grade 2 supplementary resource · 2017-08-15 · (return sweep) • have longer, more complicated...
TRANSCRIPT
Grade 2Supplementary
Resource
ᐅᖃᓕᒫᕆᐅᖅᓴᓂᖅ
Department of EducationGovernment of Nunavut PO Box 1000, Station 960 Iqaluit, NU X0A 0H0
© 2016 Government of Nunavut August 2016
Table of contents
Uqalimaariuqsaniq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Literacy program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction to Uqalimaariuqsaniq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The importance of reading levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Morphemes/“chunks”/“word chunks”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Note about language, dialect, and orthography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview and features of Uqalimaariuqsaniq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supplementary resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Levelled readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Book details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assessment books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher editions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher prompts, activities, and activity icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-home levelled readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tips for classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Practise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Establish routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Minimize transition times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reduce interruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reduce classroom noise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Preparing for guided reading sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Organization of materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Before you begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What does the rest of the class do during guided reading sessions? . . . . . . . . . . . . . .
Guided reading sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introducting the text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading the text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Discussing the text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching after the text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Word Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Suggested follow-up activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity suggestions for fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity suggestions for non-fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity suggestions for fiction or non-fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Printable resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Anecdotal notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Guided reading student checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tracking sheets, Levels 9–11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tracking sheet: Take-home levelled readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take-home books: Parent information letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inuktut guided reading parental information form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Printable resources for suggested follow-up activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4 4 6 6 7
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29 30 31 343537
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Uqalimaariuqsaniq
Literacy program
A balanced literacy program provides students with different kinds of reading and writing opportunities. This supplement focuses mainly on guided reading, but it is important to note that guided reading is only one method of instruction. The chart below outlines different reading and writing opportunities that students are ideally exposed to on a regular basis
Introduction to Uqalimaariuqsaniq
Uqalimaariuqsaniq is an Inuktut guided reading program that was developed in Nunavut. There are several components to this program. This supplement will help lead teachers through the guided reading process and provide resources and supports for implementing a guided reading program in the classroom.
In a guided reading session, a teacher selects an instructional-level text (see page 3) for a small group of students and uses the text to directly instruct students in the process of reading. The text chosen should be easy enough for the students to read mostly on their own, but still challenging enough that they will occasionally need to ask questions and solve problems. This small-group format acknowledges that each classroom is made up of students who read at different levels. It also allows students to try different reading strategies and to build reading confidence in a safe environment.
Read-aloudThe teacher reads a text aloud to the whole class.
Interactive writingThe teacher and students compose together—in other words, both the teacher and students do the writing.
Shared readingThe teacher and students read a text together.
Shared writingThe teacher and students collaborate to write text, and the teacher writes it down.
Guided readingStudents read a text independently with teacher guidance in a small group.
Guided writingStudents write independently with teacher guidance in a small group.
Independent readingStudents read on their own.
Independent writingStudents write on their own.
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Students gradually move from one level to the next as they progress through the guided reading program. The goal is to encourage students not only to be able to read on their own in Inuktut, but also to enjoy reading in Inuktut and become lifelong readers.
Each guided reading session generally follows the same steps each time you meet with a group:
Introducing the text Reading the text Discussing the text Teaching after the text Word Work Follow-up activities (optional)
Uqalimaariuqsaniq has two main components, which are described in greater detail on pages 4–10:
• Levelled readers for students to read and view. In Grade 2, all levelled readers have text and engaging, supportive visuals. These books are designed to be interesting to Nunavut students, with: o Fictional stories that have familiar content and themes, plus dialogue o Non-fiction books with more information than in Grade 1, and with some familiar and some unfamiliar topics • Teacher editions, which provide support and guidance for you to work through each book with your students. These editions include: o Suggested activities for before reading and after reading o Notes about the skills practised in the book o Advice for informal assessment o Other tips and strategies
In addition to the levelled readers and teacher editions, the program provides the following:
• Take-home levelled readers, which are available for the students to read outside of school with support from their families (see page 11) • This supplementary resource, which includes advice and strategies for using Uqalimaariuqsaniq in your classroom and which is described in greater detail on page 4 • Assessment support (see page 27)
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The importance of reading levels
Inuktut reading levels are the foundation of Uqalimaariuqsaniq. These reading levels identify small, progressive literacy steps in Inuktut. Each literacy step slowly increases the level of difficulty for the reader. Inuktut reading levels allow teachers to identify if a text is easy, hard, or “just right” for each student. Reading a book that is too easy means that a student will not have the opportunity to learn new skills. On the other hand, reading a book that is too difficult will create barriers to success and discourage the student’s enjoyment of reading. The books that are just right for the student are called “instructional-level books” as the student can read much of the text independently but there are opportunities for the teacher to instruct the student on specific reading skills. Guided reading with levelled texts treats students individually and allows for each student to feel confident and develop the skills necessary to become a lifelong reader.
Observe your students carefully to determine the appropriate reading levels for them. For more about assessing students, see page 27 in this supplementary resource. If you have any student in your class who is not yet ready for the levels at Grade 2, you can refer to the Uqalimaariuqsaniq Grade 1 Supplementary Resource.
Morphemes/“chunks”/”word chunks”
Throughout Uqalimaariuqsaniq, you will see references to “chunks” or “word chunks.” Chunks, also known as morphemes, are the smallest pieces (or chunks) of a word that have meaning. In Inuktut, several chunks can combine to make a word, phrase, or sentence. As you will see, this reading program is based on an understanding of the chunks that make up Inuktut. A student learning to read Inuktut begins by reading one symbol at a time, then one chunk at a time, and gradually progresses to longer and longer combinations of chunks. Many strategies and teacher prompts in the teacher editions refer to chunks.
Note about language, dialect, and orthography
Uqalimaariuqsaniq was developed with the assistance and direction of educators from around the Baffin region. The language used in Uqalimaariuqsaniq represents a careful attempt to make an inclusive educational dialect that borrows terminology from each of the regions on Baffin Island. To develop this educational dialect, the working group considered all dialectal differences through the eyes of the students who would be reading the levelled readers. The group tried to select the Inuktut term that provided students with the greatest opportunity to decode the word independently. Because of these dialectal decisions, it is very important for educators to look at the word lists for each grade and try to support these Inuktut word choices in their classrooms. If you wish to learn more about the process used to create the educational dialect, please refer to the Uqalimaariuqsaniq Inuktut Guided Reading Program Overview. As well, it should be noted that all of the Uqalimaariuqsaniq resources adhere to theorthography rules outlined in the Inuit Cultural Institute (ICI) standardized writing system.
