sleepy? Endi’eya’ā? Are you sad? Nēnjida? / Ninjidā? (TC) Are you scared? Ē, nēsjit. / Ē, nesjit. (TC) Yes, I’m scared right now; I got startled!

Students can express likes and dislikes, with support.  Yēda menenlīn ents̱edẕi? / Yēda menlīn ents̱edẕi. (TC) What do you like to eat? Kedā ts̱en’ meneslīn. I like moose meat. Yē khih menenlinā? What animals do you like? Sas meneslīn. I like black bears. Students can compliment others.  Łān meneslīn. I really like it. Entsigha’ ti’e. Your hair is nice. Soga ant’īn. You did well. Enēje łān meneslīne. I really like your shirt. Soga āndih. You said it well. Soga adentin. You said it well. Endi’ ti’e. Your mind is good.

EYĀZE – Speaking (Beginner)

A-42

COMMANDS, INSTRUCTIONS & DIRECTIONS

eghaye

eduledāde

Students can repeat simple commands and warnings.

Students can give simple commands to one person.

 Łagu. Quit it! Soga edēnt’īn! Take care! Seninīnh! Watch/look at me! Tsīnī! Be quiet! Ēnts̱ets̱! Eat! (to one person) S̱indah! Sit down! (to one person) Nānẕet! Stand up! (to one person)



et’āne Students can give commands to one person, two people, or a group, using common classroom verbs.

jije Students can give simple instructions. 



Dah jinh(i). You all sing! Udenahts̱’ān’! You all listen!



S̱indah! Sit down! (to one person) S̱ahkeh! Sit down! (to two people) Ts̱edẕe dāts̱’ih! All of you, sit down! S̱ahtīn ~ Nahtē! Go to sleep! (to a group)



Nānẕet! Stand up! (to one person) Nahẕet! Stand up! (to two people)



Kedā tsen’ ents̱ets̱! You eat moose meat! (to one person) Ahts̱ets̱. You all eat!

Students can use cautionary expressions. 

Tondesi’! / Tāndēs! (TC) You might get hurt!

EYĀZE – Speaking (Beginner)

A-43

WEATHER, SEASONS & TIME

eghaye

eduledāde

et’āne

Students can repeat common weather expressions.

Students can use common weather expressions.

Students can describe the weather.

 Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) It’s sunny. K’os̱ hulīn (TC, DL) ~ huhłīn (I). It’s cloudy. Hos̱dlī. / Hos̱dlih. It’s cold.



Chā nadetl’īt ~ nadetl’īd. It’s raining. Ẕas̱ nadetl’īt ~ nadetl’īd. It’s snowing. Nats’i hulīn (TC, DL) ~ huhłīn (I). It’s windy. Āh hulīn (TC, DL) ~ huhłīn (I). It’s foggy. sluhje – hail

Ah’ene dūda ahūht’ē? Outside, how is it? Na’denedū. Snow is falling.

Students can repeat words for times of day.

Students can repeat words for seasons.

 chachōlone – morning dẕenēs̱ – day khihgah – evening ihtl’ēge – night



Students can independently give weather information 

ibehi – summer t’atl’ā – autumn khaye – winter

Students can recite the date, with support. 

jije

Students can use appropriate words for days and seasons.  kidzōk’eh – yesterday dūgi dẕenēs̱ – today chachā – tomorrow 

dāne – spring (green buds are out) no’adāleł – early spring

Students can recite the Tāłtān month names.

SONGS & STORIES

Students can sing along with familiar Tāłtān children’s songs. 

Students can independently sing familiar Tāłtān children’s songs.

Students can repeat key words and recite short memorized phrases from familiar Tāłtān children’s stories. 

Students can recite short memorized phrases of familiar Tāłtān children’s stories about cultural teachings.

Salmon story Spruce grouse with red eyebrows Creation story (Sunlight/Swallowed a spruce needle)

EYĀZE – Speaking (Beginner)

A-44

TĀŁTĀN SOUNDS

eghaye Students can pronounce Tāłtān short vowels, and Tāłtān consonant sounds that also occur in English. 

et’āne

jije

Students can pronounce long and short Tāłtān vowel sounds.

Students can pronounce long vowels accurately in context.



a, ā, ē, ī, ō, ū

 Nīn ā eyinh nidesāł. I put it over there. Eyinh ninhā. You put it over there



sas – black bear Students can pronounce familiar words, phrases, and expressions accurately.



DESCRIPTION

Students can pronounce some common Tāłtān words and phrases accurately.

e, i, o, u b, ch, d, g, h, j, k, m, n, p, s, sh, t,w, y, z

Students can recite words for colours.

COUNTING

eduledāde

detsīdzi – red denits̱ūgi – brown

Students can describe something by its colours and size.

Students can describe something based on two of: its colour, size and shape.

Students can describe something by its shape, colour, and size.



łuwe chō – big fish łuwe tsedle – little fish bāt detsīdzi – red mitts bāt denits̱ūgi – brown mitts



esk’uk’ā chō detsīdzi – my big red cup udes̱i – long uk’odle ~ uhk’odle – short Bēs udes̱i edīda ~ idīda (TC)? Where is the long knife?

Students can respond with one word to questions about colour.

Students can respond to questions about colour with a short sentence.

Students can describe themselves with one word.



Entl’ukenh dūda modat’īn? What colour are your socks? tl’īshde ~ tl’īchde – green

Entl’ukenh dūda modat’īn? What colour are your socks? Estl’ukenh tl’īshde ~ tl’īchde. My socks are green.

Uskił. I am heavy. Nasdi’. I am strong. Hushyan. I am smart. Sonelin. I am beautiful.

dehgidle – round Da’āk’odle. It’s this short. (with hand gestures) Kekits̱ k’a’at’ē. It’s like a box. Et’āne uchō(h) ~ uchoh. The leaf is big. Mets̱i’ uchō(h) ~ uchoh. His/her head is big. Estogatāł esesdah. I’m wearing my jeans. Ēy ~ E dechinh uhch’ode edīda ~ idīda (TC)? Where is the short stick?

Students can describe their own appearance. 

Estogatāł esesdah. I’m wearing my jeans.

Students can count 1 -10.

Students can count 1-20.

Students can count to 30.

Students can express quantities.



utlān – many/lots (before or after noun) utlān dene – lots of people bede utlān – lots of food



da’atsō – a little bit tiye atsō – too little tōdiht’eh – lots edone tōdiht’eh - lots of children

łige, łakē, tāt’e, łēnt’ē, nāsłige, nāsłakē …

edes łakē – twelve edes łōla’e – fifteen edes nāsłēnt’ē – nineteen denładiht’ē – twenty

denładiht’ē łige – twenty-one

EYĀZE – Speaking (Beginner)

A-45

eghaye Students can respond to simple questions about location with memorized phrases.

eduledāde Students can use simple words for locations and directions.

Student response to roll call: Jāni ast’īn. I’m here.



jāni – right here eji’ ~ eji – right there (if you can see it) eyinh – over there, right there, at that time



Teacher: Arden jāni at’in(ā)? Is Arden here?



yige – under kāge – on top of k’āge – beside gah – by eł – with kidatene – by the doorway

WHEN, WHERE & HOW



Teacher: _______ edīda ~ idīda (TC)? Where is (someone or something)?



Jāni ja’ (person, object). _______ is right here

De’eda Hayden? / De’eda Hayden at’īn(ā)? / Hayden de’eda at’īn? Where is Hayden?



Jāni ja’ bes. Here’s the knife. (formal) Jāni ja’ s̱indah. Here’s where you sit. Kakhādi gah nānẕet. Stand next to the door.

Student: jāni – right here ah’ene – outside Kime (at’īn). (He or she is) at home. Hayden jāni at’īn. Hayden is here. Mā, edū jāni at’īn. No, he’s not here. Edū me’esdih. I don’t know.

Students can express "this" and "that". 



Student: Ē / mā. Yes / no.

et’āne

jije Students can describe people and things using basic words for location and direction. 

ah’at – over there ahde’e – back there (in same house) de’e – behind ahnāne – across (on the other side)



ts’i’ – to ts’ih – from kēt – inside ts̱eh – in front of, ahead of k’eh – amongst, around, about



Arden jāni aht’inā? Is Arden here? Ah’ene nahoye. He’s playing outside. Ahde’e ~ hude’e deshya’. / Ahde’e hots’i’ deshya’. He/she went back there. Ēy ~ E kedā ahnāne nāẕet. The moose is standing across there. Terrace ja’astin. I’m at Terrace (now). Ah’ene at’īn. He or she is outside. De’eda dadāł ~ dadāl(i)? Where is he going (walking) to?

Students can use singular pronouns with postpositions. 

Teacher: De’eda nāndē? Where do you live? Student: Łuwechōn / Tatl’ah / Tlēgo’in Iskut / Dease Lake / Telegraph Creek



EYĀZE – Speaking (Beginner)

A-46

eghaye Students can identify common activities they do.  Esjinh. I sing.

eduledāde

jije

Students begin to use common verbs for present actions.

Students can describe who is doing an action using common classroom verbs.

Students can describe who is doing an action (with objects).



Mēda nin’īn(i)? Who did/do you see?

Students can express who receives an action. 

ACTIONS (WHO & WHEN)

et’āne

K’uk’ā Arden ghānā. Give Arden a cup. K’uk’ā meghānā. Give him/her a cup. K’uk’ā esghānā. Give me a cup.

Dūda ahet’īn? What are they doing? Enmā ja’at’in(i). Your mom’s doing it.

 Mēda ejini? Who is singing? Esjinh. I sing. Enjinh. You sing. Sophia ejinh. Sophia is singing. Edlā ejinh. Mother is singing. 



With support, students can say what they are going to do in the future, using common verbs. 

Nōdēshyēł ~ nōdēsyēł. I’m going to play. Udēst’ēł. I’m going to go fishing. Ejidēsāł. I’m going to go hunting. Eneł dēsāł. I’ll go with you. Estogatāł uts̱ēge edesāł. I’m going to wear my skinny jeans. Dugi dẕenēs̱ dūda adint’īł ~ adindīl? What are you going to do today?

With support, students can express who did an action in the past, using simple, memorized forms of common verbs.  Mēda ayilā? Who made it? Kylie ayilāh. Kylie made it. Ēch aslah. I made a shirt. Espāne Jane yes’īnh. I saw my friend Jane.

EYĀZE – Speaking (Beginner)

A-47

eghaye Students can respond to yes/no questions. 

Teacher: Didā menlīn? Do you want this one? S̱indliyā? Are you cold? Kuji? Are you ready? Kuji’? Are you ready? (pl.)

eduledāde Students can ask and respond to short yes/no questions and choice questions with familiar verbs. 



QUESTIONS

Student: Ē / mā. Yes / no.

et’āne Students can ask and respond to simple questions about people, animals, and objects (who, where, what, what kind, which).

Dinbedā? Are you hungry? Soga ēnts̱et ~ ēnts̱ēdā? Did you eat well? ______ enlīnā? Do you want some ______?



Mēda at’ē? Who is this? Mēda jān(i) at’īn(i)? Who is here? Arden jāni at’īn. Arden is here.

Yēda menenlīne ~ enlīn(e)? What do you want? Dēnda łān menenlīn? Which one do you really like?



Students can respond to simple choice and identification questions with one word. 

Teacher: Dēnda menenlīne? Which one do you want?



Dūda ast’īnī? What am I doing? Yēda ents̱ets̱? What are you eating?



Yē tūdi ja’at’ē? What kind of duck is it?



Yēda debēh? What swims? Yēda det’ah? What flies? Yēda degoch? What walks on all fours?

jije Students can ask and answer simple questions about actions and events. 



Dūda at’īn(ī)? What is he/she doing? Dūda enmā at’īn? What is your mom doing? Enchime edīda ~ idīda (TC)? Where is your son?



Yēda k’inabē ~ k’inabēhi? What swims around? Yēda k’inat’ah? What flies around? Yēda k’inagoch? What walks around on all fours?

Student: detsīdzi – (the) red (one) 

Teacher: Mēda at’ē? Who is this? Student: Edlā – Mom



Teacher: Yēda at’ē? What is it? Student: kedā - moose

EYĀZE – Speaking (Beginner)

A-48

KINDS & NUMBERS OF OBJECTS

eghaye

eduledāde

et’āne

jije

With support, students can use appropriate endings With support, students can use appropriate endings for soft, hard, and plural objects in short phrases with for long or big objects and living things in simple "give", "pick up", and "put". sentences with "give", "pick up", and "put". 

Eyinh nīnchush. Put it over there. (soft object) Nidinchush. Pick it up.



Esghanā. Give it to me. (general, hard object) Et’āne esghanā. Pass me the head of lettuce. K’unts esghanā. Pass me a potato. K’ūk’ā nīnā. Put the cup down.



Eyinh nīnlē. Put them over there. (plural objects) K’unts esghanlē. Pass me the potatoes.



Ēy ~ E me’ugēdi esghantī. Give me a fork. (long or big object) Ēy ~ E udes̱i esghantī. Give me the long one. (e.g. stick) Dechinh nidintī. Pick up the stick.



Edōne da’atsedle nidintē. Pick up the little child. (living person) Tli’ (da’a)tsedle nidintē. Pick up the little dog.

ŁĒHCHŌ – Listening (Intermediate)

A-49 An Intermediate student learning Tāłtān is developing stronger listening skills, and can more easily identify key words to ’get the gist’ of what is being said, with ongoing support from teachers and resource people. Intermediate Listeners can understand questions, short sentences, and short conversations in more varied contexts. They are beginning to be aware of the words and word-parts used in Tāłtān sentence structures, as well as the cultural context reflected in the language, through kinship terms, month names, and traditional stories. eghaye

et’āne

jije

Students can recognize familiar words, word-parts, phrases and simple sentences in spoken Tāłtān. Students can catch the main point and a few details in short spoken messages.

Students can understand words, word-parts, phrases, and simple sentences related to everyday life and seasonal activities. Students can recognize key information and understand the main topic of what is being said.

Students can understand new phrases and sentences with familiar vocabulary, based on common Tāłtān language patterns. Students can recognize and understand language they have learned for specific topics or purposes. They continue to memorize new words and phrases.

Students can understand new phrases on everyday and cultural topics, in conversation or when listening to a story. Students can translate simple oral messages from Tāłtān to English and English to Tāłtān.

Students can recognize me- "his/her".

Students begin to recognize dah- "our/your (plural)", and hu- "their" .

Students can recognize dah- "our/your (plural)", and hu- "their" .

Students can recognize dahkhuni in context.



POSSESSIVES

eduledāde

memā – his/her mother mēkime? – whose house? mēli’e? – whose dog? Mēkime ja’at’ē. (TC) This is his/her house Mepāne Łuwechōn hots’i’ deshya. His/her friend went to Iskut. Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot. Mets̱igha’ dadudēẕ ~ udes̱ (TC). His/her hair is long.



dahta’– your father dahmā – our/your mother dahkime – our / your house hukime – their house



 Humā łādał. Their mom came here.

dahtsū – our/your grandmother dahli’e – our/your dog huli’e – their dog Dahbāde detl’īshde. Our mitts are blue. Hubāde ja’at’ē. Those are their mitts. Sophia hutu’e. Sophia is their daughter.



dahkhuni – we / us / ours / ourselves / you all / yours / yourselves



Edū dakhunī ja’ ~ ja’atē (TC). It’s not ours. Dakhuni ot’in. We(’re the ones who) will do it (now).

Students can recognize dedini in context. 

dedini – he/she/that person/his/her/its



Students begin to recognize that de- is also used to indicate "his/her". 

Students can recognize the uses of me- and de- to indicate "his/her" in the context of conversation or stories.

Mepāne andeshya. His/her friend went home. Depāne andesjah. (TC) His/her friend went home. Depāne andet’in. She took her friend home.

ŁĒHCHŌ – Listening (Intermediate)

A-50

FAMILY RELATIONSHIPS

eghaye

eduledāde

Students can recognize words with meindicating "his/her" family members.

Students begin to recognize words for cousins, nieces and nephews.



Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old. Mechime tas yeghanitān. His son gave him an arrow.

Students recognize that terms for "son" and "daughter" also refer to a female speaker’s sister’s son or daughter. 

estu’e –my daughter, my niece (woman’s sister’s daughter) eschime ~ eshchime – my son, my nephew (woman’s sister’s son)



Eschime es̱ganh. My (sister’s) son is skinny. (female speaker)

INTRODUCTIONS



jije Students can recognize words for relatives on their father’s side. 

Students can recognize words for relatives on their mother’s side.

estā – my uncle (father’s brother) esbē’e – my aunt (father’s sister)



eszas’āt – my niece (woman’s brother’s daughter) eszedā – my nephew (woman’s brother’s son)

edē – aunt (mother’s sister) edes̱e – uncle (mother’s brother)

Students can recognize words with me- and deindicating "his/her" family members in context.



ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child)



Eszedā es̱ganh. My brother’s son is skinny. (female speaker)



edāde – older sister / mother’s sister’s daughter ediye – older brother / mother’s sister’s son

Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot. Deta’ eł ejinjāya ~ ejideshyah. He’s hunting with his father.

essāze – my niece (man’s sister’s daughter) esdāze – my niece / nephew (man’s sister’s child) (male speaker only)



esdēdze – my younger sister / mother’s sister’s daughter eschidle ~ eshchidle – my younger brother / mother’s sister’s son



Detu’e łān dihchā. She really loves her daughter Ēy ~ E t’ēde demā ts’inādi’. The girl is helping her mother. Ēy ~ E t’ēde dechidle nohoyē yeneh’īn. The girl is watching her brother play.

Students can recognize words for "our/your (plural)" and "their" family members.



Deta’ eł tsets det’ās̱. He’s cutting wood with his father. E eskiye dedēdze eł nahoyeh (I) ~ nahoyē (TC, DL) The boy is playing with his sister.

Esdāze es̱ganh. My nephew is skinny. (male speaker) 

Students can independently understand informal introductions.

Students can independently recognize words for cousins, nieces and nephews.

ests’ini – my relative / cousin Ests’ini es’eł ładadāł. My relative is coming with me.



et’āne

ests̱i’e ~ es̱ts̱i’e – my niece (man’s brother’s daughter) esye’e ~ eshye’e – my nephew (man’s brother’s son)



dahmā – our mother humā – their mother

Students can understand introductions and simple descriptions of kinship ties.

Students can understand descriptions of how people are related.

Tlēgo’in husłīn. / Tlēgokhīn huslīn. (TC) I was born in Telegraph Creek. Espāne John ja’at’ē. This is my friend John. Enpāne de’ots’ihda’ at’īn? / Dots’ih enpāne at’ē? (TC) Where is your friend from? Tlēgo’in hułin ~ hulin. He was born in Telegraph Creek.

ŁĒHCHŌ – Listening (Intermediate)

A-51

GREETINGS & EXPRESSIONS

eghaye

et’āne

Students can understand simple expressions of regret Students can understand expressions of regret or or sympathy. sympathy.

Students can tell when someone is making, accepting or declining a suggestion or request.



Eshya’e ~ Esdi’eya’e endaga. I’m sad for you.

Students can recognize requests for permission.

REQUESTS, LANGUAGE ABILITY

eduledāde

 Meneslīn ah’at desā. I would like to go out there. Meneslīn ahde’e desā. I would like to go back there.



jije

Students can recognize common phrases about using the Tāłtān language.

Students can understand when someone describes their ability with the Tāłtān language.



Students can recognize and respect dialects. 

Dah dzāhge kodesī. I’m learning our language. Da’ātso dahdẕāhge hodesē. / Dahẕāke da’ātso hodesē. (TC) I speak a little bit of our language. Didene k’eh hodesē. I speak our language (these people’s / Aboriginal language). Tāłtān k’eh hodesē. I speak the Tahltan language. Me’esdih dūda adindih. I understand. / I know what you said.

Ēy tsesk’iye gat k’age s̱edah. (I) / Ets’esk’iye gat gah s̱edah. (TC) The crow is sitting beside the tree.

ŁĒHCHŌ – Listening (Intermediate)

A-52

eghaye Students can understand questions and statements about their own and others’ wants and needs, health, and feelings. Menenlīnā ~ Menlīn nahonyē? (TC) Do you want to play? Ē, meneslīn nahoshyeh. Yes, I want to play. Edū meneslīn nahoshyē. I don’t want to play.



Ghanje ts̱en’ kah dinbedā? / Ghanje ts̱en’ k’ēdets̱’et? (TC) Are you hungry for goose meat? Soga ēnts̱et ~ ēnts̱ēdā? Did you eat well? Soga ēsts̱ēt. I ate well. Łan soga es̱its̱ēt. We ate really well. Travin dinbedā? Travin, are you hungry? Travin debet. Travin is hungry. Ē, tāẕeł yenelīn. Yes, he wants soup.

LIKES & DISLIKES, WANTS & NEEDS, FEELINGS LIKES & DISLIKES, WANTS & NEEDS, FEELINGS



Dugī dẕenēs̱, soga anandīla? / Dūgi dẕenēs̱ soga anasdīł? (TC) Are you feeling better today? Menenlīn ninte’a? / Menlīn nintē? (TC) Do you want to sleep? Estsū soga at’eh. My grandma is feeling better. Estsū soga anat’ē. My grandma is getting better. (Ts̱edẕe) edōne tlan hudīhge ~ hudīke. (All) the kids are happy.



Yenelīn gāẕa łedet’ās̱. He wants to cut jackpine. Łakē dēk’āne enes̱idlīn. We want two sockeye. Menenlīn(ā) uhnt’eh hots’i’ dinya’a? Do you want to go fishing (right now)? Menenlīn(ā) uhnt’eh hots’i’ dunya’(i)? Do you like to go fishing (as a hobby)? Ē, meneslīn uhst’eh hots’i’ desā. Yes, (one of these days) I want to go fishing.



Meneslīn esgendām k’edasesdā ~ k’edahsesdah. I like to ride my horse. Dedi nedihchā He/she loves you. Sedihchā. He/she loves (really likes) me. Sedinchā You love me.

eduledāde

et’āne

jije

Students can understand basic information about others’ activities, interests and preferences.

Students can understand when others talk about shortterm plans.

Students can understand more complex phrases about feelings and emotions



Arden geshuk’a edū yenelīn. Arden doesn’t like bacon. Dēnda k’inadā enelīn? / Mēda yenelīn dedāhi. (TC) Who likes to walk?

Meneslīn k’unts est’ēẕi ~ est’ēs̱.(TC) I want to cook potatoes. Dūgi khihgah meneslīn k’unts est’ēẕi ~ est’ēs̱.(TC) This evening I want to cook potatoes. Chachā edū meneslīn ke’etsehdī kime hots’i’ desā. / Chachā edū meneslīn ke’etsehdī kime nadesā (nadesdā). (TC) I don’t want to go to school tomorrow. Ekukh chachā de’eda dīndāli ~ dīndal (TC)? Where are you going tomorrow next day? (the day after tomorrow) Dēnda ________ łān enelīn? / Mēda ________ łān yenelīn? Who really likes to _________?

Sadist’eh yeninzenā? Do you feel sorry for me?

Students can understand simple explanations of why someone likes or dislikes something.

Students can understand why someone likes or dislikes something.



egha – because



Ut’ē łān meneslīn egha łuwe ests̱edẕi meneslīn! I really like fishing because I like to eat fish! Geshuk’a edū meneslīn egha tīye eł kūhk eł aht’ē. I don’t like bacon because it’s made with too much salt. Geshuk’a edū meneslīn egha tīye eł kukh yek’ēts’et. I don’t like bacon because there’s too much salt in it.

ēy ghajah – that’s why Eyinh kōnelīn eghahja hodischā. / Jān kōnelīn ēghahja’ hodihchā. (TC) It is beautiful over there; that’s why I love it.

ŁĒHCHŌ – Listening (Intermediate)

A-53

eghaye Students can follow a series of simple instructions for a routine procedure.

COMMANDS, INSTRUCTIONS & DIRECTIONS



eduledāde Students can understand when someone is asking for directions. 

et’āne Students can follow a short series of instructions. 

Esdaga ets̱en’ s̱idinkā. Fry some meat for me. Da’ātso mekēntl’it ~ mekentl’īt (TC). Pour a little bit (of liquid) into it. Ānī edints̱eł ~ edīns̱eł. Come, you’re going to eat.



Enghu’ ke’ēndē ~ k’e’indē (TC). Brush your teeth. Me’eł esghu’ k’e’esdē esghantī. / Enghu’ k’e’indē eł esghāntī. (TC) Pass me my toothbrush.



Kuji nodīyēł. Now we are going to play that game. Hodīdzi nānẕet. Stand in the middle. (to one person)

jije Students can follow a series of instructions for a procedure (e.g., lighting a campfire).

Students can understand simple directions to get from one place to another. 

ŁĒHCHŌ – Listening (Intermediate)

A-54

TĀŁTĀN SOUNDS

STORIES

WEATHER, SEASONS & TIME

eghaye

eduledāde

et’āne

jije

Students can understand descriptions of weather in the recent past.

Students can understand weather predictions for the immediate future.

Students can understand the basic meanings of the Tāłtān month names.

Students can understand times, dates, and weather information in context.



 Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Duli nodes̱t’īn. I wish it would clear up. (Kusā) chachā sade’ hohłe’in. (Maybe) tomorrow it will be sunny. Kusā chachā sadē odadīł. (TC) Maybe tomorrow it’s going to be sunny. Duli sā hūhłīn. I wish it would get sunny. Dūgi dẕenēs̱ hoti’e odadīł. (TC) Today it’s going to be nice.



Ekuh khaye łān ẕas̱ na’denedū. Last winter, it snowed a lot. Ekuh khaye ẕas̱ nadenes̱don’. (TC) Last winter, it snowed a lot. Ekuh khaye nadenes̱don! Last winter it snowed lots!

Students can understand detailed explanations of the Tāłtān month names. 