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Overview and features of Uqalimaariuqsaniq
Supplementary resource
In this supplementary resource, you will find:
• Advice and strategies for working with books for emergent readers in Grade 2 • An overview of the features found in each levelled reader and teacher edition in Uqalimaariuqsaniq (pages 4–10) • Tips for managing your classroom during a guided reading session (pages 12–13) • Suggestions for literacy centres (pages 15–16), follow-up activities (pages 21–26), and printable resources (page 28) that allow students to apply their skills • Tips and printable resources for tracking your students’ progress and keeping families informed (pages 29–38)
Levelled readersLevelled readers in Grade 2 include text and pictures (illustrations, photos, or sometimes both). The readers that appear in Grade 2:
• Build on students’ experiences in Grade 1 as early emergent readers who are familiar with common chunks and sight words and who have experience handling books • Increase in length, with up to 32 pages, and require students to read one line to the next (return sweep) • Have longer, more complicated sentences and more variety in punctuation • Include dialogue and present, past, and future tenses in fiction books • Include features in non-fiction books such as glossaries, added facts in Did You Know? boxes, headings, and bulleted lists • Encompass stories and topics that are familiar to students, plus some that are new to students in later levels • Are fun and engaging, to promote enjoyment of reading and interest in books • Are accompanied by supportive visuals
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1
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Each page of the levelled reader includes images and text that gradually increases in difficulty through the levels.
ᐅᓐᓄᖓᓂ ᐃᓐᓇᖅᓵᓕᕗᖓ. ᑕᐃᒪᑐᖅ ᖃᐅᒃᐸᑦ ᑭᒍᑕᐃᕐᓂᐊᖅᐳᖓ.
ᐅᓐᓄᐊᒃᑯᑦ ᐃᖅᑯᒻᒪᖅᐳᖓ.ᑭᒍᑎᒐ ᐱᑕᖃᙱᑦᑐᖅ!
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The cover of each levelled reader combines the title and pictures (illustrations or photos). A brief summary on the back cover gives a hint about the book’s content. The inside front cover of each levelled reader includes important, detailed information for teachers:
1 A brief description of Uqalimaariuqsaniq 2 Details specific to that book for the teacher
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Book detailsThe book details are found in both the levelled readers (on the inside front cover) and the teacher editions (on the inside back cover). The book details are a brief summary that will help you determine if the book is appropriate for your students’ current needs.
For Grade 2, the book details feature contains the following information:
Book level
Text type: fiction or non-fiction
Subjects/themes: a broad list of the major subjects and themes of the book
Key features: text elements such as bulleted lists, headings, dialogue, and so on
Assessment booksAssessment books are levelled readers that the students are expected to read entirely independently without guidance. These assessment books provide the teacher with an opportunity to observe and assess each student’s progress. For more about assessment, see page 27.
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1 6
2 5
3
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Teacher editions
All the levelled readers in Uqalimaariuqsaniq (with the exception of assessment books) have matching teacher editions. The teacher editions offer suggestions for student activities and provide an overview of the skills students will practise at that level.
The inside front cover of the teacher edition includes:
1 General Uqalimaariuqsaniq teacher notes
2 Explanations of the skills students will practise at this level
3 Group, partner, and individual activities
4 Observation opportunities for informal assessment
5 Activity icons that will be used with the teacher prompts throughout the teacher edition
The title page of the teacher edition includes:
6 A suggested sequence for each guided reading session, which involves previewing and reading the book, plus activities and support. The sequence supports the six steps of guided reading sessions outlined in this supplement.
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7 8
From page 2 on, the teacher edition includes:
7 Teacher prompts for each guided reading session (for example, Before reading, After reading)
8 Additional notes—which include notes about reading strategies, possibilities for connecting
with community members, and other tips and activity suggestions.
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9
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At the end of each teacher edition and on the inside back cover, you will find:
9 A suggested individual activity
10 Reading strategies for students, which you can recommend to students. These are written addressed
to students—for example, “Preview and make predictions…,” “Look for clues…,” “Slow down….”
11 Word Work suggestions, which are activities you can suggest to students or make available at
the literacy centres (which are described on pages 15–16)
12 Book details, repeating those found in the levelled readers to help you determine if the
levelled reader is appropriate for your students’ current needs
Throughout the teacher editions, additional notes combine the following:
• Suggestions for reading strategies and other support for students’ reading of each levelled reader • Opportunities for connecting to other school activities (such as schoolyard games) and subject areas (such as activities involving math, maps, science demonstrations, and so on) • Possible ways to engage members of the community, such as family members, elders, and other community members—for example, using discussions of family experiences hunting, local traditions, or safety around ice
Note that, while some opportunities might arise from a levelled reader that one small group is reading, you might consider each opportunity for the whole class.
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Teacher prompts, activities, and activity iconsNext to each teacher prompt in the teacher editions, you will see one or more small icons. These icons quickly tell about the kind of activity the teacher prompt is suggesting. Teacher prompts give teachers scripts for leading the Before reading, During reading, and After reading activities. Read the prompt to your students by following the Inuktut script provided next to the “Teacher scripts” icon.
When a teacher prompt contains more than one step, make sure you take time to complete one step before moving on to the next step.
When symbol sounds are referred to in the teacher prompts, the symbol sounds are written like this: /symbol/. For example, /ᑎ/ indicates the sound the symbol [ᑎ] makes. Some teacher prompts refer to the sound of the first or last symbol of the word. For example, the first sound in the word ᐸᓇ is the /ᐸ/ sound (pa).
The icons found throughout the teacher editions are:
Individual: These are activities that students will complete on their own. There is a suggested individual activity on the back inside cover of each teacher edition.
Partner: These are activities that students will complete in pairs.
Viewing: Viewing activities ask the students to view the illustrations or photos in the book and gain information or make predictions.
Reading: These activities ask the students to read the text. As noted in the sequence and prompts, at the reading levels in Grade 2, students will often be reading independently.
Speaking/Listening: With these activities, students might tell a partner their ideas and listen to their partner, discuss the text, or read text aloud expressively.
Examining: In examining activities, students look closely at the text to recall, reread for detail and precision, and attend to the words and pictures on the page. They might go deeper into the information they have learned from the text and pictures. They might also go beyond the text and pictures (by inferring or “reading between the lines”). For example, you may ask them to think of other words that begin with a symbol on the page, find new details in the pictures they may not have seen on their first viewing, or suggest why a character says something or the reason behind a stated fact.
Connecting: These activities ask students to make connections between the levelled reader and their own lives and the world around them.
Writing: With these activities, students put pencil to paper. For example, they may write a word to put it on a word wall, draw a picture suggested by the levelled reader, write a sentence, create a list or chart, or write their own summary.
Reading strategy: This icon is paired with decoding strategies and useful tips for working through the book with your students. For more about reading strategies in Grade 2, see pages 18–20.
Teacher scripts: This icon appears next to the script you will say to your students to help guide them through the activities.
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Take-home levelled readersUqalimaariuqsaniq includes take-home books for your students to read at home with support from their parents or guardians. Students will become better and more enthusiastic readers if they enjoy reading at home and receive support for their reading at home. These take-home books are levelled and develop the same skills as the levelled readers students are reading in the classroom. These books were developed to provide opportunities for family engagement with this guided reading program.
Each book in this take-home levelled reader format was created so that it can be easily printed in black and white.
These take-home levelled readers include an information page with tips on how to guide and support students’ learning at home. The same book details found in the levelled readers and teacher editions are also included on the inside front cover of the take-home levelled readers. This inside front cover includes:
1 Tips for family engagement in supporting students as readers
2 Book details
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Tips for classroom managementDuring guided reading sessions, one small group works with the teacher while the rest of the class works individually or in their own groups. This is a new format for many classrooms or one for which students will need reminders. Success with guided reading takes practice and patience. Some sessions may be more productive than others, but it is important to continue the sessions and be consistent with classroom expectations. Additionally, with the Grade 2 reading levels, students will increasingly be reading independently. This involves a student accepting greater responsibility for their reading, and they may need additional support and encouragement to persevere when they face difficulties.
Here are some tips to set your class up for success:
PractiseMost guided reading sessions are 20 minutes long. Before teachers can begin small-group instruction for guided reading, students must be able to work individually for sustained periods of time—for example, reading independently, working at literacy centres, or doing activities with printable resources. Students will need time to practise working independently as well as transitioning between individual work, small-group work, and work with the entire class. When students are in their small reading groups, they will need to transition between pre-reading activities, staggered starts to reading independently, and activities after reading—for example, to discuss their reading briefly in pairs.
Establish routines
Taking time to establish routines will help the students understand how the program works and what changes there are from previous reading levels (such as the expectation of students reading more independently). This will reduce frustration for everyone—students and teacher.
• Some examples of routines are getting into groups, handing in work properly, pushing in chairs, cleaning up materials, asking questions, and moving on to another activity when an activity is finished. • Let students practise these routines before guided reading begins. • Keep the routines very simple. • Create or find visual reminders that will help the students with the routines. These can be pictures that show them what they need to do or the steps they need to take. • If a routine is not working, modify it or create a new routine and teach it to the students. Keep trying new things until the routines are working as you need them to.
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Minimize transition timesA lot of time can be wasted during transitions if routines are not established, if students do not know what to do next, or if they don’t have what they need.
• Have a signal or sound for when the students should rotate to the next activity (for example, to a literacy centre). Make sure to show the students where to move next. • Use a two-minute warning sound or signal that alerts the students that the time is almost up for what they are working on. Using a timer in the classroom is a good aid for the students. • Instruct the students in how they should clean up—for example, to clean up from making word walls, so that the materials are ready for the next group.
Reduce interruptions
While you are focused on your guided reading group, interruptions can and will happen. Here are some strategies to limit interruptions:
• Consider scheduling guided reading sessions for times when you know most students will be present. If students are arriving late first thing in the morning or after a classroom break, this can be very disruptive. • Encourage students to use their classmates as sources for help. • Encourage students to move on to work they know how to do independently if they get stuck. • Create “help” cards or sticky notes for students to display on their desks when they need help.
Reduce classroom noise
Emergent readers need to read out loud to help them sound out new words, which can create a lot of noise in the classroom even if they use quiet voices during their independent reading. Some things you can try to help with noise during the guided reading session are:
• Have students start to read the book at different times to stagger their reading times. While they are waiting to start, have the students look for unfamiliar words or symbols. • Encourage the students to whisper the words rather than reading them at full volume.
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Preparing for guided reading sessions Organization of materialsOrganization is one of the keys to success in a guided reading program. The following are some organizational tips that will help your program run smoothly:
• Keep guided reading and literacy centre materials organized. Any materials that you will use in the guided reading session should be ready at the table or in a cabinet or container nearby. • Keep student file folders, checklists, and other assessment materials handy so that you are prepared for ongoing tracking. The printable resources in this supplement (see page 28) provide options. • Keep records of take-home books sent home and letters sent home in the same way. See pages 34–38. • Gather all materials at literacy centres. These materials should be arranged so that students know where to put them back when they are finished. Bins, containers, jars, and zip-lock bags are just a few ways to organize the materials.
Before you begin
Use the three steps listed below to help you prepare for your guided reading sessions.
• Form groups: Some things to consider when creating your guiding reading groups include: o The number of students in the group: If the group is too big, monitoring and individual instruction will be difficult. If the group is too small, it will be difficult to meet with all groups regularly. o Student strengths and areas needing improvement: If each student in the group is struggling with a different major reading process, it will be challenging to address each individual student’s needs. o Student personality: Some students work better together than others! o Dynamic groups: Once students are grouped, it is not final. Student groupings may change throughout the year depending on each individual’s progress. • Select text: Select a levelled reader that is at the group’s instructional level. This means that the students can read much of the text independently but the text is just challenging enough that students will need to ask some questions or solve some problems. This provides students with the opportunity to learn to read more effectively. • Preview text: Take a minute or two to familiarize yourself with the text before presenting it to the group. Try to identify any areas that you think will be challenging for the students in terms of decoding, vocabulary, and comprehension.
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What does the rest of the class do during guided reading sessions? While you are working with one small reading group, the other students in your class can practise their developing reading skills at literacy centres. Literacy centres are stations set up throughout your classroom where students can practise writing, read independently, play word games, or tell each other stories. The activities at these centres reinforce the reading skills students are learning in their guided reading sessions. It is helpful to prepare a few different literacy centres and let the students work through them independently while you are working with one small group.
Here are some ideas for literacy centres:
• E-Book Centre o Students can enjoy a different type of reading activity by listening to story e-books with audio. o Students can use headphones to listen to and read along with the story e-books. o As an option, you can prepare questions for the students to discuss when the story e-book is finished. o Students should be encouraged to listen to a story e-book at least twice.
• Big Books Station o Big books are large-format versions of books. Big books should be propped up on an easel so that students can read them hands-free. If you wish, have students use a pointer stick so they can point to each word as they read. o Students can also be given sticky notes to substitute certain words—for example: shoe for boot, car for truck, flower for plant. Once students have swapped out certain words throughout the big book, they can go back and read from beginning to end. o As an option, you can prepare questions for the students to discuss when they finish the big book.