Students can understand the main idea and a few details in short, familiar stories told by Elders. 

Students can understand the main idea and some details in familiar stories told by Elders.

Students can understand and appreciate the main idea and key details in familiar stories told by Elders.

Dūda ahedih? What do they say? / What does it say? Dūda ahodī? What does it mean? Hostēłisā dedīye nehts̱eni anadē. In September, the groundhogs are getting fat.

Students can understand and appreciate familiar stories told by Elders.

 Tsesk’iye chō ja’at’īn. Raven is the one that’s doing it. Tsesk’iye chō ja’ajā. Raven is the one that did it.

Naghā Wolverine story

Students can recognize glottal stops (’) and glottalized sounds in context. 

hots’i’ – to



ts’i’ene – weird, odd

Students can recognize contracted forms. 

de’eda ~ dēda? – where?

hots’ih – from

Tlī’ jije (ts’i’ene) deshjit. Dog berries smell bad (odd). 

Yēda koneh’īn? Yēda koninhīn?

What is he looking for? What are you looking for?

ŁĒHCHŌ – Listening (Intermediate)

A-55

eghaye Students can understand basic descriptions of what someone looks like. Ēy ~ E eghadēn uk’odle ~ uhk’odle. The woman is short. Edlā mets̱igha’ udes̱. My mom’s hair is long. Edla mets̱igha’ łān udes̱. My mom’s hair is very long.

DESCRIPTION



eduledāde Students can understand descriptions of the place they live, and people they know. 

Students can understand descriptions of what someone is like. 

Esdēdze uwet’ē eseł nadōdeyēh. My little sister always jokes around with me. Ēykene’dī di’eti’e. / Ekenehdī medi’ eti’e. (TC) Your teacher is nice. Ts̱edẕe edōne eti’e. They’re all good kids. Ts̱edẕe edōne dah eti’e. (TC) You are all good kids. Ēy ~ E utsedle monelīne. The little one is pretty. (e.g., puppy)

jije Students can understand what something is used for in familiar contexts (kitchen, campsite), with visual support. 

Yēdaga? What’s it for? (What for? Why?) Kon’ olē daga. It’s for making fire.



Kudeskātl me eł. I’m going to make fire with it. Ek’uk’ me eł kudeskātl. I’m going to make fire with that paper.

Students can understand personal descriptions of clothing, character and habits. 

COUNTING, COST & MEASUREMENT

et’āne

Students can understand expressions of cost. 

Students can understand expressions of length.

Dūda nadadetset? How much does it cost?  Łān nadadetset. It costs a lot. Edū łān nadadetset. It doesn’t cost a lot. Tāt’ē dānā nadadetset. It costs three dollars.  Edū tīye nadadetset. It doesn’t cost too much. Shugā tīye nadadetset. The sugar costs too much. Tīye nadadetset. It costs too much. Dūda anet’ē dānā int’īn? How much money do you have? Danāshu. Fifty cents.

Dūda ādēs̱? How long is it? Ts̱’ōs̱nān ādēs̱. It’s ten inches long. Esbēze da’ādes̱ ~ da’ādēẕi. My knife is this long.

Students can understand expressions of length and distance.

Students can understand more complex expressions of number and time.



Da’ādēẕ, me’eł ets’ekā ghāge. By the ruler, it’s this long. Da’ādēẕ, edes nāsłakē. It’s this long: seventeen (inches).



Nits̱ās̱ gadēstīł. I’m going to run a really long (far) way. _________, jāni hots’ih edū nis̱āts̱. _________ is not far from here. Kitwanga edū nis̱ats̱ (TC) Kitwanga’s not far. Tānzilla hots’i’ nis̱āts̱. / Tanzilla łan nis̱ats̱. (TC) It’s a long way to Tanzilla.

me’eł ets’ekā – ruler

Dūda anet’ē dene chitles̱dēdli? How many people are gathered? Uhutlān. There’s lots. Da’hatso eyinh hots’i’ desał. I’m going over there for a little while.

ŁĒHCHŌ – Listening (Intermediate)

A-56

eghaye

et’āne

jije

Students can recognize time phrases that indicate when an action is done.

Students can recognize word-parts that show where "I" or "you" do an action.

Students can recognize word-parts that show where an action is done.

Students can understand questions and simple explanations about the purpose or reasons for an action.



locative prefixes:



Yē ghah …? Why …?



Yē ghah ka’ adindih? Why do you say that? Yēkah esdah hodindēhi? (TC) Why are you talking about me? Yēkah na’edlok ~ na’edlogi? Why is she laughing? Yēkah dah endi’eya’e? What are you sad about?



Yēkah uts’ikēdi kime hotsī’dindāł? / Yēkah etsukēdi kime hotsī’dindāł? (TC) What are you going to the store for? K’unts łitadēslē. I’m going to buy potatoes. Yēkah ant’ini? Why are you doing that?



Yē ghah da’ medi eya’e? / Yē ghah dah medi eya’e? Why is he sad? Melī’e tas̱es̱’ān’ ~ tas̱ets̱’ān’. His dog died.



Yēkah edōne etsey? Why is the baby crying? Edōne debet. The baby is hungry. Demā gha’ ets’ey. (TC) He’s crying for his mom.

dok’eh? – when? Ents̱eh nēstēł. I’m going to bed before you. Dīghi esdān tl’ā nēstēł. I’m going to bed after I drink tea. Kuji dīghi desdīł. I’m going to drink tea now.



WHEN, WHERE, HOW & WHY

eduledāde

locative prefixes: Hok’edunts̱’īdi si’. You might fall down. Nak’edunts̱’īdi si’. You might fall off.



dūda ahodēs̱? – how long?

adverb prefixes: Andindā. ~ Andīnya’. Go home. Dugi dẕenēs̱ andesał. Today I’m leaving. Tīdesāł. I’m going out. Tināndał. You are going out (taking off, leaving, pulling out). Tināndał! (You) take off! (You) go! (TC)

Dūda ahodēs̱ dīghi dindīlī? How long are you going to drink tea for? Dūda ahodēs̱ enlīni? How long are you going to dance for? Dūda ahadēs̱i ents’ey? How long are you going to cry for?



adverb prefixes: Andūt’azi. Let’s go home. (2 people) Tindīdeł. Let’s go outside. / We’re all taking off, leaving. (3+ people) Yandūt’azi. Let’s go inside. (2 people) Yandīdeł. Let’s go inside. (3+ people). Yandīt’as. (TC) We’re going inside.

Students can recognize dah- "us/you (plural)" and hu"them" when used with postpositions.

Students can understand phrases containing any or all of the following information: who, what, when, where, how.



Estsū dech’uwe eht’ēs̱. My grandma is cooking a porcupine. Dekē koneh’īn. He’s looking for his shoe(s). Dzime tīye ejinh. The bird is singing too much. Dzime łān ejinh. The bird is really singing lots. Eskime gah, ēy ~ e dzime tīye ejinh. The bird is singing too much, by my house. K’at yeto’edetān. He/she counted it already.



Dūda ahoyē? What is the place called? Dūda ahuyē? (TC) What do you call that place? Mēda eł eyinh nadindā? / Mēda eł dīndali? (TC) Who do you go over there with? Dōk’eh (dah) eyinh nadindā? / Dok’eh mets’idīndali? (TC) When do you go over there?

Dahgah s̱indah! Sit by us! Dahts’i’ dēsał. I’m going to walk to you. (pl.) Huts’i’ ēnti’e. Be kind to them.

ŁĒHCHŌ – Listening (Intermediate)

A-57

eghaye Students can understand who is doing an action (with locations).

Students can understand who will do an action in the future.



Amy eł Claire dīghi hedān. Amy and Claire are drinking tea.

With continuing support, students can understand common activities someone is going to do in the future. 

ACTIONS (WHO & WHEN)

eduledāde

Dugi dẕenēs̱ ges̱ kah udēst’ēł. Today I’m going to fish for king salmon. Nōdesdił. I’m quitting now. Nodīdił. (TC) We are going to quit.

Ts̱a’ nidēstīł etsukēdi kime. (TC) I’m going to pick up a plate at the store. Ts̱’a’ łitadēsāł. I’m going to buy a plate. Esbē’e ts’i’ desał. I’m going to my aunt’s (father’s side). Meto’edēstāł. I’m going to count it.



Tināndał. You are going back out again (taking off, leaving, pulling out). Tidīndāł. You are going out. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake.



Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Ests’ini ~ Seski’e es’eł ładadāł. / Ests’ini es’eł dadał. My relative is going to come with me.

With support, students can understand who did an action in the past.

With continuing support, students can understand who did an action in the past.



Nōdīndījā? Did you quit? Nōdidīja? Did he quit?



K’uk nihidi’ān. K’uk nidis̱i’ān. K’uk nidah’ān.

They took the book. We took the book. You two took the book.

Łuwechōn hots’i’ deshya. He went to Iskut. Humā łādāł. Their mom came here.

et’āne Students begin to recognize differences between past and present forms. 

Tiye łedihi ests̱ets̱. I’m eating too much candy. Tiye łedihi yēsts̱ēt. / Tīye łedhihi yests̱ēt. (TC) I ate too much candy.

jije Students can recognize differences between past and present forms. 

Łakē łuwe s̱its̱ēts. / Łakē łuwe dadīts̱ets̱. (TC) We’re eating two fish. Dahkāle s̱its̱ets̱. We (2+) ate raspberries. Dahkāle das̱īts̱ēt. (TC) We ate raspberries.

Students can understand who will do an action in the immediate future. 

Students can understand who will do an action in the future. Sin(i) ōst’īn. / Sini adestīł. (TC) I will do it (now).  Dijīł. / Dadījīł. We’re going to sing. Nin(i) ōnt’īn. / Nini adintīł. (TC) You will do it (now). Humā łādadał. Their mom is going to come. Dedini ōt’īn. / Dedini adatīł. (TC) Dok’eh Łuwechōn hots’i’ dīndali? / He/she will do it (now). Dok’eh Łuwechō hots’idīndał. (TC) Dakhuni ōt’īn. / Dakhuni adītīł. (TC) When are you going to Iskut? We will do it (now). Let’s do it. Sogā dis̱eł ~ edīts̱eł. We’re going to eat well. Ts̱edẕe ah’tīn. / Ts̱edẕe adītīł. (TC) Edints̱eł ~ Edīns̱eł. You’re going to eat. You all will do it. Ts̱edẕe adahet’īn. They all will do it. Hededini ahut’īn. Let them do it. / They will do it.

Students can understand who did an action in the past, with common verbs (eat, go, make, do). 

Students can understand who did an action in the past, with a greater range of verbs. 

ŁĒHCHŌ – Listening (Intermediate)

A-58

QUESTIONS

eghaye

eduledāde

Students can understand questions about actions and events.

Students can understand questions about actions and events in the near future.



Students can independently understand questions (who, where, what, what kind, which) about people, animals, and objects. 

Ents’ini kē ja’ēy? Is that your relative? Ē, edē ja’at’ē. Yes, this is my aunt.



Yē khih k’inabē ~ k’inabēhi? Which animals swim? Yē khih k’inat’ah? Which animals fly? Yē khih k’inagoch? Which animals walk around on all fours?

et’āne

jije

Students can understand questions about actions and events in the present and past, including time phrases.

Students can understand questions about how something works in familiar contexts, with visual support.



Mēda jān(i) at’īn(i)? Who is here? Yēda koninhīn? What are you looking for? Yēda koneh’īn? What is he/she looking for? Kidzōk’eh dūda ant’īn(i)? What did you do yesterday?

Dūda ats’ehīn? What do you do with it?

Students can understand questions about habits. 

K’as gahū endāna? / K’as̱ gahū endān. (TC) Do you ever drink coffee?

ŁĒHCHŌ – Listening (Intermediate)

A-59

eghaye

eduledāde

Students can recognize endings for liquids and containers in simple sentences with "give", "pick up, "put", and "bring".

Students can recognize endings for different kinds and numbers of objects in future sentences with "pick up".



 Ēy ~ E gah nidēstēł. I’m going pick up that rabbit. (living thing) Eschā nidēstēł. I’m going to pick up my grandchild. (physically lift, not pick up in a car) Tāt’ē k’uk nidēslēł. I’m going to pick up three books. (plural objects)

et’āne Students can recognize endings for different kinds and numbers of objects in sentences with "buy".

KINDS & NUMBERS OF OBJECTS

 Tū esghankā. Give me water. (open container)

Students begin to recognize who is doing and receiving an action involving different kinds or numbers of objects.



K’unts esghanā. Pass me a potato. K’unts meghanā. Pass her a potato. Gwātā enghōs’ā. I’ll give you a quarter. Danāshu enghōs’ā. I’ll give you fifty cents.

Students can recognize endings for different kinds and numbers of objects in future sentences with "buy". 

Ēch łitadeschish. I’m going to buy a shirt.



Tsa’ łitadesāł. I’m going to buy a plate. Kē łitadesāł. I’m going to buy shoes. Didi łitadesāł. I’m going to buy this. Dih łitadesāł. I’m going to buy chicken.



K’unts łitadēslēł. I’m going to buy potatoes. Łedihih łitadēslēł. I’m going to buy lots of candy. Āh łitadēslēł. I’m going to buy snowshoes.



Una łitadēstīł. I’m going to buy a gun. Shūgā łitadēstīł. I’m going to buy (a bag of) sugar.



Tl’i’ łitadēstēł. I’m going to buy a dog. Mashmash łitadēstēł. I’m going to buy a cow. Ēy ~ E dih łitadestēł. I’m going to buy a live grouse or chicken.

Dahk’uge ts̱edẕe esghahlē. All of you give me your papers.

Students begin to recognize endings for different kinds and numbers of objects in simple sentences with locations.

Students can recognize endings for different kinds and numbers of objects in simple sentences with locations.



jije

Mekina’et nenh k’eh s̱ehchūsh. Her jacket is on the ground. (Eyinh) s̱inhān. Leave it (over) there. (general) (Eyinh) s̱ehchūsh. Leave it (over) there. (soft object)

ŁĒHCHŌ – Listening (Intermediate)

A-60

ŁĒHCHŌ – Speaking (Intermediate)

A-61

Intermediate Tāłtān students can hold basic conversations and ask and respond to questions about a wider variety of topics: family members, familiar places and things, and daily or seasonal activities. They are just starting to speak spontaneously. However, they can participate politely in common social interactions, retell simple stories they have practiced, and give short, rehearsed presentations in Tāłtān. Intermediate speakers can use common word-parts, phrases and sentence structures in new contexts, with ongoing support from teachers, Elders and resource people. eghaye

POSSESSIVES

Students can hold basic conversations about daily or seasonal activities, using familiar words, phrases and simple sentences.

eduledāde

Students can exchange information about familiar topics using simple sentences. They can usually handle short social interactions in everyday situations by asking and answering simple questions. Students can tell short, simple stories they have practiced.

et’āne

Students can converse on familiar topics, and tell simple stories, using a few sentences at a time, given time to prepare and rehearse. Students can build simple sentences in new contexts, using familiar and new vocabulary, phrases, word-parts and sentence patterns.

With some support, students can use me- to indicate Students can independently use me- to indicate "his" With support, students can use dah- and hu- to "his" and "her" possessions and / or relatives. and "her" possessions and / or relatives. indicate "our", "your (plural)", and "their" possessions and / or relatives.  Mebāde edīda ~ idīda (TC).  memā – his/her mother Where are his/her mitts? mēkime? – whose house?  dahta’– your father Metsū łāni ishjān ~ isjān (TC). mēli’e? – whose dog? dahmā – our/your mother His/her grandmother is very old. dahkime – our / your house hukime – their house  Mēkime ja’at’ē. (TC) This is his/her house. Mets̱igha’ dadudēẕ ~ udes̱ (TC).  Humā łādał. Their mom came here. His/her hair is long. Mepāne Łuwechōn hots’i’ deshya. His/her friend went to Iskut. Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC) His father taught him to shoot.

jije

Students can converse on familiar topics, and retell familiar stories they have practiced, using a series of sentences. Students can usually express what they want to say about themselves, their everyday lives, and their cultural experiences. Students can build sentences in new contexts, using familiar and new vocabulary, phrases, word-parts and sentence patterns.

Students can independently use dah- and hu- to indicate "our", "your (plural)", and "their" possessions and / or relatives. 

dahtsū – our/your grandmother dahli’e – our/your dog huli’e – their dog



Dahbāde detl’īshde. Our mitts are blue. Hubāde ja’at’ē. Those are their mitts. Sophia hutu’e. Sophia is their daughter.

ŁĒHCHŌ – Speaking (Intermediate)

A-62

eghaye With support, students can use appropriate words for aunts, uncles and cousins:

Students can use appropriate words with me- to indicate "his" and "her" family members.



 

FAMILY RELATIONSHIPS

eduledāde

Metsū łāni ishjān ~ isjān (TC). His/her grandmother is very old. Mechime tas yeghanitān. His son gave him an arrow.

et’āne Students can independently use appropriate words for relatives on their mother’s side.

jije Students can use appropriate words for cousins, nieces and nephews. 

ests’ini – my relative / cousin Ests’ini es’eł ładadāł. My relative is coming with me.



Ests’iki’e ~ eschiki’e – my (close) relative / cousin (mother’s brother’s child; father’s sibling’s child)



estu’e –my daughter, my niece (woman’s sister’s daughter) eschime ~ eshchime – my son, my nephew (woman’s sister’s son)

Students use terms for siblings for their mother’s sister’s children. 

edāde – older sister / female cousin ediye – older brother / male cousin



eszas’āt – my niece (woman’s brother’s daughter) eszedā – my nephew (woman’s brother’s son)



esdēdze – my younger sister / female cousin eschidle ~ eshchidle – my younger brother / male cousin



essāze – my niece (man’s sister’s daughter) esdāze – my niece / nephew (man’s sister’s child) (male speaker only)



ests̱i’e ~ es̱ts̱i’e – my niece (man’s brother’s daughter) esye’e ~ eshye’e – my nephew (man’s brother’s son)

Students can use appropriate words for "our", "your (plural)" , and "their" family members. 

dahmā – our mother dahtsū – our/your grandmother humā – their mother

ŁĒHCHŌ – Speaking (Intermediate)

A-63

eghaye Students can independently introduce themselves, including their clan / house territory.

Students can independently introduce others.

Tlēgo’in husłīn. / Tlēgokhīn huslīn. (TC) I was born in Telegraph Creek. Łuwechōn hots’ih ja’ast’īn. I am from Iskut. Tl’abanot’īn ja’ast’ē. I belong to Tlabānoti’n. Tl’ogot’īn ja’ast’ē. I belong to Tlogot’īn.

 Espāne John ja’at’ē. This is my friend John. Enpāne de’ots’ihda’ at’īn? / Enpāne de’ots’ihda’ at’īn? / Dots’ih enpāne at’ē? (TC) Where is your friend from? Tlēgo’in hułin ~ hulin. He was born in Telegraph Creek.

Students can ask questions about someone’s age, and respond with memorized phrases.

Students can ask and respond to questions about their own and others’ ages.



INTRODUCTIONS

eduledāde



Enkhaye ~ enghaye dudā anet’ē? How old are you? Nāsłēnt’ē. Nine. Ts̱’ōs̱nān eseł khaye ~ ghaye ahuja. I’m ten years old.



et’āne Students can introduce themselves, giving details about kinship ties.

Edes łige eskhaye ~ esghaye. I am eleven years old. Ts̱’ōs̱nān mekhaye ~ meghaye. He/she is ten years old. Ts̱’ōs̱nān mek’ehkhaye. (TC) He is ten years old.

Students can introduce siblings. 

Eschidle Chris ja’at’ē. This is my younger brother Chris. Edāde Alice ja’at’ē. This is my older sister Alice.

Students can independently ask about others. 

jije

ŁĒHCHŌ – Speaking (Intermediate)

A-64

REQUESTING, OFFERING, LANGUAGE ABILITY

GREETINGS & EXPRESSIONS

eghaye Students can respectfully greet and leave peers, teachers, Elders, or someone they don’t know. 

eduledāde

et’āne

Students can express regret or sympathy.

Students can make suggestions and requests.



Eshya’e ~ Esdi’eya’e endaga. I’m sad for you.

Students can request help for themselves and others.

Students can request permission.

Students can assist others with language.



 Meneslīn ah’at desā. I would like to go out there. Meneslīn ahde’e desā. I would like to go back there.



jije

Chachā łuwe as̱it’ē. / Chachā łuwe kah us̱it’ē. (TC) Let’s go fishing tomorrow. Łuwe enlīnā ~ enlīn (TC)? Would you like some fish?

Students can express their ability with the Tāłtān language. 

Dah dzāhge kodesī. I’m learning our language. Da’ātso dahdẕāhge hodesē. / Dahẕāke da’ātso hodesē. (TC) I speak a little bit of our language. Didene k’eh hodesē. I speak our language (these people’s / Aboriginal language). Tāłtān k’eh hodesē. I speak the Tahltan language. Me’esdih dūda adindih. I understand. / I know what you said.

Students can offer to help. 

Enzihge āst’in. I’m helping you. (one person)

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LIKES & DISLIKES, WANTS & NEEDS, FEELINGS

Students can express personal feelings, wants and needs, likes and dislikes including school or cultural experiences. 

Ho’idēsts̱’et. I am tired (physically). Konejidā? Is it scary? Didi kime honejit. This place is scary.



Menenlīn(ā) uhnt’ē hots’i’ dinya’(i)? / Menlīna łuwe kah unt’ē? (TC) Do you want to go fishing? Ē, meneslīn uhst’ē. I want to go fishing (right now, soon). Menenlīn(ā) uhnt’ē? / Menlīnā łuwe kah unht’ē? (TC) Do you like fishing? Ē, meneslīn uhst’ē. Yes, I like fishing. Meneslīn Tlēgo’in hots’i’ desā. I want to go to Telegraph Creek.



Łān estsū dishchā. / Estsū łāni dihchā. (TC) I really love my grandma. Dūda menlīn ant’īn? / Dūda menenlīn ānt’īn? What do you like / want to do? Uhst’eh łān meneslīn. I really like fishing. Yenelīn ejinadā. / Yenlīn ejidedā. (TC) He likes hunting.

 Dēnda _________ enelīn? (khih, bede) Who likes _________? (animal, food, etc.) Dēnda edū geshuk’ah enelīn / ets̱edzi? Who doesn’t like/eat bacon?

eduledāde Students can ask and respond to simple questions about their own wants and needs, health, activities, interests, and preferences. 

Menenlīnā ~ Menlīn nahonyē (TC) Do you want to play? Ē, meneslīn nahoshyeh. Yes, I want to play. Edū meneslīn nahoshyē. I don’t want to play.  Ghanje ts̱en’ kah dinbedā? / Ghanje ts̱en’ k’ēdets̱’et? (TC) Are you hungry for goose meat? Soga ēnts̱et ~ ēnts̱ēdā? Did you eat well? Soga ēsts̱ēt. I ate well. Łan soga es̱its̱ēt. We ate really well.  Dugī dẕenēs̱, soga anandīla? / Dūgi dẕenēs̱ soga anasdīł? (TC) Are you feeling better today? Menenlīn ninte’a? / Menlīn nintē? (TC) Do you want to sleep?  Łakē dēk’āne enes̱idlīn. We want two sockeye. Menenlīn(ā) uhnt’eh hots’i’ dinya’a? Do you want to go fishing (right now)? Menenlīn(ā) uhnt’eh hots’i’ dunya’(i)? Do you like to go fishing (as a hobby)? Ē, meneslīn uhst’eh hots’i’ desā. Yes, (one of these days) I want to go fishing. Meneslīn esgendām k’edasesdā ~ k’edahsesdah. I like to ride my horse. Students can ask and respond to simple questions about others’ feelings, likes and dislikes, wants and needs. 

  

et’āne Students can share information about others’ activities, interests and preferences.

jije Students can talk about short-term plans. 



Arden geshuk’a edū yenelīn. Arden doesn’t like bacon. Dēnda k’inadā enelīn? / Mēda yenelīn dedāhi. (TC) Who likes to walk?

Students can give reasons why they like or dislike something. 

Dēnda ________ łān enelīn? / Mēda ________ łān yenelīn? Who really likes to _________?



egha – because



Travin medi’eya’e. Travin is sad. Travin dinbedā? Travin, are you hungry? Travin debet. Travin is hungry. Ē, tāẕeł yenelīn. Yes, he wants soup. Entsū dūda at’ē? How is your grandma? Estsū soga at’eh. My grandma is feeling better. Estsū soga anat’ē. My grandma is getting better. (Ts̱edẕe) edōne tlan hudīhge ~ hudīke. (All) the kids are happy. Dedi nedihchā He/she loves you. Sedihchā. He/she loves (really likes) me. Sedinchā You love me.

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COMMANDS, INSTRUCTIONS & DIRECTIONS

Students can give simple directions to get from one place to another. 



Students can invite participation. 

eduledāde

et’āne

Students can give a series of instructions for a routine Students can ask for and give directions to get from procedure. one place to another. 

Tū dadēndos. You boil water. Tū dadenehdos. The water has boiled. K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot. Tū s̱ezeł mekēntl’īt ~ mekentli’īt (TC). Pour hot water in. Edū nadi’i anlē. (TC) Don’t make it strong. Kuji dīghi aslah. Now I’ve made tea. Dīghi ahdān. / Ts̱edẕe dīghi ahdān. (TC) You all drink tea. Eyīnh k’uk’ā shūgā eł. / Ah’at k’uk’ā, shugā s̱elah. (TC) Cups and sugar are over there.



Dūda eyinh ładēsał Łuwechōn? How do I get to Iskut? Dūda Prince Rupert ts’idēsał? (TC) How do I get to Prince Rupert? Allan edīda menh? / Allan menh idīda? (TC) Where is Allan Lake? Dūda eyinh ładēsał? How do I get over there? Dūda Allan menh ts’idēsał? How do I get to Allan Lake? Dene Haven k’age, tene huhłīn. / Dene Haven gah tene hulīn. (TC) Beside People’s Haven there is a road. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake. Eyinh hots’ih hochidīndał. From there you go down.

jije Students can independently give instructions. 

Esdaga tak’atl gha’ēnt’ē. Thread the needle for me.



Enghu’ ke’ēndē ~ k’e’indē (TC). Brush your teeth. Me’eł esghu’ k’e’esdē esghantī. / Enghu’ k’e’indē eł esghāntī. (TC) Pass me my toothbrush.



Kuji nodīyēł. Now we are going to play that game. Hodīdzi nānẕet. Stand in the middle. (to one person)

Esgah s̱indah! Sit by me! (to one person) Dahgah s̱indah! Sit by us! (to one person)

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WEATHER, SEASONS & TIME

eghaye

eduledāde

Students can independently say the date.

Students can describe the weather in past.



Dūgi dẕenēs̱ edes nāsłakē. Today is the 17th. Kidzōk’eh edes nāsłige. Yesterday was the 16th. Chachā edes nāstāt’ē. Tomorrow is the 18th.

Ekuh khaye łān ẕas̱ na’denedū. Last winter, it snowed a lot. Ekuh khaye ẕas̱ nadenes̱don’. (TC) Last winter, it snowed a lot. Ekuh khaye nadenes̱don! Last winter it snowed lots!

Students can independently ask for and give times. 

Dū gaw? What time is it? Łige (gaw). One (o’clock). Tāt’ē hots’i’ naghoł. It’s coming to three o’clock.

et’āne Students can describe expected weather in the immediate future.  Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Duli nodes̱t’īn. I wish it would clear up. (Kusā) chachā sade’ hohłe’in. (Maybe) tomorrow it will be sunny. Kusā chachā sadē odadīł. (TC) Maybe tomorrow it’s going to be sunny. Duli sā hūhłīn. I wish it would get sunny. Dūgi dẕenēs̱ hoti’e odadīł. (TC) Today it’s going to be nice.

jije Students can discuss what happens in each month. 

Hosteł isā, dūda anhodē? What happens in September? T’at’lā ahujah. It’s autumn. T’atl’ā et’āne dets̱oy anadē. In the fall, the leaves turn yellow. Dedīye nehts̱eni anhedēhi. (TC) The groundhogs are getting fat (again). T’atl’ā ja’ ka’anahodeh (i), dzime andedeł. When it’s fall, this happens: The birds leave.



Gah ’ughās̱ ~ ’ughāẕ, dūda anhodē? What happens in December? Łan hos̱dli ahujah. It’s really cold. Khayo dīdẕe, dūda anhodē? What happens in January? Khaye ahujah. It’s winter.

Students can independently say the Tāłtān month names.  Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Hostēł isā – September

STORIES

Students can respond in short sentences to simple questions about familiar Tahltan stories.  

Jānī dūda ahūjah? What is happening here? (e.g., for describing a picture) Dūda ahit’īn’? / Dūda ahijā? What did they do?

Students can recite a common Tahltan story in 2-3 sentences.

Students can tell a short story with a series of simple, common sentences that they have practiced and memorized. 

Students can tell short, simple, personal stories that they have practiced, including a few details. 

Kuji dahdōdēsdił. Now I’m going to tell all of you. (to a group) Ekuh dah eł khaye ahōjā. Long ago, when it became winter for us …

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eghaye Students can pronounce glottal stops (’), glottalized or popping sounds, and other distinctive Tāłtān consonants.

eduledāde Students can pronounce Tāłtān vowel sounds combined with h, y and ’. 



ch’, k’, ḵ’, t’, tl’, ts’

et’āne Students can pronounce ł, tl, kh, gh, ts̱, dẕ, nh, yh. 

ah, eh, ih, oh, uh ay, ey, iy, oy, uy a’ e’ i’ o’ u’



TĀŁTĀN SOUNDS

ts’ah – hat tsa’ – Beaver (Clan) ts̱’a’ – plate/dish 

 dl, dz, n’, ts, s̱, ẕ

jije Students can pronounce phrases and sentences fluidly.

Sehtsetl. It’s wet. Sezeł. It’s hot. khēł – trap gēł – to pack gwēł – a bag menh – lake tenh – ice

Students can pronounce glottal stops (’) and glottalized sounds accurately in context. 

hots’i’ – to



ts’i’ene – weird, odd

hots’ih – from

Tlī’ jije (ts’i’ene) deshjit. Dog berries smell bad (odd). 

Yēda koneh’īn? Yēda koninhīn?

What is he looking for? What are you looking for?

Students try to pronounce unfamiliar words independently.

Students can pronounce unfamiliar words independently and confidently.



Ho’idēsts̱’et. I’m tired (physically).

Hodegats̱. It’s slippery (out). (or slippery floor) Hodes̱gats̱. ~ Hodes̱gadẕe. No more! Nothing left! honesghaze – blackfly, no-see-um Hok’edigats̱’. He/she slipped. Hok’edisgats̱. I slipped.

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eghaye Students can give basic physical descriptions of people (e.g., height, hair, clothing), with support.

DESCRIPTION



Edlā udēs̱ ~ udēẕi. Mom is tall. Espāne udēs̱ ~ udēẕi. My friend is tall. Espāne me’eje detsīts ~ detsīdzi. My friend’s shirt is red.

eduledāde Students can describe the place they live and people they know, with support. 

Ēy ~ E menh tl’īshde ~ tl’īchde modat’īn(i). The lake is green. Ts̱ē daduchō. The rocks are big.



Ēy ~ E eghadēn uk’odle ~ uhk’odle. The woman is short. Edlā mets̱igha’ udes̱. My mom’s hair is long. Edla mets̱igha’ łān udes̱. My mom’s hair is very long.

et’āne Students can independently describe the place they live and people they know. 

jije Students can describe someone’s character or habits. 

Dūda aht’ē? What is it like? Eskime detl’īshde mōdat’ini. My house is blue. Łuwechōn gah dẕeł daduchō. At Iskut, the mountains are big. Tlēgo’in tene honejit. The Telegraph Creek road is scary. Ēy ~ E ts̱ē Tuhtseyh ghuda’ uchō(h) ~ uchoh. The mountain Loon Beak is big. Ts̱ē chō ja’ Ts̱ēghadetsen’ hiyehdi. The big mountain is what they call Stingy Mountain. Espāne da’ādes̱. My friend is this tall.

Ēykene’dī di’eti’ā? Is your teacher nice? Eykene’dī di’eti’e. / Ekenehdī medi’ eti’e. (TC) Your teacher is nice. Ts̱edẕe edōne eti’e. They’re all good kids. Ts̱edẕe edōne dah eti’e. (TC) You are all good kids. Dūzākhu aht’in. You are all doing things carelessly. (3 + people) Ēy ~ E utsedle monelīne. The little one is pretty. (e.g., puppy)

Students can describe their own clothing, character and habits. 



Ishkadi asjah. I am crazy. Ishkadi asdił. I am getting crazy. Esdi’eti’e I am good/kind. Edū sadesdih. I am not high-tone (snooty). Uwet’e k’uk k’ehose. I always read books. Esjinh ~ esjini meneslin. / Meneslīn esjin. (TC) I like to sing. Dzah at’ē esjin. (TC) I sing very badly.

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COUNTING, COST & MEASUREMENT

eghaye

eduledāde

Students can answer simple math problems in Tāłtān, Students can talk about counting. with support.  Yeto’edēhtā. He/she is counting it.  Dūda anet’ē? How much? / How many? Yeto’edetān. He/she counted it. K’at yeto’edetān. He/she counted it already. Meto’edēstāł. I’m going to count it.  Łakē eł nāsłige, (ih’eł) dūda anet’ē? How much is two plus six? 

Nāsłige ent’īn, łakē meghāt nedinlah, dūda anet’ē? How much is six minus two?

Students can ask and answer questions about how much something costs. 

et’āne Students can express simple measurements.  

me’eł ets’ekā – ruler

jije Students can ask and answer questions about measurements and distances. 



Dūda ādēs̱? How long is it? Ts̱’ōs̱nān ādēs̱. It’s ten inches long.

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eghaye

et’āne

jije

Students can describe people and things using words and phrases for location and direction.

Students can use time phrases to describe when an action is done.

Students can use appropriate word-parts to show where "I" or "you" do an action.

Students can use appropriate word-parts to show where an action is done.



locative prefixes: Eyinh nadahyah. They’re all standing around there. Eyinh ts̱edẕe naheẕet. (TC) They’re all standing over there. Hodischā. I love it (a place). Łān hodischā Tāłtān. I really love Tahltan. (a place).



WHEN, WHERE & HOW

eduledāde

jānji – here (informal) kah – for ch’āji – other side of eskime ch’āji – the other side of my house hoch’āji – the other side of it mā’e – around āhda’e – down that way

Ents̱eh nēstēł. I’m going to bed before you. Dīghi esdān tl’ā nēstēł. I’m going to bed after I drink tea. Kuji dīghi desdīł. I’m going to drink tea now. 

dok’eh? – when?

locative prefixes: Hok’edunts̱’īdi si’. You might fall down. Nak’edunts̱’īdi si’. You might fall off.



dūda ahodēs̱? – how long?

adverb prefixes: Andindā. ~ Andīnya’. Go home. Dugi dẕenēs̱ andesał. Today I’m leaving. Tīdesāł. I’m going out. Tināndał. You are going out (taking off, leaving, pulling out).

Students can use pronouns with postpositions. 

Esgah s̱indah! Sit by me! Dahgah s̱indah! Sit by us!

Students can describe an action or event with any or all of the following information: who, what, when, where, how. 

Mēda jān(i) at’īn(i)? Who is here? Estsū dech’uwe eht’ēs̱. My grandma is cooking a porcupine. Yēda koninhīn? What are you looking for? Yēda koneh’īn? What is he/she looking for? Dekē koneh’īn. He’s looking for his shoe(s). Dzime tīye ejinh. The bird is singing too much. Dzime łān ejinh. The bird is really singing lots. Eskime gah, ēy ~ e dzime tīye ejinh. The bird is singing too much, by my house. K’at yeto’edetān. He/she counted it already. K’asbā’e dek’al anadē khaye. The ptarmigan becomes white in winter.



Students can describe when and how an action is done. 

Ekuh ibehi _______ hots’i’ deyah. Last summer, I went to _______. Da’āts̱ō nōdūdī. Now its time to quit for a little while. (Break time!) Kuji łanāghoł. Now it’s time. (End of class.) 

Ents’i’ dēsał. I’m going to walk to you. (sg.) Dahts’i’ dēsał. I’m going to walk to you. (pl.)



Mets’i’ ēnti’e. Be kind to him/her. Huts’i’ ēnti’e. Be kind to them.

dūda – how? k’adle - quickly ts’istah - slowly t’ī eł - with strength dūzākhu – carelessly, mixed up, confused

Students can ask basic why? questions. 

 dok’eh? – when?

yēkah – why? This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

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eghaye Students can express who receives an action.

ACTIONS (WHO & WHEN)



K’uk’ā hughānlē. Give them cups. K’uk’ā dahghānlē. Give us cups. Dahzihge adindīlā? Are you helping us?

eduledāde Students can describe who is doing an action using common classroom verbs with locations.

Students can express who will do an action in the future.



Tināndał. You are going back out again (taking off, leaving, pulling out). Tidīndāł. You are going out. Eyinh menh ts’i’ hochidīndał. Over there you go down to the lake.

Amy eł Claire dīghi hedān. Amy and Claire are drinking tea.

With continuing support, students can say what they are going to do in the future, using common verbs.

With continuing support, students can say what they are going to do in the future.



Terrace k’aji nanēst’īł. I’m going to see you in Terrace (again).

et’āne

Dugi dẕenēs̱ ges̱ kah udēst’ēł. Today I’m going to fish for king salmon. Nōdesdił. I’m quitting now. Nodīdił. (TC) We are going to quit.

Students can give simple, memorized requests for future actions. 

Bēs ts̱’ene dīndāł! You’re going to walk to your right. Dahzihge adint’īlā? Are you going to help us?

With continuing support, students can express who did an action in the past, using simple, memorized forms of common verbs. 

 Dūgi ihtl’ēge, chā nadatl’eł. It’s going to rain tonight. Ests’ini ~ Seski’e es’eł ładadāł. / Ests’ini es’eł dadał. My relative is going to come with me.

Dūda ahit’īn’? / Dūda ahijā? What did they do? Esdīhge ~ Esdīke (TC) esgah łāndał. It’s so good that you came to visit. (I’m glad you came to me.)

With continuing support, students can express who did an action in the past, using memorized forms of common verbs. Nōdīndījā? Did you quit? Nōdidīja? Did he quit?



K’uk nihidi’ān. K’uk nidis̱i’ān. K’uk nidah’ān.

They took the book. We took the book. You two took the book.

Students can express who will do an action in the immediate future. 

Sin(i) ōst’īn. / Sini adestīł. (TC) I will do it (now). Nin(i) ōnt’īn. / Nini adintīł. (TC) You will do it (now). Dedini ōt’īn. / Dedini adatīł. (TC) He/she will do it (now). Dakhuni ōt’īn. / Dakhuni adītīł. (TC) We will do it (now). Let’s do it. Ts̱edẕe ah’tīn. / Ts̱edẕe adītīł. (TC) You all will do it. Ts̱edẕe adahet’īn. They all will do it. Hededini ahut’īn. Let them do it. / They will do it.

Students begin to independently create past tense sentences. 

Mēda gahu alā? Who made coffee? Dedini ayilā. He/she made it Enmā ja’ajā. Your mom did it. Łāsdał. I came here. Łāndał. You came here. Mēda łādāł. Who came?

With support, students can express who did an action Students can express who did an action in the past, with common verbs (eat, go, make, do). in the past, using memorized forms. 



jije

Łuwechōn hots’i’ deshya. He went to Iskut. Humā łādāł. Their mom came here.



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QUESTIONS

Students can independently ask and answer questions about people, animals, and objects (who, where, what, what kind, which). 

Ents’ini kē ja’ēy? Is that your relative? Enseski’ā ja’ēy? Is that your relative? Ē, edē ja’at’ē. Yes, this is my aunt (mother’s side).



Mēda mēnlīn ts’ōdindē. Who do you want to talk to?



De’eda Sophia? / De’eda Sophia at’īn(ā)? / Sophia de’eda at’īn? Where is Sophia?



Yēda dints̱’egi ~ dints̱’ek? What do you hear? Dints̱’egā? Did you hear it?



Yē eł dah nodīyeł? What game are we going to play?

 Me’eje detsīts ~ detsīdzi? Whose shirts are red?

eduledāde

et’āne

jije

Students can ask and answer questions about actions and events.

Students can ask and answer questions about actions and events in the near future.

Students can ask and answer questions about actions and events in the past, including time phrases.



 Kidzōk’eh dūda ant’īn(i)? What did you do yesterday? K’at yeto’edetān. He/she counted it already.



Students can ask and answer questions about habits. 

K’as gahū endāna? / K’as̱ gahū endān. (TC) Do you ever drink coffee?

Yē khih k’inabē ~ k’inabēhi? Which animals swim? Yē khih k’inat’ah? Which animals fly? Yē khih k’inagoch? Which animals walk around on all fours?

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eghaye Students can independently use endings for soft, hard, long or big objects, living things, and plural objects in simple sentences with "give", "pick up", "put", and "bring".

KINDS & NUMBERS OF OBJECTS



Bēs esghānti. Pass/give me a knife. Tsinh esghānlē. Pass/give me the carrots. Togatāł degā esghānchush. Give me the grey pants. Ēch detl’ishde nidinchush. Pick up the blue shirt. K’otl kidatene nīnā. Put the bucket (empty) by the door. Ēy ~ E k’uk’ā uchō(h) ~ uchoh esghanā. Give me the big cup. Ēy ~ E uchohi esghanā. Give me the big one. Tsesk’iye chō k’uk yedes̱ān. Raven took the book. Tsesk’iye chō k’uk yedechūsh. Raven took the paper.

eduledāde

With support, students can express who is doing and receiving an action involving different kinds or numbers of objects.

Students can appropriately use endings for different kinds and numbers of objects in sentences with "buy".



 Dahk’uge ts̱edẕe esghahlē. All of you give me your papers.



K’unts esghanā. Pass me a potato. K’unts meghanā. Pass her a potato. Gwātā enghōs’ā. I’ll give you a quarter. Danāshu enghōs’ā. I’ll give you fifty cents.

Students can independently use endings for liquids and containers in simple sentences with "give", "pick up", "put", and "bring".

Students can appropriately use endings for different kinds and numbers of objects in future sentences with "pick up".



Tū esghankā. Give me water. (open container)

With support, students can use endings for different kinds and numbers of objects in simple sentences with locations.



K’otl kēnlē, ēy ~ e dīghi. / K’otl edīhgi mekenlē. (TC) Put the tea in the pot.



Tū das̱intī. Put water on to boil. (Literally: Put up water.)

jije

With support, students can express who is doing and receiving an action involving different kinds or numbers of objects.

With support, students can use appropriate endings for liquids and containers in simple sentences with "give", "pick up", and "put". Dīghi esghankā. Give me tea. (open container) (Da’ātso) shūgā mekēnkā. Put (a little bit of) sugar in it. (spooning it in) K’otl kidatene nīnkā. Put the bucket (of water) by the door.

et’āne

Students can independently use endings for different kinds and numbers of objects in simple sentences with locations. 

Mekina’et nenh k’eh s̱ehchūsh. Her jacket is on the ground. (Eyinh) s̱inhān. Leave it (over) there. (general) (Eyinh) s̱ehchūsh. Leave it (over) there. (soft object)

APPENDIX 2 Learning Resources

B-3 LEARNNG RESOURCES

SOCIAL CONSIDERATIONS

This section includes general information on learning resources, followed by a catalogue of locally selected Tāłtān language learning resources. The catalogue also includes selected resources on the histories, cultures and creative works of the Tahltan Nation and neighbouring First Nations, to complement language learning.

Teachers should also consider resources’ appropriateness from the perspectives of the local Tahltan community. Identify any potentially offensive content, and ensure that controversial views are presented with appropriate context.

As Tāłtān is an endangered Indigenous language which currently has relatively few resources, all available age- and levelappropriate resources have been included in this catalogue. More language and cultural resources are constantly being developed by the Tāłtān language teachers, the three Tahltan schools, and Dah Dzāhge Nodesidē.

Prioritize current Tahltan community perspectives, and teachings from Tahltan oral traditions. Early writings of settler anthropologists and historians about the Tahltan people and the Tāłtān language are also included in the following catalogue for teachers’ reference. However, these writings may present outdated or racist attitudes. When using selections from these resources in the classroom, provide students with background information on the writers’ perspectives and time period.

SELECTING LEARNING RESOURCES FOR THE CLASSROOM Selecting learning resources means choosing locally appropriate materials, suitable for the age and interest level of the students. When possible, developing and selecting resources is an ongoing process, to ensure a steady flow of new materials into the language classroom. In selecting resources, teachers should consider: 

resources that focus on listening and speaking. This Language Curriculum Framework emphasizes the purposeful use of language to perform real-life tasks, share ideas, and acquire information.



the individual learning styles and abilities of their students. Different students learn better from different types of resources.



resources that will complement their own teaching styles.

In general, teachers should select resources that promote respect, diversity and multiculturalism.

LEARNING RESOURCE ANNOTATIONS In the following resource catalogue, the titles are organized by topic and media type. Each resource is annotated. Language learning resources are listed first, followed by cultural resources. A list of wordless books, provided by the First Peoples’ Cultural Council, is included at the end of the catalogue. Wordless books can be used as prompts for oral storytelling and other language learning activities.

B-4 What information does an annotation provide? 1. Title

2. Topic

3. Media Format

7. Language

4. Description

8. Availability

11. Location

5. Language Skill(s)

6. Tāłtān Language Proficiency Level

9. Author / Compiler

10. Publication Date

12. Copyright Holder

1. Title

Audio Cassette

This section lists the exact title as printed on the resource.

Audio CD

2. Topic The resource catalogue is organized into broad topics. Resources which cover more than one topic appear in the list more than once.

Community Resource People / Elders Cultural Item

3. Media Format

Digital Audio

An icon shows the media type. Possibilities include, but are not limited to:

Digital Video

DVD

B-5



Film

Slides

Flash Cards

Software

Game / Manipulative

Technology

GoogleBook

Video

Hands-on Activity

4. Description This section gives an overview of the resource.

iBook 5. Language Skill(s) Image or Photograph

This section notes the language skills that the resource best supports: Listening, Speaking, Reading and/or Writing.

Internet Resource 6. Tāłtān Language Proficency Level

Multimedia

This section shows the Tāłtān language proficiency level the resource is suitable for.

7. Language Music CD This section identifies whether the resource is in Tāłtān, English and/or other languages. PDF file 8. Availability Poster

Print Material

This section describes the resource’s availability, including where it can be purchased or borrowed. It also alerts teachers to resources that are out of print or have limited availability.

B-6 9. Author/Compiler This section identifies the author(s), editor(s), illustrator(s), or developer(s) of the resource.

10. Publication Date Where available, the resource’s publication date is included after the Author/Compiler’s name.

11. Location This section lists the location of resources owned by School District 87 and/or the Tāłtān Language Reclamation Department, as well as resources held in libraries and archives.

12. Copyright Holder This section identifies the copyright holder for the resource.

APPENDIX 2 Tāłtān Resources

Table of Contents

B-9

Table of Contents – Resources by Topic Language Arts....................................................................................................................................................................................B-10 Literacy.................................................................................................................................................................................................. B-16 Language Documentation..............................................................................................................................................................B-18 Language Revitalization.................................................................................................................................................................. B-22 Animals.................................................................................................................................................................................................. B-23 Art........................................................................................................................................................................................................... B-27 Culture...................................................................................................................................................................................................B-29 Food....................................................................................................................................................................................................... B-33 History....................................................................................................................................................................................................B-36 Hunting & Gathering...................................................................................................................................................................... B-40 Indigenous Peoples...........................................................................................................................................................................B-46 Kinship....................................................................................................................................................................................................B-48 Land........................................................................................................................................................................................................B-50 Medicine................................................................................................................................................................................................B-55 Plants......................................................................................................................................................................................................B-57 Songs......................................................................................................................................................................................................B-60 Stories.................................................................................................................................................................................................... B-64 Tahltan People................................................................................................................................................................................... B-71 Traditional Practices......................................................................................................................................................................... B-74 Index...................................................................................................................................................................................................... B-75

Language Arts

B-10

Language Arts

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

Language Cubes, large

Soft cubes, 5.5"x5", lettering written in permanent ink Author / Compiler: Louise Framst Date: 2017 Language: Tāłtān Copyright holder: prepared for SD 87 & Iskut Band Council Location: Copies: SD 87, Revitalization Program, Dease Lake, Telegraph Creek, Iskut.

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Language Cubes, small

Wooden cubes, 2"x2", with graphics. Each cube is themed. Author / Compiler: Louise Framst Date: 2017 Copyright holder: prepared for SD 87 & Iskut Band Council Location: Copies: SD 87, Revitalization Program, Dease Lake, Telegraph Creek, Iskut.

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Squirrel game board

Squirrel and spruce cone pictures for Squirrel Game from Teaching Yukon Native Languages: A Guidebook for Native Language Instructors. Author / Compiler: Louise Framst Date: 2017 Copyright holder: prepared for SD 87 & Iskut Band Council

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Ta’ilah

A Bingo-type game, with 12 squares, 15 calling cards. Boxed. Author / Compiler: Louise Framst Date: 2017 Copyright holder: prepared for SD 87 & Iskut Band Council Location: Copies: SD 87, Revitalization Program, Dease Lake, Telegraph Creek, Iskut.