• Theme Centre o Create a centre to reinforce a theme you’re working on in class. Be creative! For example, you could group books and other materials related to the theme of animals, a season, or traditional tales. Students can then explore the different materials you have provided.
• Listening Centre o Record yourself or someone else reading one of the books in the program. Have the students listen to the recording while they follow along in the book. o As an option, you can prepare questions for the students to discuss when they finish the book. o Encourage students to listen to a story at least twice.
16
• Retelling Centre o Ask students to work in pairs to retell a story they have recently read in class. They could also record each other retelling the story. o Provide puppets for the students to use to retell the stories.
• Word Work Centre o Students can practise their writing and make or add to word walls. o Students can play a card-matching game with cards showing sight words. o Find the words: Fill a jar with beans or unpopped popcorn. Write symbols or sight words on small pieces of paper and put them in the jar. Have the students shake the jar, then find the symbols or sight words, and finally write them down. They can then brainstorm words that include the symbol they chose or write a sentence that includes the sight word.
• Handwriting Centre o At this centre, students can write the chunks, words, and sentences they have recently learned to read. o Students could also write chunks, words, or sentences using a paintbrush or dry-erase markers, or by rainbow writing with different colours. o Writing prompts can be provided for students to get them writing about different topics or ideas, or even writing their own stories! o A classroom mailbox could be established and students could be encouraged to write letters to each other. o Students can write a review of a book they recently read.
• Independent Reading Centre o Allow your students to choose a book to read on their own. Make sure to have a variety of books available at the students’ reading levels. o Students can read to themselves or take turns reading out loud to a partner. o Students can practise recording themselves reading.
17
Guided reading sessions In the teacher editions, you will find teacher prompts, suggestions, and strategies for guiding students before, during, and after reading. Guided reading sessions usually follow the same process each time the group meets. Consistency in following the same process will allow your students to develop an understanding of what is expected of them during each session.
Both the teacher and student play a role in the success of a guided reading session. The chart below outlines the roles each plays before, during, and after reading in a guided reading session.
Teacher
Student
The six basic steps of a guided reading session are listed and described in more detail below:
Introducing the text Reading the text Discussing the text Teaching after the text Word Work Follow-up activities (optional)
Before During After
• Select text• Identify potential difficulties• Introduce text to students
• Observe reading• Work with students to problem-solve difficulties• Make notes
• Talk about text• Teach/review reading strategies• Word Work• Instruct for follow-up activity (if used)
Before During After
• Preview and talk about text • Make predictions
• Read text• Ask for help• Problem-solve
• Talk about text• Word Work• Write, talk, create for follow-up activity (if used)
18
Introducing the text
The teacher edition of each levelled reader in Uqalimaariuqsaniq contains prompts that will help students think about what they already know, think, and feel in relation to the text. Introducing a levelled reader may include talking about the title and topic, and may include a brief overview that doesn’t reveal too much about the reader. It is important to remember that each student brings different experiences and levels of understanding to a text, thus some levelled readers and topics will need more introduction than others. This step is also a good opportunity to set a clear purpose for reading.
Reading the text Once the text has been introduced, students are meant to read individually and quietly. You may take turns listening to individual students read and record your observations about their reading. Remember not to correct students, but instead to support them as they read—for example, you might want to suggest reading strategies such as any recommended in Additional notes (see page 8) or in the back inside cover of the teacher edition.
Students need to know, practise, and use consistently a variety of reading strategies to read effectively in early, middle, and late Grade 2. The following charts suggest strategies for guided reading with Grade 2 levelled readers. The teacher prompts beside each strategy can be used to teach the strategies to students and remind students to practise each strategy. Keep in mind that these strategies will need to be taught, retaught, and reviewed in different contexts over the course of the school year.
The strategies and prompts have been divided into two sections: Decoding and Comprehension.
Decoding
Strategies Teacher prompts
Use chunks of words to find the meanings of words.
• Do you see a chunk you know in this word/sentence?• Is this chunk similar to one that you already know?
Sound out the words. • Read each symbol slowly and put them together.
Cover the word ending. • If the word seems too big, cover the ending and read the first part of the word.
Self-correct. • If what you are reading does not look right, try again to fix it.
Look for clues. • Do you see a familiar word ending?• Are there any language patterns that will help you with this word/sentence?
Try a word even if you are not sure. • Ask yourself: Does it look right?
19
Comprehension
Strategies Teacher prompts
Preview levelled readers and make predictions. Revise predictions.Continuously make predictions.
• Ask yourself: What do I think will happen? Why? • What do you think will happen based on the picture?• What can we learn from the cover, title, summary, and pictures to predict what will happen?• What changes or additions do you want to make to the prediction you made before reading the book?• Does this event in the story make you want to change your prediction for what you think will happen?• Does the addition of a new character make you want to revise your prediction for the story?• Does this fact confirm your predictions from earlier or make you want to revise your predictions?
Make connections between text, self, and world.Make connections and comparisons.
• Ask yourself: What do I already know about this?• Ask yourself: Have I had a similar experience?• Ask yourself: Have I seen something like this before? • What are you picturing as you read? • What does this remind you of?• How is this book (or character or setting) similar to others?• How is this book (or character or setting) different from others?• What in these books is the same and what is different?
Keep reading.Check and circle back.
• If you don’t understand a word, keep reading to see if you can find clues in the rest of the sentence. • Based on the rest of the sentence and the page, what would make sense?• Circle back and try the sentence again.• You reread and fixed this word. What helped you? • What other strategies can you try to fix the reading?
20
Strategies Teacher prompts
Ask questions. • Ask yourself: What questions can you ask about this word, page, or book?• Reread and think about the book. Ask yourself: What would make sense at this part in the book?• Ask yourself: Am I finding out what I want to know?
Look at punctuation. • What does the question mark tell us about this sentence?• What does the exclamation mark tell us about the sentence?• Use the punctuation to help you read this as though you were telling the story. • Read that again and try to sound like the character. Use the punctuation in the sentence to help.
Look for clues. • Can you see any clues in the pictures?
Retell and summarize. • What were the main events in the story? • What happened at the beginning, in the middle, and at the end of the story? • In what order did things happen?• What was your favourite part?• What was the problem in this story and how was it solved?• What is this book about?• What are some of the facts you learned?
Try a word. • Ask yourself: Does it make sense?• Ask yourself: Does it sound right?
Self-correct. • If what you are reading does not make sense, try again to fix it.
Use the glossary. • Use the glossary to help you understand any tricky words. • How can you use the word in a new sentence?
Read with fluency. • Look at the punctuation for clues about how to read this expressively.• What are the important ideas or feelings in this part of the text?• How can you use your voice to express the meaning?• Read this part again and try to read smoothly, with fewer pauses.