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Language Arts

B-11

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

Trappers Game

Players practice naming animals in this Monopoly-style game. Includes game board, playing pieces, dice, game cards and play money. ISBN 1-896382-45-2. Adaptable for other games. Author / Compiler: Yukon Native Language Centre Date: 2010 Availability: Available for purchase from YNLC Copyright holder: YNLC

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Verb Game Board

Game board picturing young people involved in a variety of activities, for use in teaching verbs. Author / Compiler: Yukon Native Language Centre Date: 1983 Availability: Available for purchase from YNLC Copyright holder: YNLC

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Basic Tahltan Conversation Lessons

Words and phrases in Tāłtān. Based on a series created by YNLC for other Dene languages. 77 pages, with audio recordings. Author / Compiler: Colin Carter. Participants: Patrick Carlick, Angela Dennis, Regina Louie, Susie Tashoots, Myra Blackburn Date: 1991 Language: Tāłtān - English bilingual Copyright holder: Tahltan Tribal Council (now TCG)

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Language Arts

B-12

Tahltan Basics Level One

This manual is designed to be a simple approach to learning and speaking the Tāłtān language. The idea is to ﬁrst teach the Tāłtān sound system and alphabet, followed by practical lessons that coincide with everyday habitual activities. Author / Compiler: Participants: Hotseta Oscar Dennis, Ishkādi Reginald Dennis, Hōk’abinas James Dennis, To’ahdāł Loveman Nole. Audio Recording: Regina Louie, Odelia Dennis, Mikaela Feldman, Ryan Dennis, Oscar Dennis, Reginald Dennis, Loveman Nole, James Dennis Date: 2012 Language: Tāłtān - English bilingual Copyright holder: Oscar Dennis

Dah Dẕāhge Eigits - We Write Our Language. The Tahltan Alphabet Book

This book features the Tāłtān Alphabet along with the 47 sounds of the Tāłtān language. This is a resource for learners to match sounds to symbols. It is also for those who can already speak Tāłtān but want to learn the alphabet to help them read and write in the language. Author / Compiler: Coordinated by Edōsdi Dr. Judy Thompson; developed by language leaders Angela Dennis, Regina Louie and Odelia Dennis; illustrated by Una-Ann Moyer, Peter Morin and Tēmā Igharas Date: 2017 Language: Tāłtān and English

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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Language Arts

B-13

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

•

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

• • • •

Grade 5 Tahltan Curriculum

Grade 5 language curriculum. Edōsdi uses the Basic Tāłtān Conversation Lessons (1991) to guide relevant topics for each month. Includes suggested activities with plants for the month of June. Students will be able to: 1) understand and value Tahltan language, culture, and traditions. 2) develop self-esteem based on who they are and where they come from. 3) understand how language and culture are connected to Tahltan territory. 4) develop an appreciation for spoken and written Tāłtān, as well as, 1) recognize and accurately pronounce Tāłtān words. 2) read and understand simple Tāłtān phrases. 3) begin to recognize some very basic structures of Tāłtān grammar. 4) use written Tāłtān to support their language learning. Author / Compiler: Edōsdi Judy Thompson Date: 2011 Language: English & Tāłtān Copyright holder: Edōsdi Judy Thompson

Tahltan Children’s Illustrated Dictionary

This two-way dictionary provides roughly 975 entries in a Tāłtān to English section and 1675 entries in an English to Tāłtān section. Author / Compiler: Colin Carter, linguist. Participants: Edith & Patrick Carlick, Susan Dennis, Mabel Dennis, Freddie Quock, Agnes Hunter. Illustrator: Leaf Thunderstorm Date: 1994 Language: Tāłtān - English bilingual Copyright holder: Tahltan Tribal Council (now TCG)

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Tāłtān Intermediate Basic Lessons

This workbook covers basic Tāłtān language lessons such as commands, expressions, animals, plants, numbers, and the alphabet. Includes over 100 pages of literacy worksheets. Author / Compiler: Loretta Quock-Sort Language: Tāłtān & English Copyright holder: Loretta Quock-Sort

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• • • • • • • •

• • •

Language Arts

B-14

• •

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

• • •

Tāłtān Word Lists by Topic

Word and phrase lists on common classroom topics. 20 pages. Author / Compiler: Loretta Quock-Sort Language: Tāłtān & English Copyright holder: Loretta Quock-Sort

Teachers’ Manual Direct Acquisition Lesson Activities

A book of activities for language instruction using the Direct Acquisition method developed for Interior Salish languages by the Paul Creek Language Association and the Salish School of Spokane. Includes exercises for recognition, comprehension and production. Author / Compiler: Sarah Peterson and Chris Parkin Date: 2017 Language: English & Nsyilxcn Availability: Available online at: http://www.interiorsalish.com/ nselxcincurriculum.html Copyright holder: Paul Creek Language Associaton / Salish School of Spokane

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Teaching Yukon Native Languages: A Guidebook for Native Language Instructors

This is a detailed guide for how to create lesson plans suitable for Indigenous languages. It provides a breakdown of a lesson plan’s format, and a list of activities that teachers can use to boost vocabulary and conversational language use. A large collection of images that can be used in these lesson plans is also provided. Date: 2003 Language: English Availability: Available for purchase from YNLC.

• • • • • • • • • • • •

Advanced 1

Language Arts

B-15

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Arts

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Language Videos

A series of videos which give audio and visuals for Tāłtān words. Author / Compiler: Chad Day Language: Tāłtān & English Availability: via YouTube

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Tāłtān Language Apps

Work in progress. These apps are being produced through Simon Fraser University based on the Basic Tahltan Conversation Lessons. Language: Tāłtān

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Tāłtān Language Lessons

This program, which includes a reference audio component, is designed to have child, parent(s) and instructor(s) participate in an important cultural learning experience in our education system and community(s). This program can be sub-divided into two parts: the writing system and communication. It is formatted to begin the learning process by ﬁrst becoming familiar with the Na-Dene language, then the Tāłtān Phonetic Writing System, and ﬁnally focusing on day-to-day communication. Author / Compiler: Oscar Dennis Date: 2012 Language: Tāłtan & English Availability: Online: http://didenekeh.com/home Copyright holder: Oscar Dennis & Iskut Valley Health Services

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Advanced 1

Literacy

B-16

Literacy

Dah Dẕāhge Eigits - We Write Our Language. The Tahltan Alphabet Book

Report on Kaska and Tahltan Orthography Workshops

This is an 8 page report summarizing the results of a workshop that was designed to investigate the sound systems of Kaska and Tāłtān together and make recommendations about how to spell these sounds in the local orthographies. Author / Compiler: Jeﬀ Leer, Hank Nater, John Ritter, Charles Quock, and Pat Edzerdza Date: 1985 Language: English & Tāłtān Availability: Unpublished manuscript Location: Alaska Native Language Centre, University of Alaska

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Literacy

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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•

Literacy

B-17

Report on the recommended Tahltan Orthography

This 14-page report is based on interviews with Elders at the Tahltan Orthography Workshop held at the Yukon Native Language Centre in Whitehorse in July 1985. It discusses issues around development of a Tāłtān alphabet and makes recommendations for the spelling of particular sounds and sound features. Author / Compiler: Jeﬀ Leer, based on interviews with Charles Quock, Peggy Quock, Pat Carlick, and George Edzerdza Date: 1985 Language: English & Tāłtān Location: Alaska Native Language Centre, University of Alaska

Tāłtān Intermediate Basic Lessons

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Literacy

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

•

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Advanced 1

Language Documentation

B-18

Language Documentation

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Documentation

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

Field Notes and Tapes of Language Consultants at Telegraph Creek

Shaw’s ﬁeld notes include a set of tapes (12 reel-to-reel tapes and 2 standard cassette tapes) and ﬁeld notes collected from Tahltan elders in Telegraph Creek. There are over 3500 entries for paradigmatically related nouns and verbs, as well as some postpositional phrases and place names. Author / Compiler: Patricia Shaw Date: 1980-83 Language: English & Tāłtān Copyright holder: Patricia Shaw Location: Manuscripts and tapes in posession of the author, University of British Columbia, Vancouver, BC.

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Field Notes and Tapes of Language Consultant at Wonowon, BC

This set of tapes and field notes document the language of Tahltan Elder Pete Henyu (born about 1886), including vocabulary, extended paradigms, and texts (Grizzly Bear Story, Groundhog Story, Frog Story). See G. Story (1975) for an extensive historical analysis of this fieldwork. Author / Compiler: Kenneth Hale & Geoff O’Grady Date: 1965 Language: Tāłtān & English Location: Tapes and notes held by researchers.

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Language Documentation

B-19

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Documentation

Tahltan Language and Culture CD Series

This is a series of sound recordings of various types and associated transcriptions, questionnaires, and catalogues. The sound recordings are of two types: recordings of linguistic questionnaire data supporting university-based research projects, and recordings of Tahltan folklore and ethnographic accounts. Author / Compiler: Dr. John Alderete. Featuring Patrick Carlick, Edith Carlick, Violet Carlick, Robert Quock, Charles Quock, Peggy Quock, Loveman Nole, Rose Dennis, Margery Inkster, and Angela Dennis Date: 2007 Language: Tāłtān Copyright holder: Dr. John Alderete, Elder participants, Band governments. Location: Simon Fraser University, Band Governments

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The Tahltan Pronoun

This book gives teachings about the Tāłtān language’s pronouns. Author / Compiler: Oscar Dennis Date: 2016 Language: Tāłtān - English bilingual Availability: iTunes, iBooks Copyright holder: Oscar Dennis

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An Outline of the Language Spoken by the Tahltan Indians

This work has four sections: (A) grammatical sketch; (B) vocabulary; (C) a section of prayers, hymns and passages from the Christian Bible; and, (D) a list of proper names. The grammatical sketch is largely devoted to a discussion of word classes, verb forms, aﬃxation and word formation in general. Author / Compiler: T. P. W. Thorman Language: English & Tāłtān Copyright holder: T. P. W. Thorman Location: BC Archives and Records Service, Victoria

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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Language Documentation

B-20

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Documentation

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

A Grammar and Dictionary of the language spoken by the Tahl Tans on the Stikine River, British Columbia, a tribe belonging to the Tinne branch of North American Indians

This manuscript is the ﬁrst attempt to describe the grammar of Tāłtān. It includes a short introduction which oﬀers a very brief description of Tahltan culture and contact history. Palgrave’s grammar is divided into several sections based on Tāłtān word classes. Author / Compiler: F. M. T. Palgrave Date: 1902 Language: Tāłtān & English

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How I Learned the Language: The Pedagogical Structure of the Tāłtān Language

This Master’s thesis focuses on the pedagogical structure of the Tāłtān language and examines the cultural differences between Tāłtān and English, the translation language. Based on the morphemic findings and observed behavior governing syllable structure, the author argues that the Tāłtān language is structured around pronouns in a way that is patterned into paradigms with a consistency that simplifies the learning process when a second language learner understands how it works. Author / Compiler: Hotseta Na-Dene Oscar Dennis Date: 2014 Language: English & Tāłtān Copyright holder: Oscar Dennis Location: University of Northern BC library, Prince George, BC. Call # PM 641.Z9 T353 2015

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Tahltan Field Notes

Author / Compiler: Thomas McIlwraith Date: 2002-2003

Language Documentation

B-21

Tahltan: An Interpretation of Ken Hale’s Data at Telegraph Creek

Hand-written document full of linguistic observations about the speech of one Tahltan Elder, Pete Henyu. Author / Compiler: Gillian Story Date: 1975 Language: English & Tāłtān Availability: Unpublished Copyright holder: Gillian Story Location: with author

The Tahltan Number System

A six-page paper describing the structure of the Tāłtān number system to 100, as well as ordinal numbers and number adverbs. Also includes comparison to Kaska numbers. Author / Compiler: Louise Framst Date: 2017 Language: English & Tāłtān Availability: Please contact Louise Framst. Copyright holder: Louise Framst

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Documentation

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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Language Revitalization

B-22

Language Revitalization

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us”: Strengthening Our Voices Through Language Revitalization From A Tahltan Worldview

This dissertation was created in hopes of answering three questions. 1. Within the context of several Tahltan community-learning experiences, how is Tahltan cultural knowledge, but more speciﬁcally, the Tahltan language, being acquired, adapted and transmitted? 2. What are the perceptions of key informants and consultants regarding the role and importance of the Tahltan language in the maintenance and renewal of Tahltan cultural knowledge? 3. What educational methods are being used to assist with the acquisition, adaptation, and transmission of cultural knowledge, but more speciﬁcally, the Tahltan language? Author / Compiler: Edōsdi Dr. Judy Thompson Date: 2012 Language: English & Tāłtān Availability: Electronic dissertation: University of Victoria library Copyright holder: Edōsdi, Dr. Judith Charlotte Thompson

Tāłtān Language Revitalization Documentary

Author / Compiler: Ło’oks, Ishkādi, Michael & Ramsay Bourquin Language: Tāłtān & English

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Language Revitalization

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

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Advanced 1

Animals

B-23

Animals

Trappers Game

Field Notes and Tapes of Language Consultant at Wonowon, BC

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Animals

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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Animals

B-24

Tahltan Native Studies

The full collection consists of ten audio reel tapes and eight audio cassette tapes with recordings of stories, obtained in the 1960s, 70s, and 80s. Along with Tahltan Native Studies Committee members, Karen J. Clark travelled around the Telegraph Creek area to record stories of the Elders and procure photographs. This work became the "Tahltan Native Studies" book, produced in 1976. Author / Compiler: Tahltan Native Studies Committee: Karen J. Clark, Rose Quash, Rachel Joseph, Anne Gleason, Judy Joseph Date: 1976 Language: English Copyright holder: prepared for SD 87 Location: Digital ﬁles available from Tāłtān Language Program. Original recordings in University of BC Museum of Anthropology library, Vancouver, BC.

Brown Bear, Brown Bear, What Do You See?

Tāłtān translation of a popular children’s book Author / Compiler: Translated by Jenny Quock Language: Tāłtān Location: Iskut Head Start

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Animals

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

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Advanced 1

Animals

B-25

Grade 5 Tahltan Curriculum

Tahltan As a Second Language

Draft grade 5-12 Integrated Resource Package including Seasonal Activity Charts appendix for grades 5-8. Includes names of Tāłtān traditional stories. Author / Compiler: Louise Framst Date: 1997 Language: English Copyright holder: prepared for SD 87 & Iskut Band Council

Tahltan Language Dictionary: Local Flora & Fauna

Mini book of colour photos of plants, wildlife and ﬁsh with Tāłtān, English, and scientiﬁc names. Author / Compiler: Compiled & produced by RTEC Language: Tāłtān, English, Latin Availability: Out of print. Master copy no longer available.

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Animals

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Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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• • • • • • • • •

Animals

B-26

The Man Who Became Groundhog

Children’s book; work in progress. Tells the story of how a lazy man became a groundhog. Author / Compiler: Curtis Rattray Language: English

Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Animals

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

Art

B-27

Art

Learning By Doing: Northwest Coast Native Indian Art

This book contains step-by-step instructions and illustrations on the basics of drawing, designing, painting and carving in the Paciﬁc Northwest Coast Native Indian Art style. Author / Compiler: Karin Clark and Jim Gilbert Date: 2000 Language: English Availability: Available for purchase online. Copyright holder: Karin Clark

Mehodihi: Well-Known Traditions of Tahltan People - “Our Great Ancestors Lived That Way”

Sourcebook from exhibit at UBC Museum of Anthrophology. An informational text about the Tahltan culture and its people. Author / Compiler: Pam Brown & Shawnaditta Cross Date: 2003 Language: English with a few Tāłtān words

My Story of Making and Sewing Hides

A step by step guide on how to prepare hides, with photo documentation and showcase of Penny Louie’s sewing and beadwork. Author / Compiler: Penny Louie Date: 2012 Language: English Availability: Online: http://openspace.ca/sites/default/ﬁles/ mystorypennylouie_0.pdf Copyright holder: Penny Louie & Open Space Arts Society. All Rights Reserved.

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Art

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

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Advanced 1

Art

B-28

Peter Morin - Exhibition Notes

Notes and poetry to accompany an art exhibition. Includes Tāłtān words and phrases. Author / Compiler: Peter Morin Date: 2009 Language: English with a few Tāłtān words

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Art

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

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Advanced 1

Culture

B-29

Culture

A Catalogue of the Tahltan Stories of Rose Dennis

This catalogue is an index of sound recordings of a revered and respected member of the Tahltan community, Mrs. Rose Dennis. The recordings were made at Mrs. Dennis’ home in Dease Lake in December of 1999 and June of 2000. As a ﬂuent native speaker, Mrs. Dennis has always been highly regarded for her strong language skills in Tāłtān. She was born in Sheslay, British Columbia and was 82 years old at the time of the 1999 recordings. The recordings were part of a larger study of Tāłtān language and culture conducted by Dr. John Alderete. Tanya Bob was a consultant for the 2000 recordings, and Mrs. Dennis’ husband, Freddie Vance, was also present for several recordings, even chiming in at times to provide his own comments. Includes six songs with Tāłtān lyrics. Author / Compiler: Rose Dennis; recorded, catalogued and annotated by Dr. John Alderete and Thomas McIlwraith Date: 2007 Language: Tāłtān & English

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Culture

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

Advanced 1

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Culture

B-30

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us”: Strengthening Our Voices Through Language Revitalization From A Tahltan Worldview

NESA - Activities Handbook for Native and Multicultural Classrooms

The activities stress the importance of culture in students’ lives and teach them basic personal and community-related skills so they may become more self-reliant and culturally responsible. Two volumes. Author / Compiler: Don Sawyer Date: 1991 Language: English Availability: Available for purchase online. Copyright holder: Don Sawyer

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Writing

Reading

Description

Listening

Title

Language Skill Speaking

Topic: Culture

Tāłtān Language Proﬁciency Level Beginner 1

Intermediate 4

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Advanced 1

Culture

B-31

Recording Their Story: James Teit and the Tahltan

Thompson’s book is part biography of James Teit and part catalogue of the items Teit collected during several extended ﬁeld trips to Tahltan territory. Beautifully illustrated and produced, the book provides the context for the extensive collections of Tahltan stories Teit recorded. Author / Compiler: Judy Thompson Date: 2007 Language: English Availability: Available for purchase online (Amazon), and from some bookstores. Copyright holder: Judy Thompson

Tahltan Ethnoarchaeology

An ethnographic description of the Tahltan people, and a model of traditional Tahltan subsistence patterns useful for archeological interpretation in the Upper Stikine River area. Originally written as a Master’s thesis. Author / Compiler: Sylvia L. Albright (Published by Simon Fraser University) Date: 1984 Language: English Availability: Available for purchase online (Amazon), and from some bookstores. Copyright holder: Sylvia L. Albright

The Tahltan Indians

This book is an informational/historical account about the Tahltan people. Digitized in 2007. Author / Compiler: George Thornton Emmons (Publisher: University Museum) Date: 1911 Language: English Availability: Available for purchase online (Amazon), and from some bookstores.

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Culture

B-32

Dah Tsiye Kehke (Our Grandfather’s Footprints)

Dah-tsiye Kehke means "Our Grandfather’s Footprints" in Tāłtān. It is a documentary about the passing down of traditional knowledge to the next generation. Follow a group of young men as they embark upon a journey through the wilds of Tahltan territory to recreate experiences reminiscent of their grandfather’s, who spins tales of his younger days of living oﬀ the land. 58 min. Author / Compiler: Ło’oks, Ishkādi, Michael & Ramsay Bourquin Language: Tāłtān & English versions Availability: Via vimeo.com

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Food

B-33

Food

Tahltan Native Studies

Andrew Jackson Stone Diaries and Papers

Andrew Stone was a naturalist with the American Museum of Natural History. His journals contain accounts of two trips to Tahltan territory, including extensive ethnographic information about the origins of the Tahltan people and the lives of Indigenous people he met at Telegraph Creek, as well as traditional Tāłtān stories and a lengthy Tāłtān word list. Author / Compiler: Andrew Jackson Stone Date: 1896-1897 Language: English & Tāłtān Location: Bancroft Library, Berkeley, California

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Food

B-34

A Tahltan Cookbook, vol. 1: George & Grace Edzerza Family

The Tahltan people of northern BC share family favourites with adapted, modernized and traditional First Nations recipes. Included are traditional game recipes and information on preparing moose, deer and bear. Author / Compiler: Edited by Louise Framst Date: 1998 Language: English Copyright holder: Louise Framst Location: in libraries

A Tahltan Cookbook, vol. 2: More Than 88 Ways to Prepare Salmon

The Tahltan people of northern BC share family favourites with adapted, modernized and traditional First Nations recipes. Included are traditional salmon recipes. Author / Compiler: Edited by Louise Framst Date: 2001 Language: English Copyright holder: Louise Framst Location: in libraries

A Tahltan Cookbook, vol. 3: Campﬁre Cooking

Tahltans and other First Nations people are proof of the statement, "You can cook anywhere." Here, BC’s Tahltan band shares their collective knowledge about preparing meals over the campﬁre and their secrets for surviving in the wilderness. Includes information about common plants used as food and/or medicine. Author / Compiler: Edited by Louise Framst Date: 1997 Language: English Availability: Out of print Copyright holder: Louise Framst Location: in libraries

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Food

B-35

Tahltan Plant Foods & Medicines

Developed with support from Tahltan Health and Social Services Authority, Tahltan Sociocultural Working Group, and Tahltan Band Council. Author / Compiler: Leigh Joseph, Ethnobotanist, Tahltan Elders and community members

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History

B-36

History

Tahltan Native Studies

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

This is a report on the Ts’ets’aut ethnographic material Franz Boas collected on a visit to the Portland Canal in 1894. In the report, a history of the group is given, along with a map showing Ts’ets’aut place names. Boas also provides information about hunting techniques and songs. This article attempts to sort out the demise of the Ts’ets’auts, debunking a report that they were simply lost Tahltans. Author / Compiler: Franz Boas Date: 1895 Language: English

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History

B-37

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us”: Strengthening Our Voices Through Language Revitalization From A Tahltan Worldview

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Notes on the Indian Tribes of the Yukon District and Adjacent Northern Portion of British Columbia. Annual Report of the Geological Survey of Canada

This document contains lengthy ethnographic and historical commentary about the Tahltan, Kaska and Tagish peoples and is one of the earliest published accounts of these groups. Concerning the Tahltan, Dawson includes notes and observations by J.C. Callbreath, a long time resident of the Telegraph Creek area. (Caution - 19th century attitudes!) Author / Compiler: George M. Dawson Date: 1887 Language: English with short Tāłtān glossary Availability: Online: https://geoscan.nrcan.gc.ca/ starweb/geoscan/servlet.starweb?path=geoscan/ downloade.web&search1=R=223812 Copyright holder: Government of Canada

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History

B-38

Tahltan Education Report

This report was compiled in 1987 to provide the Tahltan Tribal Council (TTC) with an overview of Indigenous Education, and to suggest ways that TTC and the three Tahltan communities could become more involved in the education of their members. The report proposes various ways forward, makes recommendations, and outlines roles and job descriptions for the team members suggested to research and implement plans to improve the educational experience of the Tahltan people. The report is presented as three separate books: an Executive Summary, a Program Description for circulation to community members, and a Technical Report providing direction on planning and operating community-based schools. Author / Compiler: Louise Framst, David Rattray Date: 1987 Language: English Availability: Please contact Louise Framst. Copyright holder: Tahltan Tribal Council (now TCG)

Two Tahltan Traditions

This article provides English translations of two Tahltan stories: A historical account of a war between the Tahltan and the Taku Tlingit, and a short version of the Three Sisters Rock Story. Author / Compiler: James Alexander Teit Date: 1909 Language: English

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B-39

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We Are Still Didene: Stories of Hunting and History from Northern British Columbia

This book provides insight into the lives of the Tahltan hunters. Detailing the history of the Aboriginal village of Iskut, British Columbia over the past 100 years, We Are Still Didene examines the community’s transition from subsistence hunting to wage work in trapping, guiding, construction, and service jobs. Author / Compiler: Thomas McIlwraith Date: 2012 Language: Tāłtān and English Availability: Available for purchase online. Copyright holder: University of Toronto Press. Location: University of Victoria library.

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Wilson Duﬀ’s Papers

The research notes of British Columbia ethnographer and scholar Wilson Duff are held at the British Columbia Archives and Records Service in Victoria, BC. The transcripts contain notes about place names, seasonal activities, kinship terms, and local history. Author / Compiler: Wilson Duff Language: English & limited Tāłtān Copyright holder: Wilson Duff Location: BC Archives and Records Service, Victoria, BC

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Hunting & Gathering

B-40

Hunting & Gathering

Dene Tsedle Kedā Kah Ejidedāł (Moose Hunt)

This is a children’s story written in Tāłtān and English about a boy who goes on a moose hunt. Author / Compiler: Translated by Robert Quock; illustrated by Chris Caldwell Date: 2000 Language: Tāłtān & English Availability: Available for purchase from YNLC. Copyright holder: Yukon Native Language Centre (YNLC)

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Kuji K’at Dahdahwesdetch: Now I Told All Of You - Tahltan Language Stories Told by Iskut Elders at Iskut, British Columbia, Canada

This collection includes thirteen Tāłtān stories from Iskut Elders. The Elders present traditional myth-time events and accounts of more recent trapping and hide preparation activities. The stories are in Tāłtān and English. Author / Compiler: Storytellers: Robert Quock, Jenny Quock, Mabel Dennis, Agnes Hunter, Arthur Nole. In collaboration with: Angela Dennis, Regina Louie, Sally Harvard, Odelia Dennis and Thomas McIlwraith Date: 2003 Language: Tāłtān & English Copyright holder: Iskut Nation

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Łuwe Ek’ānh Khidi (Fish Camp)

This is a children’s story written in Tāłtān and English about a family and their responsibilities when they go ﬁshing. Author / Compiler: Robert Quock Date: 2000 Language: Tāłtān & English Availability: Available for purchase from YNLC. Copyright holder: Yukon Native Language Centre (YNLC)

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Hunting & Gathering

B-41

Tahltan Native Studies

Andrew Jackson Stone Diaries and Papers

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B-42

A Tahltan Cookbook, vol. 1: George & Grace Edzerza Family

A Tahltan Cookbook, vol. 2: More Than 88 Ways to Prepare Salmon

A Tahltan Cookbook, vol. 3: Campﬁre Cooking

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Hunting & Gathering

B-43

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

Hide Tanning: A Modern Carrier Method

This is an account of the journey taken by Kim Stewart and Heather Young-Leslie. They set out to learn how to tan hide and use it to create clothing. This document gives a detailed account on the hide preparation and tanning process. Author / Compiler: Kim Stewart Date: 2000 Language: English Availability: online: https://www.scribd.com/ document/33179768/Hide-Tanning-A-Modern-Carrier-Method Copyright holder: Kim Stewart

Kaska Tales

This is a collection of twenty-ﬁve English-language versions of Kaska stories collected at Dease Lake. It includes Teit’s narrative introduction to both the Kaska and Tāłtān materials (Teit 1909, 1919, 1921a,b), oﬀering general ethnographic information about Tahltan food gathering activities and a suggestion that stories were exchanged along trade routes among the Tahltan, Kaska, and Tlingit peoples. Author / Compiler: James Alexander Teit Date: 1917 Language: English

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Hunting & Gathering

B-44

My Story of Making and Sewing Hides

Tahltan As a Second Language

The Tahltan Bear Dog Training Guide

Training guide for bear dogs. Author / Compiler: Owen May Date: 2017 Language: English Availability: Available for purchase online (Amazon).