21
Discussing the textDiscussion after reading a text should be just that—a discussion. This time is not meant to be the teacher asking a series of questions. Rather, through group discussion, the teacher can get an idea of the level and depth of the students’ comprehension. The teacher can facilitate the discussion with prompting. All discussion and follow-up is to be done in Inuktut.
Teaching after the textStudents in Grade 2 will be:
• Building on the reading skills and strategies they developed in Grade 1 • Gaining fluency • Becoming more comfortable with language patterns • Paying attention to chunks • Paying attention to the understanding they develop in each sentence and through each book
Based on what you have observed from previous sessions with the group or what you have noticed during the current reading session, you can identify one or two reading strategies to address with the group.
Word Work You will find suggested Word Work activities on the inside back cover of each teacher edition, and additional activities are listed in this supplement starting on page 22. At the beginning or end of a guided reading session, activities can reinforce understanding of the symbols, sounds, chunks, and words in the levelled readers. Base your plans for activities and strategies on the specific needs of your students at any given time.
Suggested follow-up activities It is not necessary for students to complete a follow-up activity after each guided reading session. However, providing a variety of opportunities for follow-up discussion, writing, and other activities can help extend a student’s depth of understanding. On the inside back cover of each teacher edition, you will find a suggested individual activity.
In addition to the suggested individual activities in the teacher editions, there is a list of activities below. The activities provide opportunities for students to apply their learning and think creatively about what they have read. Some activities are accompanied by printable resources for the students to work on. The printable resources for any activity that requires them can be found starting on page 39, and they are ready to be printed and handed out to students. Activities need to be introduced and modelled. Each activity description identifies whether the activity is best suited for fiction, non-fiction, or both.
22
Activity suggestions for fiction
Story Sequence
• There is a printable resource available for this activity— ᐅᓂᒃᑳᑉ ᓱᕙᓪᓕᐊᓂᖏᑦ, on page 39. • Show students how to write down the book title on the printable resource. • Review the concept of sequence and the sequence words ᓯᕗᓪᓕᕐᒥ, ᐊᐃᑉᐹᓂ, ᑭᖑᓪᓕᕐᒥ, and ᓄᙳᐊᓂ. • On the printable resource, students can draw and/or write what happened in the story using the sequence words discussed above. • Conclude the activity by providing opportunities for students to share their work.
Sensory Exploration
• There is a printable resource available for this activity— ᖃᐅᔨᓇᓱᐊᕐᓂᖅ ᐃᒃᐱᖕᓂᐊᔾᔪᑎ ᐊᑐᕐᓗᒍ, on page 40. • Review the names of the senses: see, hear, touch, taste, and smell. • Select a character from a familiar story (not the story selected for this activity) and discuss what the character may have seen, heard, touched, tasted, and smelled in the story. Show the students how you can record your ideas in pictures and words on the printable resource. • Now choose a character from the selected story and ask the students as a group to consider what this character would have seen, heard, touched, tasted, and smelled in the selected story. • Show students how to write down the book title on the printable resource. Ask them to record their ideas on their own printable resource using words and pictures. • Conclude the activity with a discussion about how considering a story from a character’s perspective is an important strategy for understanding a story.
Comparison Circles
• There is no printable resource for this activity. • Note: For this activity, select two stories. • On a piece of chart paper, draw two overlapping circles so that they form a Venn diagram, as in the example. Label one circle with one book title. Label the other circle with the other title. • Select one aspect of the books to focus on such as character, plot, or setting. Brainstorm ways in which the two books are the same and different. • Record the students’ answers in the circles. Write the similarities where the circles overlap, and write the differences in the outer part of either circle. • Conclude the activity with a discussion about which of the two books the students prefer after comparing them.
23
Picture Clues
• There is no printable resource for this activity. • Choose a picture (illustration or photo) from the selected book that has a lot of information about the text. • On chart paper, draw a box with five sections. Label each box with a question word: ᑭᓇ, ᖃᓄᖅ, ᓇᒥ, ᖃᖓ, and ᖃᓄᐃᒻᒪᑦ. • Point to each box and ask the students to look carefully at the selected picture and then answer each question word with a sentence. Encourage each student to speak in complete sentences. Write down the student responses in the labeled boxes or invite students to write their responses on the chart paper. • Note: Some answers may not be obvious by looking just at the picture so students may need to imagine or infer some of the answers. • Conclude the activity with a discussion or review of how pictures can be a valuable source of information in books.
What Happens Next?
• There is a printable resource available for this activity— ᖃᓄᐃᑦᑐᖃᙳᐊᕐᓂᐊᓕᕆᕙ?, on page 41. • Show students how to write down the book title on the printable resource. • Prompt students to think about what could happen next if the book continued after the ending. • Ask students to illustrate and/or write what they think would happen if the book kept going. • Conclude the activity by providing opportunities for students to share their ideas with the group or class.
ᑭᓇ
ᖃᓄᖅ
ᓇᒥ
ᖃᖓ
ᖃᓄᐃᒻᒪᑦ
24
Activity suggestions for non-fiction
Learning about Glossary Terms
• There is a printable resource available for this activity— ᐃᓕᑦᑎᓂᖅ ᐅᖃᐅᓯᖅᑕᐃᑦ ᑐᑭᖏᓐᓂᒃ, on page 42. • Review the role of a glossary and how it helps a reader understand a book. • Ask students to select one word from the book that they found challenging or that was new to them. If a student is unable to identify such a word, ask the student to select a word that seems interesting. • Talk with students about what they think the selected word means. Help each student compose and write a definition of their selected word on the printable resource. Note that some students may need help writing their definition. Students waiting for teacher help can begin drawing the definition of their word in the box on the printable resource. • Conclude the activity by providing opportunities for students to share their work with the group or class.
Find a Fact
• There is a printable resource available for this activity— ᑕᓪᓕᒪᑦ ᓱᓕᔪᑦ, on page 43. • As a class, review the book and ask students to identify facts (pieces of information) that are included in the book. Student answers can be written down by the teacher on chart paper or shared through discussion. • Distribute the printable resource and show students how to write the title of the book. • Ask students to select one of the discussed facts that they found most interesting. Ask them to write and illustrate their selected fact. • Conclude the activity by providing opportunities for students to share their work with the group or class.
25
Check the Book!