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Hunting & Gathering

B-45

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We Are Still Didene: Stories of Hunting and History from Northern British Columbia

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Wilson Duﬀ’s Papers

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Indigenous Peoples

B-46

Indigenous Peoples

Claire and Her Grandfather

This story is designed to enhance young people’s awareness of some of the many contributions and inventions by Indigenous people. The story is a versatile teaching tool for children ages 7-12, although older students might also enjoy the story and its images. Author / Compiler: Aboriginal Aﬀairs and Northern Development Canada Date: 2011 Language: English Availability: Access voice recording of the story at: https://www.aadnc-aandc.gc.ca/ eng/1303145519542/1303145749835 Copyright holder: Aboriginal Aﬀairs and Northern Development Canada

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

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Indigenous Peoples

B-47

Kaska Tales

Notes on the Indian Tribes of the Yukon District and Adjacent Northern Portion of British Columbia. Annual Report of the Geological Survey of Canada

The Learning Circle

Classroom activities about First Nations in Canada. Author / Compiler: Indian and Northern Aﬀairs Canada Date: 2000 Language: English Availability: Online: https://www.aadnc-aandc.gc.ca/ DAM/DAM-INTER-HQ/STAGING/texte-text/ ach_lr_ks_clsrs_learningcircle_lc47_1316538044949_eng.pdf Copyright holder: Indian and Northern Aﬀairs Canada

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Kinship

B-48

Kinship

Andrew Jackson Stone Diaries and Papers

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The Structural Basis of Tahltan Indian Society

Adlam’s dissertation uses structual analysis of kinship terminologies and a detailed analysis of the contemporary use of kinship terms to identify patterns of Tahltan descent and property ownership. The dissertation also includes a small number of Tahltan language stories with interlinear Tahltan and English language presentations, interview material wth Tahltan elders, a short glossary of Tahltan words, and useful charts showing the relationship between Tahltan kinship terms. Author / Compiler: Robert G. Adlam Date: 1985 Language: Tāłtān & English Copyright holder: Adlam Robert G & University of Toronto

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Kinship

B-49

Wilson Duﬀ’s Papers

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Land

B-50

Land

Landforms

2-pc wooden laser-cut puzzle with photos & captions. Boxed. Author / Compiler: Louise Framst Date: 2017 Language: Tāłtān Copyright holder: prepared for SD 87 & Iskut Band Council Location: Copies: SD 87, Revitalization Program, Dease Lake, Telegraph Creek, Iskut.

Land Study

Interviews with Elders regarding land use. The English portions are transcribed, but the Tāłtān language is still to be transcribed. Mostly contains place names and people’s names in Tāłtān. Author / Compiler: Tahltan Elders Date: 1985 Language: English & Tāłtān

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

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B-51

Grade 5 Tahltan Curriculum

Recording Their Story: James Teit and the Tahltan

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Land

B-52

Spatsizi Plateau Wilderness Provincial Park

Spatsizi Plateau Wilderness Provincial Park is a park in British Columbia, Canada, protecting most of the Spatsizi Plateau, the southeasternmost subplateau of the Stikine Plateau, and the upper reaches of the basin of the Stikine River. (Please note that this book primarily consists of articles available from free sources online.) Author / Compiler: Lambert M. Surhone Date: 2011 Language: English Availability: Available for purchase online (Amazon), and from some bookstores. Copyright holder: Lambert M. Surhone

Tahltan As a Second Language

Tahltan Ethnoarchaeology

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B-53

The Tahltan Indians

Wilson Duﬀ’s Papers

Colours of Edziza

A Canadian Geographical Society expedition grant was granted to embark upon the Tahltan Leadership Expedition, a 12-day backpacking trip, involving a multigenerational and multicultural team that traversed the Spectrum Mountain range South of Mount Edziza. Author / Compiler: Thomas Hall Date: 2015

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Land

B-54

Dah Tsiye Kehke (Our Grandfather’s Footprints)

KONELĪNE: Our Land Beautiful

KONELĪNE: Our Land Beautiful is a Canadian documentary ﬁlm which explores the diﬀerent lives of members of the Tahltan Nation. A beautiful documentary portraying the Tahltan territory and people during a time of transition. Author / Compiler: directed by Nettie Wild and produced by Betsy Carson Date: 2016 Language: English Availability: Online: https://www.knowledge.ca/program/ koneline-our-land-beautiful

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Medicine

B-55

Medicine

Tahltan Native Studies

A Tahltan Cookbook, vol. 3: Campﬁre Cooking

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Medicine

B-56

Notes on Tahltan Traditional Plants

Dr. Nancy Turner travelled with Edōsdi Judy Thompson, Julia and Charles Callbreath, Dr. Leslie Saxon, and Judy’s NCTC students to Tahltan territory in 1997 and they worked with Robert and Jenny Quock, Sarah and Loveman Nole on this document. Author / Compiler: Dr. Nancy Turner Date: 1997

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Tahltan Plant Foods & Medicines

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Traditional Medicines and Remedies of the Iskut People

A book put together by Iskut Valley Health Services on Tahltan medicines. Author / Compiler: Iskut Elders

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Plants

B-57

Plants

A Tahltan Cookbook, vol. 3: Campﬁre Cooking

Grade 5 Tahltan Curriculum

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Plants

B-58

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Notes on Tahltan Traditional Plants

Tahltan As a Second Language

Tahltan Language Dictionary: Local Flora & Fauna

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Tahltan Plant Foods & Medicines

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Traditional Medicines and Remedies of the Iskut People

A book put together by Iskut Valley Health Services on Tahltan medicines. Author / Compiler: Iskut Elders

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Plants

B-59

Traditional Plant Knowledge of the Tsimshian

Unit plan on the Ts’msyeen peoples’ traditional ecological knowledge of plants. For sciences, social studies, and applied skills classes. May be adapted for Tahltan context. Students apply understandings of Traditional Ecological Knowledge to plant identiﬁcation, classiﬁcation, traditional cultural practices, and nutrition. Author / Compiler: Edōsdi Judy Thompson Date: 2003 Language: English. Includes plant names in Sm’algyx, aayda Kil, Tāłtān & Latin. Availability: Online: http://www.ecoknow.ca/curriculum.html Copyright holder: University of British Columbia

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Songs

B-60

Songs

A Catalogue of the Tahltan Stories of Rose Dennis

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Songs

B-61

Tahltan Native Studies

Andrew Jackson Stone Diaries and Papers

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Songs

B-62

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

Recording Their Story: James Teit and the Tahltan

The Tahltan Indians

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Songs

B-63

De’eda Es-li’e Te-deget

This digital iBook is designed to teach children words to a nursery rhyme in the Tahltan Language. Author / Compiler: Oscar Dennis, Tahltan Language Conservation Initiative Project Date: 2016 Language: Tāłtān & English Availability: via iTunes Copyright holder: Oscar Dennis & Tahltan Language Conservation Initiative Project

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Stories

B-64

Stories

A Catalogue of the Tahltan Stories of Rose Dennis

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Dene Tsedle Kedā Kah Ejidedāł (Moose Hunt)

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Stories

B-65

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Field Notes and Tapes of Language Consultant at Wonowon, BC

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Kuji K’at Dahdahwesdetch: Now I Told All Of You - Tahltan Language Stories Told by Iskut Elders at Iskut, British Columbia, Canada

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Łuwe Ek’ānh Khidi (Fish Camp)

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Stories

B-66

Tahltan Language and Culture CD Series

Tahltan Native Studies

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Stories

B-67

Andrew Jackson Stone Diaries and Papers

Kaska Tales

Notes on Some Tahltan Oral Literature

An appendix to James Teit’s extensive collections of the myths and traditions of the Tahltan people. Includes transcription and analysis of a Tahltan origin story. Author / Compiler: Bruce B. MacLachlan, Canadian Anthropology Society Date: 1957 Language: English Copyright holder: Bruce B. MacLachlan

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Stories

B-68

Origin of Fresh Water

Children’s book; work in progress. Author / Compiler: Curtis Rattray Language: English

Recording Their Story: James Teit and the Tahltan

Sun, Moon & Owl

Three volumes of stories. Author / Compiler: Compiled by Karen J. Clark from 10 Tahltan contributors Language: English Availability: Sheena Seymour has copies.

Tahltan As a Second Language

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Stories

B-69

Tahltan Tales

This book contains translated Tahltan mythology and folklore. Author / Compiler: James Alexander Teit Date: 1919, 1921a, 1921b Language: English Availability: Online: https://archive.org/details/jstor-534980 Copyright holder: Journal of American Folklore

The Dog Husband and ‘Dirty’ Woman: The Cultural Context of a Traditional Tahltan Narrative

Provides detailed background information about Three Sisters Rock Story, one of the best known Tahltan stories. This article also compares contemporary re-tellings with Teit’s version, making the story understandable in both contemporary and historical contexts. Author / Compiler: Robert G. Adlam Date: 1995 Language: English & limited Tāłtān

The Learning Circle

The Man Who Became Groundhog

Children’s book; work in progress. Tells the story of how a lazy man became a groundhog. Author / Compiler: Curtis Rattray Language: English

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Stories

B-70

The Structural Basis of Tahltan Indian Society

The Tahltan Indians

Two Tahltan Traditions

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Tahltan People

B-71

Tahltan People

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us”: Strengthening Our Voices Through Language Revitalization From A Tahltan Worldview

Recording Their Story: James Teit and the Tahltan

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Tahltan People

B-72

Tahltan Ethnoarchaeology

The Tahltan Indians

The Tahltan Number System

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Tahltan People

B-73

KONELĪNE: Our Land Beautiful

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Traditional Practices

B-74

Traditional Practices

Tahltan Native Studies

Andrew Jackson Stone Diaries and Papers

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Index

B-75

Index Title

Format

Topics

Andrew Jackson Stone Diaries and Papers

Food, Hunting & Gathering, Kinship, Songs, Stories, Traditional Practices

An Outline of the Language Spoken by the Tahltan Indians

Language Documentation

A Catalogue of the Tahltan Stories of Rose Dennis

Culture, Songs, Stories

A Grammar and Dictionary of the language spoken by the Tahl Tans on the Stikine River, British Columbia, a tribe belonging to the Tinne branch of North American Indians

Language Documentation

A Tahltan Cookbook, vol. 1: George & Grace Edzerza Family

Food, Hunting & Gathering

A Tahltan Cookbook, vol. 2: More Than 88 Ways to Prepare Salmon

Food, Hunting & Gathering

A Tahltan Cookbook, vol. 3: Campﬁre Cooking

Food, Hunting & Gathering, Medicine, Plants

Basic Tahltan Conversation Lessons

Language Arts

Brown Bear, Brown Bear, What Do You See?

Animals

Claire and Her Grandfather

Indigenous Peoples

Colours of Edziza

Land

Dah Dẕāhge Eigits - We Write Our Language. The Tahltan Alphabet Book

Language Arts, Literacy

Dah Tsiye Kehke (Our Grandfather’s Footprints)

Culture, Land

Index

B-76

Title

Format

Topics

Dene Tsedle Kedā Kah Ejidedāł (Moose Hunt)

Hunting & Gathering, Stories

De’eda Es-li’e Te-deget

Songs

Field Notes and Tapes of Language Consultants at Telegraph Creek

Language Documentation

Field Notes and Tapes of Language Consultant at Wonowon, BC

Animals, Language Documentation, Stories

Fifth Report on the Indians of British Columbia. Report of the 10th Meeting of the British Association for the Advancement of Science

History, Hunting & Gathering, Indigenous Peoples, Land, Songs

Grade 5 Tahltan Curriculum

Animals, Land, Language Arts, Plants

Hedekeyeh Hots’ih Kāhidi – “Our Ancestors Are In Us”: Strengthening Our Voices Through Language Revitalization From A Tahltan Worldview

Culture, History, Language Revitalization, Tahltan People

Hide Tanning: A Modern Carrier Method

Hunting & Gathering

How I Learned the Language: The Pedagogical Structure of the Tāłtān Language

Language Documentation

Kaska Tales

Hunting & Gathering, Indigenous Peoples, Stories

KONELĪNE: Our Land Beautiful

Land, Tahltan People

Kuji K’at Dahdahwesdetch: Now I Told All Of You - Tahltan Language Stories Told by Iskut Elders at Iskut, British Columbia, Canada

Hunting & Gathering, Stories

Landforms

Land

Index

B-77

Title

Format

Topics

Land Study

Land

Language Cubes, large

Language Arts

Language Cubes, small

Language Arts

Language Videos

Language Arts

Learning By Doing: Northwest Coast Native Indian Art

Art

Łuwe Ek’ānh Khidi (Fish Camp)

Hunting & Gathering, Stories

Mehodihi: Well-Known Traditions of Tahltan People - “Our Great Ancestors Lived That Way”

Art

My Story of Making and Sewing Hides

Art, Hunting & Gathering

NESA - Activities Handbook for Native and Multicultural Classrooms

Culture

Notes on Some Tahltan Oral Literature

Stories

Notes on Tahltan Traditional Plants

Medicine, Plants

Notes on the Indian Tribes of the Yukon District and Adjacent Northern Portion of British Columbia. Annual Report of the Geological Survey of Canada

History, Indigenous Peoples

Origin of Fresh Water

Stories

Index

B-78

Title

Format

Topics

Peter Morin - Exhibition Notes

Art

Recording Their Story: James Teit and the Tahltan

Culture, Land, Songs, Stories, Tahltan People

Report on Kaska and Tahltan Orthography Workshops

Literacy

Report on the recommended Tahltan Orthography

Literacy

Spatsizi Plateau Wilderness Provincial Park

Land

Squirrel game board

Language Arts

Sun, Moon & Owl

Stories

Tahltan As a Second Language

Animals, Hunting & Gathering, Land, Plants, Stories

Tahltan Basics Level One

Language Arts

Tahltan Children’s Illustrated Dictionary

Language Arts

Tahltan Education Report

History

Tahltan Ethnoarchaeology

Culture, Land, Tahltan People

Tahltan Field Notes

Language Documentation

Tahltan Language and Culture CD Series

Language Documentation, Stories

Index

B-79

Title

Format

Topics

Tahltan Language Dictionary: Local Flora & Fauna

Animals, Plants

Tahltan Native Studies

Animals, Food, History, Hunting & Gathering, Medicine, Songs, Stories, Traditional Practices

Tahltan Plant Foods & Medicines

Food, Medicine, Plants

Tahltan Tales

Stories

Tahltan: An Interpretation of Ken Hale’s Data at Telegraph Creek

Language Documentation

Ta’ilah

Language Arts

Tāłtān Intermediate Basic Lessons

Language Arts, Literacy

Tāłtān Language Apps

Language Arts

Tāłtān Language Lessons

Language Arts

Tāłtān Language Revitalization Documentary

Language Revitalization

Tāłtān Word Lists by Topic

Language Arts

Teachers’ Manual - Direct Acquisition Lesson Activities

Language Arts

Teaching Yukon Native Languages: A Guidebook for Native Language Instructors

Language Arts

Index

B-80

Title

Format

Topics

The Dog Husband and ‘Dirty’ Woman: The Cultural Context of a Traditional Tahltan Narrative

Stories

The Learning Circle

Indigenous Peoples, Stories

The Man Who Became Groundhog

Animals, Stories

The Structural Basis of Tahltan Indian Society

Kinship, Stories

The Tahltan Bear Dog Training Guide

Hunting & Gathering

The Tahltan Indians

Culture, Land, Songs, Stories, Tahltan People

The Tahltan Number System

Language Documentation, Tahltan People

The Tahltan Pronoun

Language Documentation

Traditional Medicines and Remedies of the Iskut People

Medicine, Plants

Traditional Plant Knowledge of the Tsimshian

Plants

Trappers Game

Animals, Language Arts

Two Tahltan Traditions

History, Stories

Verb Game Board

Language Arts

Index

B-81

Title

Format

Topics

We Are Still Didene: Stories of Hunting and History from Northern British Columbia

History, Hunting & Gathering

Wilson Duﬀ’s Papers

History, Hunting & Gathering, Kinship, Land

B-82

List of Wordless Books1

If you look up books at www.worldcat.org and then enter your postal code, it will take you to the websites for your nearest libraries (if there is one) and you can see whether your library has the book. To buy any of these books, you can use www.amazon.ca or another online book sales service, or go to your local bookstore (if you have one) and ask them to order it for you.

Anno books Anno, M. (1983). Anno’s USA. American edition: New York: Philomel Books (a division of Putnam Publishing Group.) Japanese edition: Tokyo: Fukuinkan Shoten Publishers.

Polo books Faller, R. (2002). The Adventures of Polo. France: Bayard Editions Jeunesse. American edition: New Milford, Connecticut: Roaring Press Books. Distributed in Canada by H. B. Fenn and Company, Ltd. Faller, R. (2005). The Runaway Book. France: Bayard Editions Jeunesse. American edition: New Milford, Connecticut: Roaring Press Books. Distributed in Canada by H. B. Fenn and Company, Ltd.

Boy, Dog, Frog books Mayer, M. & Mayer, M. (1967). A boy, a dog, and a frog. New York: Dial Books for New Readers. Mayer, M. & Mayer, M. (1969). Frog, where are you? New York: Dial Books for New Readers. Mayer, M. & Mayer, M. (1971). A boy, a dog, a frog and a friend. New York: Dial Books for New Readers. Mayer, M. & Mayer, M. (1975). One Frog Too Many. New York: Dial Books for New Readers.

Owly books Runton, A. (2005). Owly – Just a little blue. Marietta, GA: Top Shelf Productions.

Carl the Dog books Day, A. (1996). Good Dog, Carl. New York, NY : Little Simon. 1 Adapted from Leanne Hinton

Day, A. (2009). Carl’s Snowy Afternoon. New York, NY: Farrar, Straus and Giroux (BYR).

Other wordless books Drooker, E. (2009). Blood Song: A silent ballad. Milwaukie, OR: Dark Horse Books. (originally printed in 2002 by Harcourt Inc.) Dudley, R. (2013). Hank finds an egg. New York: Peter Pauper Press. Dudley, R. (2014). Hank has a dream. New York: Peter Pauper Press. Khing, T. T. ( 2004). Where is the cake? New York: Abrams Books for Young Readers. Khing, T. T. (2009). Where is the cake now? New York: Abrams Books for Young Readers. Rodriguez, B. (2005, 2010). The Chicken Thief. New York: Enchanted Lion Books. Rodriguez, B. (2011). Fox and Hen together. New York: Enchanted Lion Books. Slade, C. (2007). Korgi: Book 1. Sprouting Wings. Marietta, GA: Top Shelf Productions. Slade, C. (2007). Korgi: Book 2. The Cosmic Collector. Marietta, GA: Top Shelf Productions. Slade, C. (2011). Korgi: Book 3. A Hollow Beginning. Tan, S. (2006). The Arrival. Arthur A. Levine Books. (an imprint of Scholastic Inc.) Wiesner, D. (2006). Flotsam. New York: Clarion Books. (an imprint of Houghton Mifflin Harcourt Publishing Company) Wiesner, D. (2011). Tuesday. New York: Clarion Books. (an imprint of Houghton Mifflin Harcourt Publishing Company) Wiesner, D. (2013). Mr. Wuffles. New York: Clarion Books. (an imprint of Houghton Mifflin Harcourt Publishing Company)

APPENDIX 3 Sample Lessons and Units

SAMPLE LESSON & UNIT PLANS

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TĀŁTĀN K TO 8 SAMPLE LESSON & UNIT PLANS Table of Contents What Goes in a Lesson Plan?.............................................................................................. Lesson Plan Templates: Tabular Instructions…………………………………………………………………………..………………… Blackline Master……………………………………………………………………………………… Linear Instructions…………………………………………………………………………..………………… Blackline Master……………………………………………………………………………………… One-Page Instructions…………………………………………………………………………..………………… Blackline Master……………………………………………………………………………………… Multi-Level Activity Instructions…………………………………………………………………………..………………… Blackline Master……………………………………………………………………………………… Peer Assessment Łakē s̱on’, soga ōnt’īn daga (Two stars so you will do well) ….…………………

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C-7 C-11 C-15 C-19 C-23 C-25 C-27 C-31 C-35

Sample Lessons – Beginner For Experienced Language Teachers B1: Actions & Classroom Objects……………………………………………………………. C-37 B3/B4: Actions & Classroom Objects……………………………………………………… C-39 B4: Kahkha’ū Ts’ede (Button Blanket)……………………………………………………. C-41 For Substitute Language Teachers B1: Ēt’āne Chō, Et’āne Tsedle………………………………………………………………… B2: Birds Fly, Animals Walk Around, Fish Swim………………………………………. B3: Berries……………………………………………………………………………………………… B3: Describing Clothing………………………………………………………………………….. B3/B4: Clothing and Colours…………………………………………………………………..

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SAMPLE LESSON & UNIT PLANS

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Sample Lessons – Intermediate For Experienced Language Teachers I1/I2: Kahkha’ū Ts’ede (Button Blanket)………………………………………………….

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For Substitute Language Teachers I1/I2: At The Store………………………………………………………………………………… I3: A Place I Love……………………………………………………………………………………. I4: Tāłtān Legends………………………………………………………………………………….

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Sample Activities – Multi-Level B1 to B3: Ch’iyōne yegoł!……………………………………..………………………………… B1 to B4: Where is ________?……………………………………………………………….. B1 to B4: Question and Answer Drill………………………………………………………. B1 to B4: Estsū ____ ehdi(h) (Grandma says)…………………………………………. B2 to I1: Handshake Hunter………………………………………………………………….. B3 to I2: Heads Down, Thumbs Up – Introductions……………………………….. B4 to I3: Trickster………………………………………………………………………………….. I1 to I4: Monster Drawing………………………………………………………………….. I1 to I4: Nanẕet! (Stand up!)………………………………………………………………….

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SAMPLE LESSON & UNIT PLANS

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WHAT GOES IN A LESSON PLAN? Every teacher has a favourite way to lay out a lesson plan. Whichever way you choose to build your lesson plans, here are some key parts to include:

… for yourself

… extra information for a substitute teacher

□ correct and accurate Tāłtān language

□ Tāłtān words and phrases needed for this lesson, with translations

□ learning outcomes: -what are the students learning today? -are you looking for speaking, understanding or both? □ assessment: -how do you know they’ve learned it? (observation? checklists?) □ timeframe for lesson and parts of lesson □ ideas for activities and games □ extension activities – in case you need extra

□ what do students already know? □ what needs to be reviewed? □ what did they do last class? □ what language covered earlier in the year is needed to support today’s lesson? □ what Listening and Speaking proficiency levels are students at? □ how many students are in the class? □ classroom routines students are used to – for example, start with prayer, greetings, weather

□ resources, materials, or props needed

□ strongest students who can help model Tāłtān language or lead activities

□ space for self-reflection after class and notes for the next class

□ space for notes to let you know how the class went

SAMPLE LESSON & UNIT PLANS

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TABULAR LESSON PLAN LAYOUT - INSTRUCTIONS

Lesson Plan:

C-7 This template works well for a lesson plan you make for a substitute teacher.

Title

Developed by: __________________________

Date:

_________________

Time: _______________

Level: ____________

Number of students: _____ Strong students: ___________________________________

Can Do Statements: Listening:  

Choose Can Do statements from the Curriculum pages appropriate to the students’ language proficiency level.

Speaking:  

Review vocabulary: List examples of words or topics to review.

New vocabulary & phrases:

  

List new language to introduce, and how to introduce it. Note students’ common mistakes and challenges. Note pronunciation, word-parts, and sentence structures to focus on.

For stronger students:  Include enrichment vocabulary or structures. Materials needed:

TABULAR LESSON PLAN LAYOUT - INSTRUCTIONS

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Activities

Materials

Time

Daily Conversation Include classroom routines students are used to – for example, start with prayer, greetings, weather. Review

New Vocabulary

Practice Activities       

Teacher:

Students respond …

Include several activities where students practice new language. Can include main activities, alternate activities and extra activities. Include an opportunity for each student to say the new vocabulary in a phrase or sentence. (Beginner students may also respond non-verbally – e.g., by pointing to the correct response.) Include opportunities for students to ask questions as well as respond. Include a challenge activity or more complex language structures for stronger students. Provide opportunities for stronger students to help the substitute teacher.

Wind-down time



For Primary students, include a lower-energy calming activity.



For higher Intermediate language students, include a brief summary (in English) of the Tāłtān grammar introduced in the class, or an extension activity.

You can also add your own specific assessment criteria for the lesson.

TABULAR LESSON PLAN LAYOUT - INSTRUCTIONS

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Assessment Checklist: Student Name

Respond Correctly to Action

Respond Correctly to Words

Produce with Support

Produce Independently

You may want to make an additional assessment checklist for stronger students.

Teacher Reflection / Planning:

What did the students do well? What do they need work on?

What should be a language focus for next class? Include another page with all the Tāłtān words and phrases needed for the lesson, with English translations.

TABULAR LESSON PLAN LAYOUT - INSTRUCTIONS

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TABULAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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Lesson Plan: Developed by: __________________________

Date:

_________________

Time: _______________

Level: ____________

Number of students: _____

Strong students: ___________________________________

Can Do Statements: Listening:   Speaking:  

Review vocabulary:

New language:

For stronger students:

Materials needed:

TABULAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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Activities

Materials

Time

Daily Conversation

Review

New Vocabulary

Practice Activities

Teacher:

Students respond …

Wind-down time

TABULAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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Assessment Checklist: Student Name

Respond Correctly to Action

Respond Correctly to Words

Produce with Support

Produce Independently

Teacher Reflection / Planning:

What did the students do well? What do they need work on?

What should be a language focus for next class? Include another page with all the Tāłtān words and phrases needed for the lesson, with English translations. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

TABULAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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LINEAR LESSON PLAN LAYOUT - INSTRUCTIONS

Lesson Plan:

Title

C-15 This template works well for a lesson plan you make for a substitute teacher.

Developed by ______________________________

Date: __________________

Time:___________

Level: ___________

Number of students: ______ Classroom set-up: _____________________________________ Strong students: ____________________________________

Materials needed:

Can Do Statements: Listening:  

Choose Can Do statements from the Curriculum pages appropriate to the students’ language proficiency level.

Speaking:  

Warm-up: Include classroom routines students are used to – for example, start with prayer, greetings, weather.

Review Vocabulary: List examples of words or topics to review.

LINEAR LESSON PLAN LAYOUT - INSTRUCTIONS New Vocabulary & Phrases:

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  

List new language to introduce, and how to introduce it. Note students’ common mistakes and challenges. Note pronunciation, word-parts, and sentence structures to focus on.

For Stronger Students:  Include enrichment vocabulary or structures. Activities:

   

Can include main activities, alternate activities and extra activities for students to practice new language. Include all the Tāłtān words and phrases needed for the lesson. (For a substitute teacher, include English translations.) Include an opportunity for each student to say the new vocabulary in a phrase or sentence. (Beginner students may also respond nonverbally – e.g., by pointing to the correct response.) Include opportunities for students to ask questions as well as respond.

For Stronger Students:  Include a more challenging activity or more complex language structures.  Provide opportunities for stronger students to help the substitute teacher.

Wind-Down:



For Primary students, include a lower-energy calming activity.



For higher Intermediate language students, include a brief summary (in English) of the Tāłtān grammar introduced in the class, or an extension activity.

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

LINEAR LESSON PLAN LAYOUT - INSTRUCTIONS

You can also add your own specific assessment criteria for the lesson.

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Assessment Checklist: Student Name can respond to new vocabulary with appropriate action

can respond correctly to new vocabulary with one word

can use new vocabulary or language structures with help

can use new vocabulary or language structures independently

You may want to make an additional assessment checklist for stronger students. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

LINEAR LESSON PLAN LAYOUT - INSTRUCTIONS

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LINEAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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Lesson Plan: Developed by ______________________________

Date: __________________

Time:___________

Level: ___________

Number of students: ______ Classroom set-up: _____________________________________ Strong students: ____________________________________

Materials needed:

Can Do Statements: Listening:   Speaking:  

Warm-up:

Review Vocabulary:

LINEAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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New Vocabulary & Phrases:

For Stronger Students:

Activities:

For Stronger Students:

Wind-Down:

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

LINEAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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Assessment Checklist: Student Name can respond to new vocabulary with appropriate action

can respond correctly to new vocabulary with one word

can use new vocabulary or language structures with help

can use new vocabulary or language structures independently

LINEAR LESSON PLAN LAYOUT - BLACKLINE MASTER

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ONE-PAGE LESSON PLAN LAYOUT - INSTRUCTIONS

This template works well for an experienced teacher. Attach notes with more information for a substitute teacher.

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Lesson Plan Lesson Title:

Date:

Level:

Time:

Introduction:

Materials:

Unit: Lesson:

 

Activities:

   

Connect the lesson to Can Do statements from the Curriculum pages appropriate to the students’ language proficiency level. New vocabulary can be organized into Objects, Actions, and Other words.

Can include main activities, alternate activities and extra activities to practice new language. Include an opportunity for each student to say the new vocabulary in a phrase or sentence. (Beginner students may also respond non-verbally.) Include opportunities for students to ask questions as well as respond. Include a challenge activity, more complex language structures for stronger students, or opportunities for stronger students to help the substitute teacher.

Extension Activities / Memo: Use this space for …  observations  informal assessment  notes to/from a substitute  self-reflection on the lesson

Space on the page roughly shows how much time to spend on each part of the lesson.

Warm-up and review are included here.

ONE-PAGE LESSON PLAN LAYOUT - INSTRUCTIONS

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ONE-PAGE LESSON PLAN LAYOUT - BLACKLINE MASTER

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Lesson Plan Lesson Title:

Date:

Level:

Time:

Introduction:

Materials:

Unit: Lesson:

Activities:

Extension Activities / Memo:

ONE-PAGE LESSON PLAN LAYOUT - BLACKLINE MASTER

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MULTI-LEVEL ACTIVITY TEMPLATE - INSTRUCTIONS

Activity:

Title

C-27 Use this template for activities for classes with students with a range of proficiency levels.

Brief description of the activity.

Levels: ●

List the range of proficiency levels this activity covers.

Class Size: ●

Does the activity need a minimum number of students? A maximum?

Materials: ● ● ● ●

List any materials needed.

Activity Description:

1. 2. 3. 4. 5. 6.

List the steps needed to do the activity.

Adaptations: ● ● ●

If appropriate, list ways the activity can be adapted – for different numbers of students, different seasons, or different proficiency levels.

MULTI-LEVEL ACTIVITY TEMPLATE - INSTRUCTIONS

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Tāłtān Examples:

Add examples of Tāłtān language to be used in the activity. Create your own examples, or select or adapt Tāłtān Language Samples from the charts in Appendix 1.

MULTI-LEVEL ACTIVITY TEMPLATE - INSTRUCTIONS

Student Speaking Examples:

C-29

Proficiency Levels

Give examples of what students at each proficiency level can SAY in Tāłtān when doing this activity. Look at the Tāłtān Language Samples for Speaking in the charts in Appendix 1 as you create specific examples for this activity.

Proficiency Levels

Student Listening Examples:

Give examples of what students at each proficiency level can UNDERSTAND in Tāłtān when doing this activity. Look at the Tāłtān Language Samples for Listening in the charts in Appendix 1 as you create specific examples for this activity.

MULTI-LEVEL ACTIVITY TEMPLATE - INSTRUCTIONS

Assessment Checklist: Student Name

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Proficiency Levels Comments

Listening Speaking Listening Speaking Listening Speaking

As you observe students doing the activity, use this page to keep track of the level each student can understand and respond at. Check off the appropriate column for each student. The classroom teacher can also help with observation and assessment while the language teacher leads the activity.

Listening Speaking Listening Speaking Listening Speaking Listening Speaking

MULTI-LEVEL ACTIVITY TEMPLATE - BLACKLINE MASTER

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Activity:

Levels: ●

Class Size: ●

Materials: ● ● ● ●

Activity Description:

1. 2. 3. 4. 5. 6.

Adaptations: ● ● ●

MULTI-LEVEL ACTIVITY TEMPLATE - BLACKLINE MASTER

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Tāłtān Examples:

MULTI-LEVEL ACTIVITY TEMPLATE - BLACKLINE MASTER

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Student Speaking Examples:

Student Listening Examples:

MULTI-LEVEL ACTIVITY TEMPLATE - BLACKLINE MASTER

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Assessment Checklist: Use the chart below to keep track of the level each student can understand and respond at. If a student can consistently respond correctly at a particular level, challenge him/her with language from the next level. The classroom teacher can also help with observation and assessment while the language teacher leads the activity. Student Name

Comments Listening Speaking Listening Speaking Listening Speaking Listening Speaking Listening Speaking Listening Speaking

PEER ASSESSMENT

C-35

Łakē s̱on’, soga ōnt’īn daga

Łige s̱on’ endaga

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Łakē s̱on’ endaga

Endaga meneslīn ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

PEER ASSESSMENT

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SAMPLE LESSON & UNIT PLANS

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Lesson Plan developed by Angela Dennis

Lesson Title: Actions & Classroom Objects 1

Date:

Level: B1 Listening

Time: 20 min (repeat 5 days)

Introduction:

Materials:



Dẕenēs̱ hoti’e. Good day.

   

Counting (1-10) Weather Calendar Colours – detsīts ~ detsīdzi (red), denestl’ets (black)

Dūda onyē ~ onyeh? What is your name?

_______ushyē ~ ushyeh. My name is _____

weather flashcards

Unit: 1 - Actions & Classroom Objects Lesson: 1 Can Do Statement: Students can respond to simple commands.

Activities: Total Physical Response to

yindāł – to walk to dindīch – to point k’uk – paper / book mekāge s̱edah – chair me’eł ets’egits ~ ets’egidzi – pencil kakhādi – door

walk point

me door student paper chair

detsīts ~ detsīdzi – red denestl’ets – black Also review action words from previous lessons: nānẕet (stand up), s̱indah (sit), dindā (walk), dinya’ (go) yankah (jump), gadentī (run). Demonstrate and repeat each day with familiar and new combinations.

Extension Activities / Memo:    

na’ā – stick game body parts song game story

SAMPLE LESSON & UNIT PLANS

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SAMPLE LESSON & UNIT PLANS

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Lesson Plan developed by Angela Dennis

Lesson Title: Actions & Classroom Objects

Date:

Level: B3 Listening, B4 Speaking

Time: 45 min (repeat 2 days)

Introduction: Conversation: Chachōlone hoti’e. / Chachōn hoti’e. (TC) Good morning.

Dūda aht’ē? How are you? (to whole class)

Dūda ant’e (I) ~ ant’ē (TC, DL)? Soga ast’eh, nini k’aji? How are you? I’m fine, and you? (to one person)

Soga as̱it’eh. We are fine.

Sini k’aji soga ast’eh. I’m fine too.

Yē sā ja’at’ē? / Di yē sā? What month is it?

Menh tenh chō. November.

kidzōk’eh – yesterday dūgi dẕenēs̱ – today chachā – tomorrow

t’atl’ā – autumn khaye – winter no’adāleł – early spring, when it’s melting

Unit: 1 - Actions & Classroom Objects Lesson: 1-8 Can Do Statement(s):  

Students can understand the main idea of short, simple stories told or read aloud (e.g., react during story-telling). Students can give commands to one person, two people, or a group, using common classroom verbs.

Materials: scissors pencils crayons, markers, coloured pencils drawing paper old magazines

Activities: 

Preparation and learning vocabulary – Total Physical Response: mekāge ets̱ets̱ – table mekāge s̱edah – chair łe’eyē ~ łe’eyeh – scissors me’eł ek’ōts’enetsī – crayon, marker, coloured pencil ka’ēnt’ās̱ – cut it mek’ōnenhtsī – colour on it ēngits – (you) write This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

SAMPLE LESSON & UNIT PLANS



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Activity using above classroom objects: Colouring and cutting out. Me’eł ka’ēnt’ās̱. Cut with it. Di k’uk’ ts’ih ka’ēnt’ās̱. Cut it out from this magazine.



Story activity: Cut out pictures from magazines and/or draw pictures to illustrate a story they are told.

Extension Activities / Memo: 

Review of colours:



Review of relatives: Dūda endēdze oyē ~ oyeh? / Endēdze, dūda oyē ~ oyeh? What’s your younger sister’s name?

Dūda modat’īn? What is it like?

Dūda ediye oyē ~ oyeh? / Ediye, dūda oyē ~ oyeh? What’s (your) older brother’s name?

Esdēdze ______ uyē ~ uyeh. My younger sister’s name is _________.

Ediye ______ uyē ~ uyeh. (My) older brother’s name is ________.

Make a collage of pictures of relatives.

SAMPLE LESSON & UNIT PLANS

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Lesson Plan developed by Angela Dennis

Lesson Title: Kahkha’ū Ts’ede – Button Blanket

Date:

Level: B4 Listening & Speaking

Time: 40 min (repeat 5-10 days)

Introduction: Conversation: Chacholōne hoti’e. / Chachōn hoti’e. (TC) Good morning.

Dūda ant’e (I) ~ ant’ē (TC, DL)?

Soga ast’eh.

How are you?

I’m fine.

Calendar / Weather Count 1-30 Conversation: Dūda onyē ~ onyeh? What is your name?

_______ ushyē ~ ushyeh. My name is.

Dūda enchidle oyē ~ oyeh? / Enchidle, dūda oyē ~ oyeh? What is your younger brother’s name?

Eschidle ______uyeh ~ uyē. My younger brother’s name is _______.

For stronger students:   

Month and meaning of month Dūgi dẕenēs̱? What’s today’s date? Ah’ene dūda ahūht’ē? Outside, how is it?

Unit: Sewing Mini Button Blankets

Materials:

Can Do Statements:

ts̱is̱a – cloth

 

Students can understand simple directions without demonstration. Students can give simple instructions.

tuk’atl – pins

Activities: Preparation and learning vocabulary – Total Physical Response:

ts̱’ē – thread

Point Walk Touch Give the ____ Put the ____

to the to the the to on the

______ ______ ______ ______ ______

Colours: detsīts ~ detsīdzi – red denestl’ets – black kakhādi – door kawāgi – window mekāge ets̱ets̱ – table mekāge s̱edah – chair

tak’atl – needles

me’eł ets’egits ~ ets’egidzi – pencil łe’eyē ~ łe’eyeh – scissors kahkha’ū – button

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Sample Sentences for Total Physical Response:

Materials:

Kahkha’ū Arden ghanā. Give the button to Arden (general).

ts̱is̱a – cloth

Ts̱is̱a Arden ghanchūsh. Give the cloth to Arden (soft object).

tak’atl – needles

tuk’atl – pins

ts̱’ē – thread Tak’atl Arden ghantī. Give the needle to Arden. (long/ sharp/ heavy/ solid object)

me’eł ets’egits ~ ets’egidzi – pencil

Tak’atl mekāge ets̱ets̱ kāge nintī. Put the needle on the table.

łe’eyē ~ łe’eyeh – scissors

Kahkha’ū ts’i’ dīndīch. Point to the button.

kahkha’ū – button

Mekāge ets̱ets̱ ts’i’ yindāł. Walk to the table. Ts̱is̱a k’ādindīch. Touch the cloth. Once students are familiar with vocabulary and actions, they are ready to sew their button blankets.

Extension Activities / Memo: • game • na’ā – stick game • story • body parts song

SAMPLE LESSON & UNIT PLANS

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Lesson Plan: Et’āne Chō, Et’āne Tsedle Developed by Hayle Gallup

Date: _________________

Time: two 40-minute classes

Number of students: _____

Eyāze

Eghaye

Level: B1 Listening / Speaking

Strong students: ___________________________________

Can Do Statements: Listening:  Students can understand words for basic colours and sizes.  Students can recognize yes/no questions, choice questions, and identification questions. Speaking:  Students can recite words for colours.  Students can repeat common weather expressions.

Review vocabulary: colours, sizes, weather New vocabulary:

et’āne – leaf, flower

Materials needed:

leaves, crayons, paper, markers, photos of leaves, weather cards

Day 1 Activities Daily Conversation

Welcome Date Weather

Materials

Time

weather flash cards

5 min

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Review

Review colours and sizes chō - big tsedle - small uchō(h) ~ uchoh - it is big utsedle - it is small da’ātsedle - it is small di’ātsedle - it is small (pointing out/showing that something is small)

New Vocabulary

Pass around pictures of plants and leaves. Teacher or helper notes students’ observations.

5 min

photos of leaves

5 min

leaves

5 min

Teacher holds up a leaf photo: Et’āne ja’at’ē. – This is a leaf. Students repeat. Practice Activities

Activity 1: Students get ready to go on their leaf collecting field trip – a walk through the forest. Activity 2: On the walk, the teacher is picking up leaves and talking in Tāłtān – for example,

20 min

Da’ātsedle et’āne koninhīn. You look for a small leaf. Di et’āne, dūda modat’īn? What colour is this leaf? (What is this leaf like?) Student responses: Tl’īshde. ~ Tl’īchde. Tl’īshde ~ Tl’īchde ja’at’ē.

Green. It’s green.

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Teacher tests knowledge on sizes: Dūda ahchō ~ āchō? How big is it? Student responses: Uchō(h) ~ Uchoh Utsedle

Big Small.

Teacher: Ē, et’āne chō. Ē, et’āne tsedle.

Yes, it’s a big leaf. Yes, it’s a small leaf.

Students collect leaves and bring back to classroom. Day 2 Activities

Materials

Time 5 min

Daily Conversation

Welcome Date Weather

weather flash cards

Practice Activities

Activity 3: Students brought leaves to the classroom after yesterday’s walk. Teacher has pre-made charts labelled:

crayons, leaves, paper

Et’āne chō

15 min

Et’āne tsedle

Students make leaf rubbings of their leaves and place them under the tsedle and chō categories.

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Activity 4: students’ Students practice new vocabulary by orally charts presenting their charts to the group in a circle setting, using memorized phrases – for example: Et’āne ja’at’ē. Et’āne chō. Et’āne tsedle. Et’āne dets̱oy. Et’āne denits̱ugi. Wind-down Time

10 min

This is a leaf. Big leaf. Small leaf. Yellow leaf. Brown leaf.

As the students are leaving the room, the teacher asks yes/no questions about some leaves.

leaves

5 min

Teacher: Dēnda et’āne uchō(h) ~ uchoh? Which leaf is big? Dēnda uchō(h) ~ uchoh? Which one is big? Students respond by pointing. Teacher models and then asks: Didā uchō(h) ~ uchoh? Is this one big? Didā utsedle? Students:

Is this one small? Ē. Yes.

Mā. No.

Teacher Reflection / Planning:

What did the students do well? What do they need work on?

What should be a language focus for next class?

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Assessment Checklist: Observe and note students’ progress as they participate in the activities. Ask the classroom teacher to help with observation and assessment while the language teacher leads the activities. Student Name

Respond correctly to questions with single word answers (e.g. chō, tsedle, uchō ~ uchoh, utsedle, colours)

Say et’āne chō and et’āne tsedle with support

Say et’āne chō and et’āne tsedle independently

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Daily conversation: Teacher: Chachōlone hoti’e! / Chachōn hoti’e! (TC) Mēdẕenēs̱e dūgi? Ah’ene dūda ahūht’ē?

Good morning! Whose birthday (is it) today/now? Outside, how is it?

Students: Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) K’os̱ hulīn (TC, DL) ~ huhłīn (I). Hos̱dlih. Chachōlone sadē hulīn. (TC, DL) / sadē’ huhłīn. (I)

It’s sunny. It’s cloudy. It’s cold. It’s sunny this morning.

Review Vocabulary dek’al dets̱oy detsīdzi detl’ishde debā’e (I) degā (TC, DL, I) denits̱ūgi denestl’ets tl’īshde ~ tl’īchde chō tsedle uchō(h) ~ uchoh utsedle da’ātsedle di’ātsedle

white, translucent (e.g., trade beads) yellow red blue grey, light coloured, faded grey, faded (e.g., hair) brown black green big small it is big it is small it is small it is small (pointing out/showing something)

New Vocabulary

et’āne

leaf

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New Phrases Et’āne ja’atē.

This is a leaf.

Di et’āne, dūda modat’īn?

What colour is this leaf? (What is this leaf like?)

Da’ātsedle et’āne koninhīn.

You look for a small leaf.

Et’āne chō.

Big leaf.

Et’āne tsedle.

Small leaf.

Dūda ahchō ~ āchō?

How big is it?

Dēnda et’āne uchō(h) ~ uchoh?

Which leaf is big?

Dēnda uchō(h) ~ uchoh?

Which one is big?

Didā uchō(h) ~ uchoh?

Is this one big?

Didā utsedle?

Is this one small?

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Lesson Plan: Birds Fly, Animals Walk Around, Fish Swim Developed by Odelia Dennis and Pat Etzerza, June 5, 2016

Date: _________________

Time: 40 minutes

Number of students: _____ Strong students:

Eyāze

Eduledāde

Level: B2 Listening / Speaking

& __________________________________________

Can Do Statements: Listening:  Students can understand simple yē (which) questions about animals, birds and fish, with visual support.  Students can understand questions and expressions about weather and dates. Speaking:  Students can use common weather expressions.  Students can pronounce some common Tāłtān words and phrases accurately.

Review vocabulary: animal, bird and fish names New vocabulary:

det’ah – he/she/it flies degoch – he/she/it walks on four legs debēh – he/she/it swims

Materials needed:

weather cards; bird, animal and fish flashcards and puppets; flashcards for new vocabulary

Daily Conversation

Review

Activities - welcome - date - weather

Materials weather cards

Time 5 min

bird, animal and fish names from previous lessons

bird, animal and fish flashcards

10 min

Yē khih ja’at’ē? Which animal is this?

SAMPLE LESSON & UNIT PLANS

New Vocabulary

Practice

Wind-down

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Activities det’ah – he/she/it flies degoch – he/she/it walks on four legs debēh – he/she/it swims

Materials puppets and flashcards for each verb

Time 5 min

Teacher:

Students respond with one word, or point to the bird, fish or animal.

puppets and flashcards (pinned up as reminders)

15 min

Yēda debēh? What swims?

ges ~ gēs̱ king salmon

Yēda det’ah? What flies?

tuhdā – bald eagle

Yēda degoch? What walks on all fours?

sas – black bear

Teacher:

Student:

Yēda menenlīn? Which do you like?

Didi. That one. (pointing to picture or puppet)

Yē khih menenlinā? Which animal do you like?

Tlī’ meneslīn. I like dogs.

5 min

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class? Are they ready to learn verbs for migration?

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Respond correctly by pointing to Respond correctly with name of animal that swims, walks, or flies animal that swims, walks, or flies

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Daily Conversation Teacher: Chachōlone hoti’e! / Chachōn hoti’e! (TC) Yē sā ja’at’ē? / Di yē sā? Dūgi dẕenēs̱? Mēdẕenēs̱e dūgi? Ah’ene dūda ahūht’ē?

Good morning! What date (month) is it? What’s today? Whose birthday (is it) today/now? Outside, how is it?

Student: Dūgi dẕenēs̱ edes nāsłakē. Chā nadetl’īt ~ nadetl’īd. Ẕas̱ nadetl’īt ~ nadetl’īd. Nats’ih. Āh hulīn (TC, DL) ~ huhłīn (I). Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I) K’os̱ hulīn (TC, DL) ~ huhłīn (I). Hos̱dlih.

Today is the 17th It’s raining. It’s snowing. It’s windy. It’s foggy. It’s sunny. It’s cloudy. It’s cold.

Review Vocabulary and Phrases: Yē khih ja’at’ē?

Which animal is this?

Yēda menenlīn?

Which do you like?

Yē khih menenlinā?

Which animal do you like?

_______meneslīn.

I like __________.

dzime tūdi tūdi chō tuhdā dagay ghanje tsesk’iye k’asbā’e łuhje

bird duck duck, mallard eagle swan goose crow ptarmigan hummingbird

khih dech’uwe tsa’ dediye kazūne dlūne chō honāzē gah dūsh ch’iyōne

animal porcupine beaver groundhog otter packrat chipmunk rabbit cat wolf

SAMPLE LESSON & UNIT PLANS tlī’ sas khoh kedā hodzih kuwegānh et’anesjide

dog black bear grizzly bear moose caribou deer bat (animal)

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fish king salmon sockeye salmon steelhead suckerfish trout round fish grayling fish lingcod

New Vocabulary and Phrases: det’ah – he/she/it flies degoch – he/she/it walks on four legs debēh – he/she/it swims Yēda debēh? Yēda det’ah? Yēda degoch?

What swims? What flies? What walks on all fours?

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Lesson Plan: Berries Developed by Pauline Hawkins, Odelia Dennis, Margery Inkster and Amber Blenkiron, August 18, 2017

Eyāze Date: __________________

Time: 35 minutes

Et’āne

Level: B3 Listening / Speaking

Number of students: ______ Strong students: ____________________________________

Can Do Statements: Listening:  Students can understand expressions of likes and dislikes. Speaking:  Students can ask and respond to simple questions about people, animals, and objects.  Students can express likes and dislikes, with support.

Materials needed: 

pictures of berries:

k’indzē’ ~ k’inhdzē’ – strawberry dahkāle – raspberry echishchō ~ echīshchō – blueberry ishghohje – soapberry gokhē’ – high bush cranberry tehkahche jije – chokecherry, frog berry

dahghodze – gooseberry echishtsedle ~ etsistsedle – low bush blueberry ihtl’et ~ itl’et – low bush cranberry ideni – kinnick kinnick edzināst’ēs̱ – moss berry tlī’ jije – black gooseberry, dogberry



two flyswatters



colouring pages with pictures of different berries

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Morning routine: (10 min) Weather, date, birthdays: Teacher:

Ah’ene dūda ahūht’ē?

Outside, how is it?

Teacher:

Dūgi dẕenēs̱ chā nadetl’īdā?

Is it raining today?

Students:

Ē / mā.

Yes/no.

Teacher:

Yē sā ja’at’ē? / Di yē sā?

What date (month) is it?

Students:

Dūgi dẕenēs̱ łola’ē Hosteł isā.

Today is September 5.

Teacher:

Mēdẕenēs̱e dugi?

Whose birthday is it?

Pattern phrases: (Repeat each sequence with four or five students.)

Teacher:

Espāne Verna ūyē ~ ūyeh.

My friend’s name is Verna.

Mēda enpāne?

Who is your friend?

Student:

Espāne Levi.

My friend is Levi.

Teacher:

Edlā Julia ūyē ~ ūyeh.

My mom’s name is Julia.

Mēda enmā?

Who is your mom?

Student:

Edlā Nancy.

My mom is Nancy.

Teacher:

Kidzōk’eh Harry yes’īnh. Mēda ninhīn? ~ Mēda ninhinā?

Yesterday I saw Harry. Who did you see?

Student:

Ete’e. Esdēdze. Jane yes’īnh. Espāne Jane yes’īnh. Esdēdze Zola yes’īnh.

Dad. My younger sister. I saw Jane. I saw my friend Jane. I saw my younger sister Zola.

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Review:

_______ menenlinā?

Do you like _______?

Teacher:

Levi, yē khih menenlinā?

Levi, what animals do you like?

Levi:

Sas meneslīn.

I like black bears.

Teacher:

Kedā ts̱en’ menenlin(ā)?

Do you like moose meat?

Jane:

Ē, kedā ts̱en’ meneslīn.

Yes, I like moose meat.

New Vocabulary & Phrases: Dugi dẕenēs̱ jije dah hodes̱idē.

Today, we’re going to talk about berries.

Introduce new berries, with pictures:   

k’indzē’ ~ k’inhdzē’ – strawberry dahkāle – raspberry echishchō ~ echīshchō – blueberry

 

ishghohje – soapberry gokhē’ – high bush cranberry

Ask students if they like each berry. K’indzē’ menenlinā?

Do you like strawberries?

Students respond with thumbs up or thumbs down, or ē/mā.