• There is a printable resource available for this activity— ᖃᐅᔨᒋᐊᕈᒃ ᐅᖃᓕᒫᒐᖅ!, on page 44. • Note: There is some extra preparation required. • Note: Before copying the printable resource for your students, write one question that the students can answer after reading the book. Then write your question on the printable resource under “ᓇᓂᔪᓐᓇᖅᐱᐅᒃ ᑖᒃᓱᒪ ᐊᐱᖅᑯᑎᐅᑉ ᑭᒡᒍᓯᖕᒐ?” • Show students how to write the title of the book on the printable resource. • Ask the students to review the book for the answer. Once they have located the answer to the question, ask students to write the page number where the answer can be found on the printable resource. • Ask students to write down the answer to the question. Some students may need help with their writing. Students who are waiting for help or who have finished can illustrate their answer in the box provided. • Conclude the activity by providing opportunities for students to share their work with the group or class.
What I Know Now!
• There is a printable resource available for this activity— ᖃᐅᔨᒪᓕᖅᑕᒃᑲ!, on page 45. • Lead a discussion about the book by prompting students to talk about: o What they found interesting about the topic o What they were surprised to learn o What they still would like to learn • Show students how to write the title of the book on the printable resource. • Ask students to use what they talked about in the discussion to write one sentence and draw an illustration. They can write and/or draw about something they found interesting, something they were surprised to learn, or something they would still like to learn about the topic. Some students may need help with their writing. • Conclude the activity by providing opportunities for students to share their work with the group or class.
26
Activity suggestions for fiction or non-fiction
Write on the Rocks
• There is a printable resource available for this activity— ᐅᔭᕋᒃᑯᑦ ᑎᑎᕋᒃᑭᑦ, on page 46. • Lead a discussion with the students about what they liked best about the book, what they would change, and what the book reminds them of. • Show students how to write the title and author of the book in the top two rocks on the printable resource. • Ask students to fill in the other three rocks using words, pictures, or both. The other three rocks are about a part they liked best, a part they would change, and something the book reminds them of. • Conclude the activity by providing opportunities for students to share their work with the group or class.
Book Review
• There is a printable resource available for this activity— ᐅᖃᓕᒫᒐᕐᒥᒃ ᐅᑎᕐᕕᖃᕐᓂᖅ, on page 47. • Show students how to write down the book title on the printable resource. • Lead a discussion with the students about what they liked and what they would change about the selected book. • Based on the discussion, ask students to give a rating (out of five stars, with five as the highest) to the book. Show students how to fill in the printable resource with their rating. • Ask students to write a sentence that explains their rating. Some students may need help with their writing. Those waiting for help from the teacher or who finish early can draw a picture from the book. • Conclude the activity by providing opportunities for students to share their work with the group or class.
27
AssessmentRemember that assessment should be ongoing and linked to instruction. It is important to track your students’ progress through both informal and formal assessment. The teacher editions, this supplementary resource, and the assessment materials provide many opportunities and support for assessment.
Formal assessment can include:
• Assessing students in their reading to determine at what level they will start reading • Formal assessment of each student’s fluency and comprehension using Reader Reports
Informal assessment involves tracking what your students are doing (for example, which books they are reading) and making notes on how your students are doing. Simple lists (like the lists of Observation opportunities, on the inside front cover of the teacher editions) and checklists are also helpful for this purpose. As well, a letter and/or checklist sent home to parents and guardians can help you keep families informed about how each student is doing and how to support the student.
In this supplementary resource, the printable resources to assist with assessment include:
• A template you can use for anecdotal notes (page 29) • A checklist for observing students in guided reading in Grade 2 that you can modify according to your needs (page 30) • Tracking sheets for Grade 2 levelled readers on which you can write which students are reading which books (pages 31–33) • A tracking sheet for the take-home levelled readers at Grade 2 levels (page 34) • A letter home to parents and guardians explaining the take-home books (pages 35–36) • A letter home to parents and guardians to indicate your observations of each student (pages 37–38)
Note: Anecdotal notes (which are observations of a student’s behaviours, skills, knowledge, and attitudes) should be made during or immediately after an activity. Sometimes making anecdotal notes can be difficult due to the limited time you have with each student. Some teachers find it helpful to keep a notebook with tabs identifying all their students, or you can use sticky notes that you later transfer to a file folder for each student.
28
Printable resources
29
Date __________________________ Level _______ Book ____________________________________________
Date __________________________ Level _______ Book ____________________________________________
Anecdotal notesStudent name ___________________________________________ Grade ____________________________
Teacher name ___________________________________________ Level _____________________________
Date __________________________ Level _______ Book ____________________________________________
Date __________________________ Level _______ Book ____________________________________________
Date __________________________ Level _______ Book ____________________________________________
Date __________________________ Level _______ Book ____________________________________________
30
Guided reading student checklist
Additional notes
Student name Date Date Date Notes
Makes predictions and uses them to help understand the text
Makes connections between text, self, and the world
Uses context clues (from the pictures or headings) to help understand the text
Understands punctuation and uses it to aid comprehension
Reads aloud smoothly
Recognizes and anticipateslanguage patterns (for example, repeated phrases, single/dual/plural)
Rereads to check understanding and self-corrects
Uses chunks to find the meanings of words
Asks appropriate questions (for example, about the text or to ask for help)
Makes comparisons, as appropriate
Retells the story or summarizes the subject of a non-fiction book
31
ᐆᒪᔪ
ᑦ ᖃ
ᓄᐃᑦᑑ
ᓂᖏ
ᑦ /
Ch
arac
teri
stic
s o
f Li
ving
Th
ing
s
ᑯᕕᔪᓐ
ᓇᖅᑐ
ᑦ ᑕᖏ
ᓖᓪᓗ
/ L
iqui
ds
and
So
lids
ᑐᒃᑐ
ᓕᐊᖅᑐ
ᑦ /
Go
ing
on
a C
arib
ou
Hun
t
ᑭᒍᑎᒐ
ᐊᐅᓚᔪᖅ
/ M
y Lo
ose
To
oth
ᐆᒪᔪ
ᑦ ᖁ
ᑳᕈᑎᖏ
ᑦ /
A
nim
al C
amo
ufl
age
ᓇᓄᖅ ᑐ
ᒃᑐᓗ /
The
Po
lar
Bea
r an
d t
he C
arib
ou
ᓘᑲᓯ
ᓴᒃᑯ
ᓗ ᕿ
ᓚᐅᔾᔭ
ᕆᐅᖅᓴᖅ
ᑑᒃ /
Luca
ssie
and
Sak
ku L
earn
to
Dru
m D
ance
Tracking sheet: Level 9
Student names ᐆᒪᔪ
ᑦ ᐃᒪᕐᒥᐅ
ᑕᑦ /
Ani
mal
s T
hat
Live
in W
ater
ᐅᑭᐅ
ᖅᑕᖅᑐ
ᕐᒥ ᖁ
ᐱᕐᕈ
ᑦ /
Arc
tic
Bug
s
ᓱᕈᓯᖅ
ᑕᐅᑎᒃᑯ
ᑦ ᐃᓕᓐᓂ
ᐊᕆᐊᖅᑐ
ᖅ /
Bus
Rid
e to
Sch
oo
l
ᐱᙳ
ᐊᖅᑐ
ᓄᙵ
ᐅᔪᑦ
/ G
oin
g t
o t
he G
ames
ᐅᑭᐅ
ᖅᑕᖅᑐ
ᕐᒥ ᓴ
ᖅᐱᓖᑦ /
Arc
tic
Wha
les
Teacher name ______________________________________________ _____________________________________________________
Levelled readers Assessmentbooks
Uq
alim
aari
uq
san
iq L
eve
lled
Re
adin
g T
rack
ing
Sh
ee
t
32
ᐆᒪᔪ
ᑦ ᐱᕈᖅ
ᑐᓂ
ᒃ ᓂᕆᕙᒃᑐ
ᑦ /
Ani
mal
s T
hat
Eat
Pla
nts
ᓇᓪᓕ
ᐅᓐᓂ
ᖅᓯᐅ
ᖅᑐᑦ /
The
Bir
thd
ay P
arty
ᓇᔪᖅ
ᓯᖅᑑᒃ /
Ho
me
Alo
ne
ᓯᓈᓕᐊᖅᑐ
ᑦ /
Trip
to
the
Flo
e E
dg
e
ᕐᑲᓄᐃᒻᒪᑦ ᓯᕿ
ᓂᖅ ᐱ
ᒻᒪᕆ
ᐅᕙ?
/ W
hy Is
the
Sun
Imp
ort
ant?
ᑲᑕᔾᔭᖅᑎᕋᓛ
ᒃ /
Litt
le T
hro
at S
ing
ers
ᐅᑭᐅ
ᖅᑕᖅᑐ
ᒨᕆᐅᖅᑐ
ᖅ /
N
ew t
o t
he N
ort
h
Tracking sheet: Level 10
Student names ᐃᓅᓯᖅ
ᐊᐳᑎᐅᑉ ᐊᑖᓂ /
Life
und
er t
he S
now
ᐊᑐᓕᖅᑭᒐ
ᒃᓴᐃᑦ ᐊᑐᓕᖅᑭᒐ
ᒃᓴᐅᖕᒋ
ᑦᑐᓪᓗ
ᐆᒻᒪᖅᑯᑏ
ᑦ /
Ren
ewab
le a
nd N
on-
Ren
ewab
le E
nerg
y
ᐃᕐᑲᓗ
ᐃᑦ ᓇᑦᑎ
ᓪᓗ ᐊ
ᔾᔨᒌᖏ
ᓐᓂᖏ
ᑦ /
Com
parin
g Fi
sh a
nd S
eals
ᕐᑭᒧᒃ
ᓯᕐᑲᑎ
ᒋᓪᓗ
ᒍ ᐊᓈᓇᑦᓯ
ᐊᕋ
/ D
og
sled
din
g w
ith
Gra
ndm
oth
er
ᕐᑲᓄᖅ ᐆ
ᒪᔪᑦ ᓱᖕᒋ
ᐅᔾᔭ
ᕙᖕᒪ
ᖕᒑᑕ ᓂ
ᒡᓚᓱᒃᑐ
ᒥᒃ /
H
ow
Ani
mal
s A
dap
t to
th
e C
old
Teacher name ______________________________________________ _____________________________________________________
Levelled readers Assessmentbooks
Uq
alim
aari
uq
san
iq L
eve
lled
Re
adin
g T
rack
ing
Sh
ee
t
33
ᐃᓄᓐᓄ
ᑦ ᓴᓇ
ᙳᐊᒐᑦ
ᐊᒻᒪ
ᓗ ᒥ
ᖅᓱᒐᐃ
ᑦ /
Inui
t Art
s an
d C
raft
s
Hᐋᑭᕕ
ᔾᔪᐊᖅᑎᑦᑎ
ᓂᖅ /
Ho
stin
g a
Ho
ckey
To
urna
men
t
ᐋᓐᓂ
ᐊᓯᐅ
ᖅᑎᐅᓗ
ᓂ /
Wo
rkin
g a
s a
Nur
se
ᐊᐸᒃ ᐅᖃ
ᓕᒫᕆ
ᐅᖅᑐ
ᖅ /
Ap
ak L
earn
s to
Rea
d
ᐆᒪᔪ
ᑦ ᐊᖑ
ᓇᓱᒃᐸ
ᒃᑐᑦ /
A
nim
als
Tha
t H
unt
ᐅᓪᓗ
ᖅ ᐅ
ᓐᓄᓪᓗ
/ D
ay a
nd N
ight
ᖃᒧᑕ
ᐅᔭᕐᓗᐊᕿ
ᓂᖅ /
Sk
ido
o T
roub
le
Tracking sheet: Level 11
Student names ᑐᑭᓯ
ᒋᑦ ᑐᒃᑑ
ᑉ ᒥᒃ
ᓵᓄᑦ /
Lear
n ab
out
Car
ibo
u
ᑭᑦᑐᕆᐊᑉ ᐆᒪᔾᔪᓯ
ᖓ /
Life
Cyc
le o
f a M
osq
uito
ᐊᑐᓗᐊᖅᑕᐃᓕᒪᓂ
ᖅ, ᐊᑐᒃᑲ
ᓂᕐᓂ
ᖅ, ᐊᑐᓕᖅᑭᓐᓂ
ᖅ /
R
educ
e, R
euse
, Rec
ycle
ᐅᐃᓕᐊ ᓴ
ᖅᐱᓕᒐᓱ
ᒋᐊᖅᑐ
ᖅ /
Will
iam
’s W
hale
Hun
t
ᐊᓂᕐᓂ
ᖃᕐᓇ
ᖅᑐᖅ ᐃ
ᒪᕐᓗ ᐊ
ᕙᑎᑦᑎ
ᓐᓂ /
A
ir a
nd
Wat
er
in O
ur
Env
iro
nm
ent
Teacher name ______________________________________________ _____________________________________________________
Levelled readers Assessmentbooks
Uq
alim
aari
uq
san
iq L
eve
lled
Re
adin
g T
rack
ing
Sh
ee
t
34
ᐆᒻᒪᖅᑯᑦ
ᓯᕿ
ᓂᕐᒥ
ᑦ /
Ene
rgy
fro
m t
he S
un
ᓚᐃᓕ ᐅ
ᖃᓕᒫᕆ
ᐅᖅᑐ
ᖅ /
Lay
li Le