Activities: Objective: Get students to recognize which berry is which. 1. Ē /mā (Yes/No) Hold up a picture of a berry, and give students two options. They say Ē for the correct one or Mā for the incorrect one. Example: Hold up picture of strawberry. Teacher: Didā k’indzē’? Didā echishchō? Students respond with thumbs up or Ē for k’indzē’. This Curriculum Framework is a work in progress! The Tāłtān language in this document is continuously being worked on. The Framework will be updated regularly, and further examples will be added.

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2. Didi/Didi (Either/Or) Teacher says the name of a berry and shows two pictures. Students point to the one that matches. 3. Flyswatters: Put three or four pictures of berries on the wall. When the teacher calls out a berry name, the student swats the correct one. Can be played with individual students, two students in competition, or as a relay in teams.

Extra Activity: Colouring pages with pictures of different berries. Extra Material: (for enrichment or next lesson)      

tehkahche jije – chokecherry, frog berry echishtsedle ~ etsistsedle – low bush blueberry ihtl’et ~ itl’et – low bush cranberry ideni – kinnick kinnick edzināst’ēs̱ – moss berry tlī’ jije – black gooseberry, dogberry

Wind down: Project time if students are working on colouring. Teacher:

Dēnda łān menenlīn?

Which one do you really like?

Students point to, or say the name of, the berry they like best, or respond with a short sentence - for example: Student:

Dahkāle meneslīn.

I like raspberries.

For stronger students: Teacher:

Dahkāle yenelinā?

Does he/she like raspberries?

Student:

Ē, dahkāle yenelīn.

Yes, he/she likes raspberries.

Mā, dahkāle edū yenelīn.

No, he/she doesn’t like raspberries.

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Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

Recognize and respond correctly to berry names (point to berry, thumbs up/down, respond ē/mā)

Can say berry names

with help

independently

Responds to questions with ______ menenlinā?

with action or one word

with short sentence

SAMPLE LESSON & UNIT PLANS

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Lesson Plan: Describing Clothing Developed by Amber Blenkiron, Pauline Hawkins and Patricia Louie August 18, 2017

Date: __________________

Eyāze

Time: 35 minutes

Et’āne

Level: B3 Listening / Speaking

Number of students: ______ Strong students: ______________________________ Can Do Statements:

Listening:  Students can understand simple descriptions of people. Speaking:  Students can describe something based on two of: its colour, size and shape.  Students can describe who is doing an action using common classroom verbs.  Students can ask and respond to simple questions about people, animals, and objects. Classroom set-up: chairs in a square Materials needed:    

clothing (or images of clothing) of different sizes with short and long sleeves/legs students’ chairs whiteboard with coloured marker

Warm-up: Weather and date: Ah’ene dūda ahūht’ē?

Outside, how is it?

Sadē hulīn. (TC, DL) / Sadē’ huhłīn. (I)

It’s sunny.

Dūgi dẕenēs̱?

What’s today?

Dūgi dẕenēs̱ edes łōla’e.

Today is the 15th.

Mēdẕenēs̱e dūgi?

Whose birthday is it?

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What do you like? Yē khih menenlīn ~ menenlin(ā)?

What animals do you like?

Gah meneslīn.

I like rabbits.

Tāẕeł menenlinā?

Do you like soup?

Ē, tāẕeł meneslīn.

Yes, I like soup.

How are you today? Dūda ant’ē (TC, DL) ~ ant’e (I)?

How are you?

Soga ast’ē (TC, DL) ~ ast’eh (I).

I’m fine.

Edū soga ast’ē (TC, DL) ~ ast’eh (I).

I’m not so well.

Enmā dūda at’ē (TC, DL) ~ at’eh (I)?

How is your mom?

Review vocabulary: clothing, colours Esesdah … Es̱endah … Es̱eda(h) …

I’m wearing … You’re wearing … He/she is wearing …

Teacher:

Yēda es̱endah dūgi dẕenēs̱? / Dūgi dẕenēs̱ yēda es̱endah? What are you wearing today?

Student:

________ + ______ esesdah. (dahi) (modat’īn) (clothing) (colour)

Ēch detsīdzi esesdah. I’m wearing a red shirt.

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New vocabulary: sizes for clothing udes̱i – tall, long uk’odle ~ uhk’odle – short

Teacher introduces new words using visuals or clothing, or describing her own clothing. Di togatāł udes̱i.

These pants are long.

Di togatāł uk’odle ~ uhk’odle.

These pants are short.

Students repeat new vocabulary after teacher.

Activities: 1) Teacher asks class to point to images matching what she says – for example, ēch udes̱i (long shirt). Students point to matching picture or pick up matching clothing. 2) Play "Where the Big Wind Blows":   

Make a circle of chairs (one chair less than number of players) One person in the middle will say (for example): Togatāł uk’odle! ~ Togatāł uhk’odle! (Short pants!) All those wearing short pants get up and find a new chair. The one left without a chair is the new person in the middle.

3) Students draw a picture of a person on the whiteboard and tell the class one thing about the person’s clothing. Kinā’et detsīdzi es̱eda.

He is wearing a red coat.

For stronger students: The teacher models a more complex sentence, and students draw the clothing described. Eghadēnēch detl’īshde udes̱i es̱eda.

She is wearing a long blue dress.

Ēy ~ E eghadēn, ēch detl’īshde udes̱i es̱eda. The woman is wearing a long blue shirt.

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Wind-Down: (if time) Going around the class, the teacher asks again what each student is wearing and each student says one thing that he/she is wearing, using new vocabulary, if possible. Yēda es̱endah dūgi dẕenēs̱?

What are you wearing today?

Tl’ūk’enh udes̱i esesdah.

I’m wearing long socks.

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

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Recognize udes̱i and uk’odle ~ uhk’odle and respond with appropriate action.

Use udes̱i and uk’odle ~ uhk’odle in short sentences.

Use esesdah (I’m wearing) and es̱eda (he/she is wearing) accurately in short sentences.

with help

on their own

For stronger students: Use esesdah (I’m wearing) and es̱eda (he/she is wearing) accurately in sentences with length and colour words. with help on their own

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Lesson Plan: Colours and Clothing Developed by Odelia Dennis and Pat Etzerza, June 5, 2016

Date: _________________

Time: __________

Number of students: _____ Strong students: _______________________________

Eyāze

Et’āne

Jije

Level: B3 (with visual support) B4 (without demonstration) Listening / Speaking

Can Do Statements: Listening:  Students can understand simple descriptions of people. Speaking:  Students can describe the weather.  Students can recite the date, with support.  Students can independently use es- and en- to indicate "my" and "your" possessions. Review vocabulary: Colours New vocabulary:

Clothing Sample sentences Togatāł detl’ishde ja’at’ē. Estogatāł detl’ishde. Entogatāł degā.

These are blue pants. My pants are blue. Your pants are grey.

Materials needed:    

weather cards bag of clothing colour flashcards table

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Activities Daily Conversation

Review

Welcome Date Weather Review colours from previous lessons Introduce new vocabulary using real clothing and our own clothing

New Vocabulary & Phrases

Introduce new clothing terms in simple sentences.

Materials

Time

Weather flashcards

5 min

- Bag of clothing - Teacher wears colourful clothing that day - Colour flashcards Coloured clothing

10 min

Table, different coloured clothing

25 min

5 min

Estogatāł detl’ishde. My pants are blue. Practice Activities

Teacher: Students practice Lay out clothing items listening for on a table. different coloured Ask students to go to clothing in each the table and give you command. an item - e.g. blue shirt, red pants, grey socks… Ēch detl’ishde ja’at’ē . This is a blue shirt. Nidinchush. Pick it up. Esghānchush. Give it to me. Ēch detl’ishde nidinchush. Pick up the blue shirt. Togatāł degā esghānchush. Give me the grey pants. Teacher: Students: En _______ dūda Es_______ modat’īn? detl’ishde. What is your My (clothing item) is (clothing item) like? blue. Enkinā’et dūda modat’īn? What is your jacket like?

Eskinā’et dets̱oy. My jacket is yellow.

Enēje dūda modat’īn? What is your shirt like?

Esēje detsīdzi. My shirt is red.

SAMPLE LESSON & UNIT PLANS

Wind-down time

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Teacher: (pointing to clothing items or objects)

Student:

Dūda modat’īn? What colour is it? (What is it like?)

uchō(h) ~ uchoh – big

denits̱ugi – brown

uk’odle ~ uhk’odle – short

Dūda ahchō ~ āchō? How big is it?

Teacher Reflection / Planning:

What did the students do well? What do they need work on?

What should be a language focus for next class?

5 min

SAMPLE LESSON & UNIT PLANS

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Respond Correctly to Commands with Clothing Words

Say Clothing Words

Use es-

With Support

Independently

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Daily conversation Teacher: Chachōlone hoti’e! / Chachōn hoti’e! (TC) Yē sā ja’at’ē? / Di yē sā? Dūgi dẕenēs̱? Mēdẕenēs̱e dūgi? Ah’ene dūda ahūht’ē?

Good morning! What date (month) is it? What’s (the date) today? Whose birthday (is it) today? Outside, how is it?

Students: Dūgi dẕenēs̱ łola’ē, Hosteł isā. Dūgi dẕenēs̱ łola’ē.

Today is September 5th. Today is the 5th.

Chā nadetl’īt ~ nadetl’īd. Ẕas̱ nadetl’īt ~ nadetl’īd. Nats’ih. Āh hulīn (TC, DL) ~ huhłīn (I). K’os̱ hulīn (TC, DL) ~ huhłīn (I). Hos̱dlī. / Hos̱dlih. Dūgi chachōlone sadē hulīn. (TC, DL) / Dūgi chachōlone sadē’ huhłīn. (I) Na’denes̱don’.

It’s raining. It’s snowing. It’s windy. It’s foggy. It’s cloudy. It’s cold.

ibehi t’atl’ā khaye dāne no’adāleł

It’s sunny this morning. It’s piling up (snow).

summer autumn winter spring (green buds are out) early spring

SAMPLE LESSON & UNIT PLANS New Vocabulary dahi togatał tl’ūk’enh s̱ē kinā’et k’idā’et kē khās̱ kē ts’ah ēch eghadēnēch

clothes pants socks belt jacket, coat skirt shoe leather shoes hat shirt dress

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Some nouns take an -e ending when combined with es-, en-, me- and other word-parts that indicate possession. ts’ah ests’ahe

hat my hat

The -e ending sometimes changes the sound before it – for example, ch to j, t to d, or k to g. ēch enēje

shirt your shirt

kinā’et coat eskinā’et my coat OR eskinā’ede k’uk esk’uge

book, paper my book, paper

Review Vocabulary dek’al dets̱oy detsīts ~ detsīdzi detl’ishde debā’e (I) degā (TC, DL, I) denits̱ugi denestl’ets tl’īshde ~ tl’īchde dekon’ deskhohch dechīshchō

white yellow red blue grey, faded, light coloured grey, faded (e.g., hair) brown black green orange pink purple

Sample Phrases Togatāł detl’ishde ja’at’ē. These are blue pants. Estogatāł detl’ishde. My pants are blue. Entogatāł degā. Your pants are grey. Ēch detl’ishde nidinchush. Pick up the blue shirt. Togatāł degā esghānchush. Give me the grey pants.

SAMPLE LESSON & UNIT PLANS

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Lesson Plan developed by Angela Dennis

Lesson Title: Kahkha’ū Ts’ede – Button Blanket

Date:

Level: I1 Listening, I2 Speaking

Time: 40 min (repeat 5 days)

Introduction: Conversation: Dẕenēs̱ hoti’e. Good day. Dūgi dẕenēs̱ dūda ant’ē (TC, DL) ~ ant’e? (I) How are you today?

Dūgi dẕenēs̱ soga ast’eh. I’m doing well today.

Dūda entsū at’ē (TC, DL) ~ at’eh (I)? Entsū, dūda at’ē (TC, DL) ~ at’eh (I)? How is your grandma?

Estsū soga at’ē (TC, DL) ~ at’eh (I)? My grandma is doing well.

Weather/Calendar:

Month and meaning of month Dūgi dẕenēs̱? What’s today’s date? Ah’ene dūda ahūht’ē? Outside, how is it?

Count 1–30

Unit: Sewing Button Blanket

Materials:

Can Do Statements:

red & black cloth scissors patterns buttons pins needles thread pencils

• Students can follow a series of simple instructions for a routine procedure. • Students can give a series of instructions for a routine procedure.

Activities: Preparation and learning vocabulary – Total Physical Response: łe’eyē ~ łe’eyeh – scissors k’uk – paper / book me’eł ets’egits ~ ets’egidzi – pencil

Put the ____ Give the ____ Cut the _____

by, on, under to with

feet, toes, head, knee ________ scissors

kahkha’ū – button ts’ede – blanket kahkha’ū ts’ede – button blanket ts̱’ē – thread kakhādi – door mekāge ets̱ets̱ – table

kawāgi – window mekāge s̱edah – chair

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Sample Sentences for Total Physical Response:

Materials:

Ts̱is̱a mekāge s̱edah yige nīnhchūsh. Put the cloth under the chair.

ts̱is̱a – cloth

Ts̱is̱a enke’ k’āge nīnhchūsh. Put the cloth beside your feet.

tak’atl – needles

tuk’atl – pins

ts̱’ē – thread Ts̱is̱a Odelia k’āge nīnhchūsh. Put the cloth beside Odelia.

me’eł ets’egits ~ ets’egidzi – pencil

Ts̱is̱a Odelia ke’ k’āge nīnhchūsh. Put the cloth beside Odelia’s feet.

łe’eyē ~ łe’eyeh – scissors

Łe’eyē eł ts̱is̱a ent’ās̱. Cut the cloth with the scissors.

kahkha’ū – button ts’ede – blanket

Once students are familiar with vocabulary and actions, they are ready to sew their button blankets.

kahkha’ū ts’ede – button blanket

Extension Activities / Memo:   

game na’ā – stick game story

SAMPLE LESSON & UNIT PLANS

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Unit Plan: At the Store Developed by Sarah Kell and Hayle Gallup, January 2018

Date: _________________ Łēhchō

Time: four to six 35-minute classes

Eghaye

Eduledāde

Level: I1 Listening, I2 Speaking

Number of students: _____ Strong students: ___________________________________ Can Do Statements: Listening:  Students can understand expressions of cost. Speaking:  Students can answer simple math problems in Tāłtān, with support.  Students can ask and answer questions about how much something costs.

Review vocabulary: Foods, objects, numbers

New vocabulary and phrases: Day 1 to Day 3 (Model with strongest student.) Dūda nadadetset?

How much does it cost?

Didi dūda nadadetsedi?

How much does this cost?

Di (object) dūda nadadetsedi?

How much does the (object) cost?

______ dānā nadadetset.

It costs _____ dollars.

Di (object) (number) dānā nadadetset.

This (object) costs (number) dollars.

Łān nadadetset.

It costs a lot.

Edū łān nadadetset.

It doesn’t cost a lot.

Nadadetset and nadadetsedi are different ways to say it costs.

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For stronger students: Tīye nadadetset.

It costs too much.

New vocabulary and phrases: Day 4 to Day 6 (Model with strongest student.) Dūda anet’ē dānā int’īn?

How much money do you have?

Danāshu.

Fifty cents.

Gwātā.

A quarter.

_____ enes̱idlīn.

We want some ____.

Łakē dēk’āne enes̱idlīn.

We want two sockeye.

For stronger students: Uts’ikēdi kime _____ łitani’ān.

At the store, I bought a _____. (general)

Uts’ikēdi kime _____ łitani’lah.

At the store, I bought some _____. (plural)

Kuji, dūda anet’ē dānā int’īn?

Now how much money do you have?

Materials needed: 

    

Vocabulary review Jeopardy game  with pocket chart and vocabulary cards, or  online at www.playfactile.com – requires projector, computer, internet access Tāłtān number chart (1-50) posted in the classroom for reference Worksheet (see page C-85) Object cards with price tags Monopoly money Objects for the store - for example: cans of soup, play food

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Day 1 to Day 3

Daily Conversation

Review

Activities Chachā dūda adīnt’īl ~ adintīli? What are you going to do tomorrow? Ejidēsāł. I’m going hunting. Uts’ikēdi kime ts’idēsāł. (TC, DL) I’m going to the store. Food, objects, numbers to 50 Jeopardy – identify pictures for points

New Vocabulary

Materials

Time 5 min

Jeopardy game: online or with pocket chart and vocabulary cards

10 min

Model phrases with helper or strongest students:

5 min

Dūda nadadetset? How much does it cost? (number) dānā nadadetset. It costs (number) dollars. Tāt’ē dānā nadadetset. It costs three dollars. Di (object) dūda nadadetset? How much does the (object) cost? Łān nadadetset. It costs a lot. Edū łān nadadetset. It doesn’t cost a lot. Tīye nadadetset. It costs too much. Practice Activities (several examples)

(object) dūda nadadetsedi? How much does (object) cost? (object) (number) dānā nadadetset. (object) costs (number) dollars.

Worksheet with pictures of objects with prices (see page C-85)

10 min

Students practice dialogue with partner, and/or write it out.

SAMPLE LESSON & UNIT PLANS

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Wind-down time

5 min

Teacher reviews orally with objects from worksheet or other familiar objects: (object) dūda nadadetsedi? How much does (object) cost? (object) (number) dānā nadadetset. (object) costs (number) dollars.

Day 4 to Day 6

Daily Conversation

Activities Dū gaw? What time is it? Łige (gaw). One (o’clock).

Materials

Time 5 min

Yē sā ja’at’ē? / Di yē sā? What date (month) is it? Hostēł isā. September Review

Łakē eł nāsłige, (ih’eł) dūda anet’ē? How much is two plus six?

5 min

Nāstāt’ē. Eight. (object) dūda nadadetsedi? How much does (object) cost?

Object cards and price tags

(object) (number) dānā nadadetset. (object) costs (number) dollars. New Vocabulary

Dūda anet’ē dānā int’īn? How much money do you have? tāt’ē dānā edes łakē dānā tāt’ē ts̱’ōs̱nān dānā danāshu

5 min

three dollars twelve dollars thirty dollars fifty cents

_________ enes̱idlīn. We want some ________.

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Łakē dēk’āne enes̱idlīn. We want two sockeye. Practice Activities

Set up a store in the classroom. Give each group a certain amount of money, ask them to count it out and make a shopping list). First time, teacher is storekeeper.

Store items, Monopoly money

15 min

Students work in groups of 2-3, decide what they want to buy, pick up objects and take them to storekeeper. Storekeeper: Dūda anet’ē dānā int’īn? How much money do you have? Student group: Tāt’ē ts̱’ōs̱nān dānā. Thirty dollars. _________ enes̱idlīn. We want some _______. Di (object) dūda nadadetsedi? How much does the (object) cost? Storekeeper: Di (object) (number) dānā nadadetset. The (object) costs (number) dollars.

Wind-down time

Storekeeper counts out change in Tāłtān. Group members present what they have and how much it cost. Student: _____ ist’īn. I have _____.

10 min

Łāke kuk’ā ist’īn. I have two cups.

Teacher: Kuji, dūda anet’ē dānā int’īn? Now how much money do you have? Students: łige dānā nāsłēnt’ē dānā danāshu gwātā

one dollar nine dollars fifty cents a quarter

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Assessment: Observe and note students’ progress as they participate in the activities. Ask the classroom teacher to help with observation and assessment while the language teacher leads the activities. Student Name

Say the correct Tāłtān number for the numeral shown.

Respond correctly to questions about how much something costs. with with a one short Tāłtān Tāłtān word sentence

Answer simple mental math problems correctly in Tāłtān.

Independently ask and answer questions about how much something costs.

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

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Daily conversation: Chachōlone hoti’e! / Chachōn hoti’e! (TC) Good morning! Yē sā ja’at’ē? / Di yē sā? Hostēł isā

What date (month) is it? September

Dūgi dẕenēs̱? Dūgi dẕenēs̱ edes nāsłakē. Kidzōk’eh edes nāsłige. Chachā edes nāstāt’ē.

What’s (the date) today? Today is the 17th. Yesterday was the 16th. Tomorrow is the 18th.

Dū gaw? Łige (gaw). Tāt’ē hots’i’ naghoł.

What time is it? One (o’clock). It’s coming to three o’clock.

Dūda anet’ē? Łakē eł nāsłige, (ih’eł) dūda anet’ē?

How much? / How many? How much is two plus six?

Review Vocabulary & Phrases: Food & Utensils ts̱’a’ k’uk’ā ts’āle me’ugēdi bēs k’otl īs̱bāde ēłkūkh shūgā s̱uknēn s̱uknēn tset’ehi jije k’indzē’/k’inhdzē’

plate, dish cup spoon fork knife pot / bucket baking powder salt sugar flour bannock berries strawberries

gāhu dīghi tū jije tu’ mashmash t’oje kūkh ebaladzē’ k’unts tāẕeł tleyh łuwe ets̱en’

coffee tea water juice milk rice mushrooms potatoes soup grease/lard fish meat

SAMPLE LESSON & UNIT PLANS

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Locations & Common Items uts’ikēdi kime mekāge ets̱ets̱ mekāge s̱edah me’eł ets’egits ~ ets’egidzi k’uk togatāł t’iya

Numbers 11 and up store table chair pencil book pants fish hook

edes łige edes łakē edes tāt’ē edes łēnt’ē edes łōla’e edes nāsłige edes nāsłakē edes nāstāt’ē edes nāsłēnt’ē

eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen

Numbers 1-10 łige łakē tāt’ē łēnt’ē łōla’e nāsłige nāsłakē nāstāt’ē nāsłēnt’ē ts̱’os̱nān

one two three four five six seven eight nine ten

denładiht’ē denładiht’ē łige

twenty twenty-one

tāt’ē ts̱’ōs̱nān tāt’ē ts̱’ōs̱nān łige

thirty thirty-one

łēnt’ē ts̱’ōs̱nān łēnt’ē ts̱’ōs̱nān łige

forty forty-one

łōla’ē ts̱’ōs̱nān łōla’ē ts̱’ōs̱nān łige

fifty fifty-one

SAMPLE LESSON & UNIT PLANS

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Uts’ikēdi Kime Hots’ih Instructions: You and a friend are at the store. Your friend asks how much money is needed to purchase each item. Take turns asking and answering. Example:

A: S̱uknēn ts’eht’ehi dūda nadadetsedi?

B: Łēnt’ē dānā nadadetset.

$14

$7 $3 $10

$10

SAMPLE LESSON & UNIT PLANS

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SAMPLE LESSON & UNIT PLANS

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Unit Plan: A Place I Love Developed by Hayle Gallup and Sarah Kell, January 2018

Date: __________________

Time: four 35-minute lessons Łēhchō

Et’āne

Number of students: ______ Level: I3 Listening and Speaking Strong students: ____________________________________ Project description: This project is suitable towards the end of the term, as students bring together everything they have learned. The timeline provided is a rough outline. Every classroom has its own pace of working, so this project may take more or less time. → Tip for Teachers! This unit structure and its assessment rubrics can be adapted for presentations in Tāłtān on other Intermediate 3 topics - for example, a famous Tahltan person, a respected relative, or a family tree. Materials needed:         

teacher’s sample presentation on "A Place I Love" - sample sentences written out on chart paper My Favourite Place books created by Tāłtān Language Diploma Program students chart paper two flyswatters students’ notebooks students’ copies of the Tahltan Children’s Illustrated Dictionary and/or other reference materials art supplies for students who choose to present a poster or storybook computers and software for students who choose to present a video or PowerPoint presentation Łakē s̱on’, soga ōnt’īn daga (Two stars so you will do well) sheets for peer and self-assessment (see page C-94)

Can Do Statements: Listening:  Students can understand expressions of length and distance.  Students can understand phrases containing any or all of the following information: who, what, when, where, how.  Students begin to recognize ho-, indicating a place.  Students can understand simple explanations of why someone likes or dislikes something.

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Speaking:  Students can pronounce ł, tl, kh, gh, ts̱, dẕ, nh, yh.  Students can independently describe the place they live and people they know.  Students can ask for and give directions to get from one place to another.  Students can assist others with language.  Students can tell a short story with a series of simple, common sentences that they have practiced and memorized.

Day 1: Activity 1: Swat! (15 min) Use this activity to review key vocabulary for landforms, locations and directions, as well as colours, sizes, and seasons. Place flashcards with images or vocabulary words on the board. Divide the students into two teams and give each team a flyswatter. One at a time, the students in each team must swat an image or word that the teacher chooses. (Team names could be chosen and points tallied up for competition purposes.) Examples:

Tū des̱e nāninkhitl ~ nānkhitl. "Hill" didenekeh nāninkhitl.

You hit the (word for) river. You hit the Tāłtān word for hill.

Review Vocabulary: Landforms honeh ~ hohneh hohnene tahneh nājodle tū tsedle tū des̱e nades̱līn tū das̱ehtān bes̱ menh s̱ā tene

hill hillside hills knoll / hill / rounded mountain creek river waterfall pond cut bank, riverbank lake sand road/trail

ts̱ē

dẕeł gat tl’oyh nenh hotl’es t’ode kime keyeh tāmh

rocks, mountains (newer mountains, like across from Iskut) mountain (rounded old mountain) tree grass ground mud house,home village/country/area town (borrowed word)

SAMPLE LESSON & UNIT PLANS

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Locations and Directions jāni right here eji’ ~ eji right there (if you can see it) eyinh over there, right there, at that time yige under kāge on top of k’āge beside

gah eł ch’āji ah’at de’e ahnāne

by with other side of over there behind across (on the other side of the room, river, lake, way, road)

Activity 2: Project Introduction (20 min) The language teacher begins by talking about a place he/she loves, and why he/she loves it, in Tāłtān. (The teacher has sample sentences already prepared on chart paper to show the students key sentence structures.) Tāłtān keyeh dischā I love Talhtan territory. Tāłtān keneslīne. I like Tahltan. (the place) Tūdes̱e hots’i’ nadīs̱āts̱. It’s far down to the river. Tūdes̱e kōneline. The rivers are beautiful. Ibehi ja’ dahtsū, dahtsiye eł hots’i’ nades̱ideł. We go there every summer with our grandma and grandpa. Kōneline uwe’te hos̱zeł ghah ja’ keneslīne. It’s beautiful; it’s always hot; that’s why I like that place.

Teacher: What places do you love? (in English) Students answer in English or Tāłtān - for example: Tāłtān tū des̱e (chō) Tl’abāne edlā kime

Tahltan the river, Stikine River Klappan Mom’s house

SAMPLE LESSON & UNIT PLANS

estsū kime Tsesk’iye Chō

Student:

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Grandma’s house Eagle Rock / Raven’s House

Edlā kime meneslīn. I like my mom’s house. Hodischā Kamloops. I love Kamloops.

Teacher:

Yehkahda kenenlīn? Why do you like it? (a place)

Students:

Tl’abāne łān kōnelīn ghahja’ łān hodischā ~ meneslīn. Klappan is really beautiful; that’s why I love it ~ really like it. Eyinh kōnelīn eghahja hodischā. / Jān kōnelīn ēghahja’ hodihchā. (TC) It is beautiful over there; that’s why I love it. Hubede łān łedih ghahja’ łān meneslīn. Their food really tastes good; that’s why I really like it.

If there is time at the end of class, students can start brainstorming or looking up vocabulary they might need to describe their chosen places.

Day 2 - Planning Activity 1: Build criteria (10-15 min) The goal of this project is to have the students speak Tāłtān in full sentences about the places they love. Teacher: What information is important to include when presenting about your place? (in English) Example criteria brainstormed:      

Name of place Location of place Landforms - what the land looks like Why do you love it? Who do you go there with? When do you go there?

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→ The teacher will take the brainstormed criteria and develop a rubric outside of class time. See sample rubric provided on page C-95.

Activity 2: Brainstorm (15-20 min) Following the criteria chosen by the class, the students will individually create a brainstorming web, and start collecting Tāłtān words and phrases that could be used. (The teacher will assist students as needed during this time.)

Tlēgo’in hots’i’ / ts’i’ estsū de’eda?

mē eł?

Tāłtān keneslīne. I like Tahltan (place).

yē ghah?

dok’eh?

ibehi

Ek’ānh khit t’a’a eł as̱idlah. We made the smokehouse with boards. Kime da’ātsedle ka’atē. It’s like a small house.

Estsū eł łān meneslīn ek’ānh khit hogha’islah. I really like working with my grandma in the smokehouse.

Dūda modatīn? What is it like?

Ēy ~ E tū des̱e chō łān tatlān. The big river is very deep.

Wind-Down: (5 min) Students decide which mode of presentation they would like to use for their project, and tell the teacher their choice as they leave the classroom. Examples: speech only, video, poster, story book, powerpoint presentation.

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Homework: Decide what order you would like to present the information about your place in, for next class.

Day 3 - Development Activity 1: Sentence Building (10-15 min) During this lesson, the students will have class time devoted to producing the Tāłtān sentences for their presentations. The teacher will circulate to help with vocabulary and sentence structures, and write sample sentences on the board - for example: Ēy ~ E menh tl’īshde ~ tl’īchde modat’īn(i). Ts̱ē daduchō. Łuwechōn gah dẕeł daduchō. Tlēgo’in tene honejit. Ēy ~ E ts̱ē Tuhtseyh ghuda’ uchō(h) ~ uchoh. Ts̱ē chō ja’ Ts̱ēghadetsen’ hiyehdi.

The lake is green. The rocks are big. At Iskut, the mountains are big. The Telegraph Creek road is scary. The mountain Loon Beak is big. The big mountain is what they call Stingy Mountain.

Activity 2: Practice with a Peer (10-15 min) When their sentences are approved by the teacher, the students will pair up and practice presenting to a classmate. This will help students with their pronunciation and confidence for the final presentation. If students finish early, they can begin putting together their poster, video, etc.

Homework (or additional class time) Students put together their presentations in their chosen format. The language teacher should coordinate with the classroom teacher and ask if students can be given extra time to work on their presentations during the day. The teachers should use their own judgement on the readiness of the class to present, and provide more time to prepare if needed.

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Day 4 - Presentation Student Presentations (30 min) Students take turns presenting in Tāłtān to the class! Their peers provide positive feedback using the Łakē s̱on’, soga ōnt’īn daga rubric (see page C-94) to identify two things they liked about each presentation, and one thing that could be improved. Wind-Down (5 min) Students review their presentation feedback and complete a self-assessment with the rubric that the teacher provides.

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

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Łakē s̱on’, soga ōnt’īn daga

Łige s̱on’ endaga _______________________________________________ _______________________________________________ ____________________________________________________

Łakē s̱on’ endaga _______________________________________________ ____________________________________________________ ____________________________________________________

Endaga meneslīn _______________________________________________ ____________________________________________________ ____________________________________________________

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Assessment: Listening: Observe students’ peer practice time and review the Łakē s̱on’, soga ōnt’īn daga sheets for evidence that students listening to others’ presentations understood:   

expressions of distance phrases containing information about: who, what, when, where, or how simple explanations of why the speaker likes their chosen place

Speaking: Use the following rubrics to assess students’ presentations and oral Tāłtān.

Sample Content Checklist for "A Place I Love" Presentations Dūda ahoyē? Dūda ahuyē? (TC)

What is the place called? What do you call that place?

De’eda?

Where?

Yēda aht’ē?

What is it? (for example, landform, building)

Mēda eł eyinh nadindā? / Mēda eł dīndali? (TC) Who do you go over there with? Dōk’eh (dah) eyinh nadindā? / Dok’eh mets’idīndali? (TC) When do you go over there? Use the rubrics on pages C-96 to C-98 to assess students’ Tāłtān speaking skills and presentation skills. The classroom teacher can help assess presentation skills using the rubric on page C-96, while the language teacher assesses Tāłtān speaking skills with the rubric on page C-97. If only one teacher is present, use the combined rubric on the following page. Make a copy of the chosen rubric(s) for each student, and complete them by circling the best description of each aspect of the student’s presentation. Then add up the student’s total score. (See page C-99 for an example of a completed rubric.)

SAMPLE LESSON & UNIT PLANS

C-96

Oral Presentation Skills Name:____________ Date: _________ Total Score: ______/12 Rating

Presentation

Organization

Content

Exceeds Expectations 4

Student presents confidently without reference to notes.

Well organized. Sentences are in a logical order.

Includes all content brainstormed by the class, plus extra information, such as why they like their chosen place.

Meets Expectations 3

Student recites or reads out presentation clearly.

Clearly organized. Sentences follow in a logical order.

Includes most content brainstormed by the class.

Approaching Expectations 2

Presentation is clear to the teacher (but may not be fully understood by other students). Student may read from notes.

Tāłtān sentences are accurate, but may not be in a logical order.

Includes some of the content brainstormed by the class.

Not Yet Meeting Expectations 1

The teacher can understand the presentation with effort, but it may not be clear to other students. Little evidence of preparation.

Poorly organized, with disconnected phrases and sentences.

Includes little content brainstormed by the class. Information may be incomplete or off topic.

SAMPLE LESSON & UNIT PLANS

C-97

Tāłtān Speaking Skills Name:____________ Date: _________ Total Score: ______/12 Rating

Use of Tāłtān

Sentence Structures

Pace, Volume, Pronunciation

Exceeds Expectations 4

Student speaks entirely in Tāłtān.

Tāłtān language is accurate and descriptive and sentences are complete. May include compound sentences with ghah or egha.

Student speaks in an appropriate manner, with suitable rhythm, pace and volume, and pronounces Tāłtān phrases and sentences fluidly.

Meets Expectations 3

Student speaks fully in Tāłtān. (May include English names of places or people.)

Tāłtān language is correct and accurate. Student speaks in simple, descriptive, complete sentences.

Student speaks with appropriate pace and volume, and pronounces most Tāłtān sounds accurately, including ł, tl, kh, gh, ts̱, dẕ, nh, yh.

Approaching Expectations 2

Student attempts to speak completely in Tāłtān, but may put English words into Tāłtān sentence frames.

Most Tāłtān words and phrases are accurate. Student speaks in short Tāłtān phrases and very simple Tāłtān sentences.

Student may speak too fast, too quietly, pause frequently, or mispronounce less familiar words.

Not Yet Meeting Expectations 1

Student uses a combination of Tāłtān and English words.

Some Tāłtān words and phrases are accurate. May use English sentence structures with Tāłtān words.

Pronunciation errors, long pauses or mumbling may obscure the student’s message.

"A Place I Love" Presentation

Name:____________ Date: ________ Total Score: ______/24

Rating

Presentation

Organization

Content

Use of Tāłtān

Sentence Structures

Pace, Volume, Pronunciation

Exceeds Expectations 4

Student presents confidently without reference to notes.

Well organized. Sentences are in a logical order.

Includes all content brainstormed by the class, plus extra information, such as why they like their chosen place.

Student speaks entirely in Tāłtān.

Tāłtān language is accurate and descriptive and sentences are complete. May include compound sentences with ghah or egha.

Student speaks in an appropriate manner, with suitable rhythm, pace and volume, and pronounces Tāłtān phrases and sentences fluidly.

Meets Expectations 3

Student recites or reads out presentation clearly.

Clearly organized. Sentences follow in a logical order.

Includes most content brainstormed by the class

Student speaks fully in Tāłtān. (May include English names of places or people.)

Tāłtān language is correct and accurate. Student speaks in simple, descriptive, complete sentences.

Student speaks with appropriate pace and volume, and pronounces most Tāłtān sounds accurately, including ł, tl, kh, gh, ts̱, dẕ, nh, yh.

Approaching Expectations 2

Presentation is clear to the teacher (but may not be fully understood by other students). Student may read from notes.

Tāłtān sentences are accurate, but may not be in a logical order.

Includes some of the content brainstormed by the class

Student attempts to speak completely in Tāłtān, but may put English words into Tāłtān sentence frames.

Most Tāłtān words and phrases are accurate. Student speaks in short Tāłtān phrases and very simple Tāłtān sentences.

Student may speak too fast, too quietly, pause frequently, or mispronounce less familiar words.

Poorly organized, with disconnected phrases and sentences.

Includes little content brainstormed by the class. Information may be incomplete or off topic.

Student uses a combination of Tāłtān and English words.

Some Tāłtān words and phrases are accurate. May use English sentence structures with Tāłtān words.

Pronunciation errors, long pauses or mumbling may obscure the student’s message.

Not Yet Meeting Expectations The teacher can 1 understand the presentation with effort, but it may not be clear to other students. Little evidence of preparation.

SAMPLE LESSON & UNIT PLANS

C-101

Unit Plan: Tāłtān Legends Developed by Hayle Gallup and Sarah Kell, February 2018

Date: __________________

Time: four 35-minute lessons

Number of students: ______

Łēhchō Jije Level: I4 Listening and Speaking

Classroom set-up: _____________________________________ Strong students: ____________________________________

Background: This unit plan was developed with the idea that the students would have already been exposed to traditional stories and legends told in Tāłtān over about three weeks of class time: Several sessions with an Elder coming into the class to tell a short traditional story, and/or students listening to recordings of an Elder telling a story. Students in an oral language program could listen to the stories and note or sketch familiar words they hear. Students in a literacy program could follow along with transcripts of the story in Tāłtān and highlight familiar words. Students could also practice drawing plot diagrams for each legend. The teacher and students should look for different plot elements and different orders of events in different cultures’ stories. For example, some traditional Tāłtān stories end at the climax. More information on story plot diagrams (image based on European stories): https://www.storyboardthat.com/articles/e/plot-diagram

Students could then compare the plot diagrams of two or more Tāłtān stories, or use a Venn diagram to compare a Tāłtān story to another Indigenous or non-Indigenous story.

Other Culture’s Story

Tāłtān Story

Shared Features

SAMPLE LESSON & UNIT PLANS

C-102

Materials needed: 

sources for Tāłtān legends, e.g.:  local Elders and Tāłtān speakers  Kuji K’at Dahdahwhesdetch, Now I Told All of You: Tahltan Language Stories Told by Iskut Elders  Tahltan Tales (compiled by James Teit). English transcripts available online at: https://sites.google.com/a/samstudies.org/anthology/library/periodicals/afs/jaf/ 32-124/a Note: The teacher should review the selected legend in advance and adapt it for Intermediate 4 Tāłtān language students.



story organizer worksheet (see page C-106)



students’ personal dictionaries (compiled over previous classes), and/or lists of Tāłtān vocabulary relevant to stories and legends - e.g., landforms, animals, weather, commands, month names, settings, etc. (see page C-103)



art/music materials

Can Do Statements: Listening:   

Students can recognize differences between past and present forms. Students can understand who did an action in the past, with a greater range of verbs. Students can understand and appreciate familiar stories told by Elders.

Speaking:   

Students can describe an action or event with any or all of the following information: who, what, when, where, how. Students begin to independently create past tense sentences. Students can tell short, simple, personal stories that they have practiced, including a few details.

SAMPLE LESSON & UNIT PLANS

C-103

Review Vocabulary: landforms, animals, weather (already known), months, settings Months Khayō dīdze lhts’ī isā Taten tsedle Taten chō lh’āz isā Eyāz’isā Tachōji chō Echich isā Digā isā lhta’igēdi za’e Hosteł isā Menh tenh tsedle Menh tenh chō Gah ’ughās̱ ~ ’ughāẕ

January February March April May June July July August September September October November December

(Middle of Winter month) (Windy month) (Thin crust on the snow month) (Thick crust on the snow month) (Animals are travelling month) (Young animals month) (Animals losing winter hair month) (Birds moulting feathers month) (Faded month) (Animals go into rut month) (Groundhog month) (Small lakes freeze month) (Big lakes freeze month) (Rabbits chew on bark month)

Settings dechinh tah ~ dechitah kōjihge ~ kōjike dẕeł tū tsedle tū des̱e bes̱ (tū) nades̱līn menh

bush/woods campsite mountain creek river river bank waterfall lake

tū das̱ehtān tene kime tāmh keyeh dahnene

pond road / trail house, home town country / area / village our land

New Phrases: Kuji dahdōdēsdił.

Now I’m going to tell all of you. (to a group)

Kuji endōdēsdił.

Now I’m going to tell you. (to one person)

Ekuh s̱a’e …

A long time ago …

Ekuh khaye …

In the winter …

Ekuh ibehi …

In the summer …

Ekuh t’atl’ā …

In the autumn …

SAMPLE LESSON & UNIT PLANS

C-104

Ekuh no’odes̱ledi

In the early spring …

Ekuh kidzōk’eh

The day before yesterday …

Dediye nehts̱eni anadē, Hostēł isā.

In September, the groundhogs are getting fat.

Ekuh dah eł khaye ahōjā.

Long ago, when it became winter for us …

T’atl’ā ja’ ka’anahodeh(i), dzime andedeł.

When it’s fall, this happens: The birds leave.

Day 1 Activity 1: Parts of a legend (20 min) The language teacher will begin by telling a Tāłtān legend to the class, in Tāłtān - for example, Raven Makes Lakes. Note: The teacher should review the legend in advance and adapt it for Intermediate 4 Tāłtān language students. Tahltan Legend - Raven Makes Lakes from Tahltan Tales (compiled by James Teit). English transcripts available online at: https://sites.google.com/a/samstudies.org/anthology/library/periodicals/afs/jaf/32-124/a At one time there were no lakes. There were creeks and rivers, but no lakes. Raven wanted to make lakes and put fish in them. He made a depression in the ground for the water to collect in, and a lake began to form. He put fish in the new lake. After a time he returned to see if the depression had filled up, and how large the lake had grown to be. When he came to the place, he found the water all gone and the fish all dead, and in the depression lay a very large man with a great distended belly. He saw the Snipe there running about, and asked him who the man was and what he was doing there. Snipe told him, "He lies there nearly all the time. He is gorged with water, and very seldom gets up." Raven then knew that the man had drunk the lake. He took away Snipe’s short bill, and gave him a long, sharp one. He told him, "You must help me. I will pay you. When the man sleeps, you must push your bill through his belly." He did as told. The water ran out until the man was empty and the lake full. Fish were than able to live in the lake again. Raven told Snipe, "Henceforth you will watch the lake. If the water goes down a little, you must run along the shores and keep them damp, then the lake will keep full." This is why the snipe now has a long beak, and why snipes run about on the shores of lakes. Raven took water from the lake, and, filling his mouth, blew it out over the country here and there, thus forming many lakes. This is why lakes and fish may be found all over the country now.

SAMPLE LESSON & UNIT PLANS

C-105

Then the language teacher will lead a discussion about what is important in a Tāłtān legend. Example: Teacher: After hearing the story, what elements do you think are important when telling a legend? Students:

Characters A problem A teaching, lesson or moral

Season Place

Then the teacher will invite students to diagram the plot of the legend and compare it to other Tāłtān stories they have heard.

Activity 2: Story organizer (15 min) Students will be given a story organizer worksheet (see next page), and asked to plan their own legend, including key details, such as:      

setting / time of the year characters problem/conflict dramatic consequences lessons learned/resolution connections to today

The language teacher will circle the room offering support as the students complete their story organizers.

SAMPLE LESSON & UNIT PLANS

C-106

SAMPLE LESSON & UNIT PLANS

C-107

Day 2 Activity 1: Character traits (20 min) In this activity, students will generate characters for their legends and brainstorm vocabulary for character traits in Tāłtān, as in the example below. Character

Traits

Tsesk’iye Chō - Raven

ishkādi na’edlok ~ na’edlogi debet k’ināt’ah

crazy laughing he/she/it is hungry he/she/it is flying around

More descriptions of character: eti’e dzah edit’īn k’adla huyān

nice, good unfriendly fast smart

desjit ~ deshjit idī esjān ~ ishjān nadi’

stinky angry old strong

di’eti’e

good mind, good demeanour

ka’at’ē ih keh ōneh’ān

it looks like ____ they look alike (people, animals; not for inanimates)

sadedih tsedetl’et nadōdeyē(h) yene’ā

he/she is high-tone, fancy, proud (in a good way) he’s cranky to me he/she jokes around he/she is teasing him/her

Activity 2: Story organizer (15 min) Students will have more time to continue working on their story organizers. The language teacher will circle the room providing support where needed for the character development and story organizer. Homework: If the students have not finished their story organizers or their character planning, they will take it home to work on.

SAMPLE LESSON & UNIT PLANS

C-108

Day 3 - Development Activity 1: Tāłtān sentence building (10-15 min) During this lesson, the students will create the Tāłtān sentences for their legends. The teacher will circulate to help with vocabulary and sentence structures, and write sample sentences on the board - for example: Estsū dech’uwe eht’ēs̱. Dzime tīye ejinh. Eskime gah, ēy ~ e dzime tīye ejinh. Da’hatso eyinh hots’i’ desał.

My grandma is cooking a porcupine. The bird is singing too much. The bird is singing too much, by my house. I’m going over there for a little while.

Ēy ~ E ets̱en’ yats̱ēt. Łuwe hats̱ēt. Łuwe hēyits̱ēt. (TC) Ts̱edẕe dahkāle hiyats̱ēt.

He/she ate the/that meat They (2+) ate fish. They ate fish. They all ate raspberries.

Dech’uwe s̱et’eh. Dech’uwe yet’eh. Ede’un keyīhden, meta’. / Meta’ kēyihden ede’un. (TC)

The porcupine is cooked. She cooked a porcupine. His father taught him to shoot.

Activity 2: Practice with a Peer (10 - 15 min) When their sentences are approved by the teacher, the students will pair up and practice telling their story to a classmate. This will help students with their pronunciation and confidence for the final storytelling to the class. If students finish early, they can continue practicing on their own, or consider adding a visual aid, dramatization (e.g., finger puppets), song or drum accompaniment to their story. Language teachers should use their own judgement on the readiness of the class to present, and provide more class time to prepare if needed. Homework: Students practice telling their legends.

SAMPLE LESSON & UNIT PLANS

C-109

Day 4 - Storytelling Students’ Legends (30 min) The class will sit in a circle and students will take turns telling their legends to the class in Tāłtān. Some students may choose to add visual, dramatic or musical support. Peers will use the rubric on page C-111, Łakē s̱ on’, soga ōnt’īn daga (Two stars so you will do well) to identify two things they liked about each storytelling, and one thing that could be improved.

Wind-Down (5 min) Students review their presentation feedback and complete a self assessment with the Łakē s̱ on’, soga ōnt’īn daga rubric.

Teacher Reflection / Planning: What did the students do well? What do they need work on?

What should be a language focus for next class?

Assessment: Listening: The teacher observes students as they listen to the stories told by Elders and their peers, and reviews the Łakē s̱ on’, soga ōnt’īn daga sheets. Look for evidence that students listening to others’ storytelling can:   

show their understanding and appreciation of familiar stories told by Elders, recognize differences between past and present forms, and understand who did an action in the past, with a greater range of verbs.

SAMPLE LESSON & UNIT PLANS

C-110

Speaking: Use the rubrics on pages C-112 to C-114 to assess students’ Tāłtān speaking skills and presentation skills as they tell their stories. The classroom teacher can help assess presentation skills using the rubric on page C-112, while the language teacher assesses Tāłtān speaking skills with the rubric on page C-113. If only one teacher is present, use the combined rubric on the following page. Make a copy of the chosen rubric(s) for each student, and complete them by circling the best description of each aspect of the student’s storytelling. Then add up the student’s total score. (See page C-99 for an example of a completed rubric.)

Optional Extension: Build an Accordion Book If the students would like to keep a written record of the their legends, or gift them to their parents/guardians/family members, this is an easy creative way to do that. Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Step 8:

Cut a piece of cardstock in half lengthwise to make two long, skinny rectangles. Fold the cardstock in half widthwise. Fold the top flap in half again, aligning the bottom edge to the top crease. Flip the cardstock over and do the same to the other side. Your cardstock should resemble a W when finished. If needed, make another set so you have 4 W’s in total Glue your W’s together to make an accordion. You may want to press the accordion under a heavy book for a few minutes. Write one sentence of your legend on each page of the book. (In an oral language program, the teacher and helpers could assist with this.) Illustrate each scene.

SAMPLE LESSON & UNIT PLANS

C-111

Łakē s̱on’, soga ōnt’īn daga

Łige s̱on’ endaga

Łakē s̱on’ endaga

SAMPLE LESSON & UNIT PLANS

C-112

Oral Storytelling: Presentation Skills Name:____________ Date: _________ Total Score: ______/12 Rating

Presentation

Organization

Content

Student tells the legend confidently, without reference to notes. Includes visuals, drama, and/or music in the storytelling.

Well organized. The story flows in a logical order with time phrases and connecting words.

Includes all components of legends discussed in class, and key details about who, what, when, where, and how.

Student recites or reads out the legend clearly. Storytelling may include visuals, dramatization, or music.

Clearly organized. Sentences follow in a logical order. Includes some time phrases.

Includes at least four components of legends discussed in class, and a few details about who, what, when, where, and/or how.

Approaching Expectations 2

The legend is clear to the teacher (but may not be fully understood by other students). Student may read from notes.

Tāłtān sentences may not be in an appropriate order for the story. Attempts to include time phrases.

Includes some of the components of legends discussed in class, and basic information about who, what, when, where, and/or how.

Not Yet Meeting Expectations 1

The teacher can understand the legend with effort, but it may not be clear to others. Little evidence of preparation.

Story is poorly organized, with disconnected phrases and sentences. No time phrases included.

Includes few components of legends discussed in class. Story may be incomplete.

Exceeds Expectations 4

Meets Expectations 3

SAMPLE LESSON & UNIT PLANS

C-113

Oral Storytelling: Tāłtān Speaking Skills Name:____________ Date: _________ Total Score: ______/12 Rating

Use of Tāłtān

Sentence Structures

Pace, Volume, Pronunciation

Student speaks entirely in Tāłtān.

Tāłtān language is accurate; sentences are complete and descriptive. Verb forms clearly show who did the actions, and where. Includes past tense and compound sentences where appropriate.

Student speaks fluidly, with rhythm, pace and volume, suitable for storytelling, and pronounces all Tāłtān sounds accurately.

Student speaks fully in Tāłtān. (May include English names of places or characters.)

Tāłtān language is correct and sentences are complete. Accurate verb forms show who did the actions and where. Includes some past tense sentences. May include compound sentences with ghah or egha.

Student speaks with appropriate pace and volume, and pronounces most Tāłtān sounds accurately and most phrases fluidly.

Approaching Expectations 2

Student attempts to speak completely in Tāłtān, but may put English words into Tāłtān sentence frames.

Most Tāłtān words and phrases are accurate. Student speaks in simple Tāłtān sentences. Student attempts to include past tense sentences, but may make errors with verb forms.

Student may speak too fast, too quietly, pause frequently, or mispronounce less familiar words.

Not Yet Meeting Expectations 1

Student uses a combination of Tāłtān and English words.

Some Tāłtān words and phrases are accurate, but errors with verb forms make the story unclear. May use English sentence structures with Tāłtān words.

Pronunciation errors, long pauses or mumbling may obscure the student’s message.

Exceeds Expectations 4

Meets Expectations 3

Oral Storytelling Rating

Name:____________ Date: _________ Total Score: ______/24

Presentation

Organization

Student tells the legend confidently, without reference to notes. Includes visuals, drama, and/or music in the storytelling.

Well organized. The story flows in a logical order with time phrases and connecting words.

Student recites or reads out the legend clearly. Storytelling may include visuals, dramatization, or music.

Approaching Expectations 2

Not Yet Meeting Expectations 1

Exceeds Expectations 4

Meets Expectations 3

Content

Use of Tāłtān

Sentence Structures

Pace, Volume, Pronunciation

Includes all Student speaks components of entirely in Tāłtān. legends discussed in class, and key details about who, what, when, where, and how.