arns
to
Rea
d
ᓄᑖᖅ ᐅ
ᑭᐅᖅᑕᖅᑐ
ᕐᒧᑦ /
New
to
the
No
rth
ᐆᒪᔪ
ᑦ ᐊᖑ
ᓇᓱᓲ
ᑦ /M
ore
Anim
als
That
Hun
t
Tracking sheet: Take-home levelled readers
Student names ᑐᒃᑐ
ᓕᐊᖅᑐ
ᑦ /
Car
ibo
u H
unti
ng T
rip
ᐊᓂᑯᓗ
ᐊ ᓱ
ᕈᓯᖅᑕᐅᑎᒃᑰ
ᖅᑐᖅ /
Lit
tle
Bro
ther
’s B
us R
ide
ᐊᑖᑕ ᑎ
ᓪᓕᙱ
ᓈᖅᑕᐅᓪᓗ
ᓂ ᖁ
ᕕᐊᓲᑎ
ᖃᕈᑕ
ᐅᔪᖅ
/
Dad
’s S
urp
rise
Par
ty
ᐋᓐᓂ
ᐊᕐᕕ
ᖕᒥ /
A D
ay a
t th
e H
ealt
h C
entr
e
ᓄᓇᖅᑲᑎ
ᒃᑲ /
Pe
op
le in
Ou
r C
om
mu
nity
Teacher name ______________________________________________ _____________________________________________________
Level 9–11 readers
Uq
alim
aari
uq
san
iq L
eve
lled
Re
adin
g T
rack
ing
Sh
ee
t
35
ᐃᓄᒃᑎᑐᑦ ᐅᖃᓕᒫᒐᐃᑦ ᐊᖏᕐᕋᐅᔾᔭᒐᑦ: ᐊᖏᔪᖅᑳᖑᔪᓄᑦ ᑎᑎᖅᑲᑦ ᑐᓴᖅᑎᑦᑎᔾᔪᑦ ᐃᓕᓐᓂᐊᖅᑎᐅᑉ ᐊᑎᖓ ___________________________________
ᐃᓕᓴᐃᔨᐅᑉ ᐊᑎᖓ _______________________________________
ᐅᓪᓗᖅ ________________________
ᐊᖏᔪᖅᑳᓄᑦ ᐸᖅᑭᒃᓯᔨᓄᓪᓗ,
ᕿᑐᕐᖓᐃᑦ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᕐᒥᑦ ᐃᓚᒋᔭᐅᖕᒪᑦ, ᐃᓄᒃᑎᑐᑦ ᐅᖃᓕᒫᕆᐅᖅᓴᐅᑏᑦ ᓴᖅᑭᑕᐅᔪᑦ ᓄᓇᕗᒻᒥ. ᑖᓐᓇ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᖅ ᑐᙵᕕᖃᖅᑐᖅ ᐅᖃᐅᓯᕐᒥᒃ ᐃᓕᑦᑎᓂᕐᒥᒃ ᖃᐅᔨᓴᕐᓂᕐᒦᙶᖅᑐᖅ ᓄᓇᕐᔪᐊᒥ ᐊᑐᖅᑕᐅᔪᓂᒃ. ᐅᖃᓕᒫᕆᐅᖅᓴᓂᖅ ᐱᕙᓪᓕᐊᓯᒪᔪᖅ ᐊᔪᕐᓇᖅᓯᕙᓪᓕᐊᓯᒪᓪᓗᓂ ᐃᓄᒃᑎᑐᑦ ᐅᖃᓕᒫᕐᓂᕐᒥᒃ ᐃᑲᔫᑎᖃᑦᑎᐊᖅᑐᖅ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐅᖃᓕᒫᕆᐅᖅᐸᓪᓕᐊᑎᓪᓗᒋᑦ.
ᕿᑐᕐᖓᐃᑦ ᐅᖃᓕᒫᖃᑦᑕᕐᓂᐊᖅᑐᖅ ᐃᓕᓐᓂᐊᖅᑎᐅᖃᑎᖏᓐᓂᒃ ᑲᑎᙵᓗᓂ ᐅᕙᓐᓂᓪᓗ ᐊᒻᒪᓗ ᕿᑐᕐᖓᐃᑦ ᐊᖏᕐᕋᐅᔾᔨᖃᑦᑕᕐᓂᐊᕐᒥᔪᖅ ᐅᖃᓕᒫᒐᓂᒃ ᐊᔾᔨᐸᓗᖏᓐᓂᒃ ᐃᓕᓐᓂᐊᕐᕕᖕᒥ ᐅᖃᓕᒫᕆᐅᖅᓴᐅᑎᖏᑕ. ᐅᖃᓕᒫᕐᓂᖅ, ᖁᕕᐊᒋᔭᖃᕐᓂᕐᓗ ᐅᖃᓕᒫᒐᕐᓂᒃ, ᐊᖏᕐᕋᒥ ᐱᒋᐊᕐᒪᑦ, ᐅᖃᓕᒫᒐᓕᒫᑦ ᐱᓕᕆᐊᒃᓴᖃᖃᑦᑕᕐᓂᐊᖅᑐᑦ ᐊᖏᕐᕋᒥ ᐃᑲᔫᑎᖃᖅᑐᓂᒃ ᕿᑐᕐᖓᕐᓄᑦ ᐅᖃᓕᒫᕆᐅᖅᐸᓪᓕᐊᑎᓪᓗᒍ.
ᐅᖃᓕᒫᒐᐃᑦ ᐊᖏᕐᕋᐅᔾᔭᒐᐃᑦ ᑕᕝᕙᓂ ᓇᓗᓇᐃᖅᓯᒪᔪᓂᒃ ᑎᑎᖅᑲᖃᖃᑦᑕᕐᓂᐊᖅᑐᑦ ᐊᔾᔨᙳᐊᓂᒡᓗ. ᐃᓚᖏᑦ ᐅᖃᓕᒫᒐᐃᑦ ᐊᖏᕐᕋᐅᔾᔭᒐᐃᑦ ᐅᓂᒃᑳᖑᔪᑦ (ᓱᓕᖏᑦᑐᑦ) ᐃᓚᖏᓪᓗ ᑐᓴᖅᑎᑦᑎᒋᐊᕈᑎᐅᓪᓗᑎᒃ (ᓱᓕᔪᑦ). “ᐅᖃᓕᒫᒐᐃᑦ ᓇᓗᓇᐃᖅᓯᒪᓂᖏᑦ” ᓯᕗᓪᓕᖅᐹᒥ ᒪᑉᐱᒐᕐᒥ ᐃᓕᖕᓂᒃ ᐃᓱᒪᑖᖅᑎᑦᑎᓂᐊᖅᑐᖅ ᐅᖃᓕᒫᒐᖅ ᑭᓱᒥᒃ ᐱᔾᔪᑎᖃᕐᒪᖔᑦ.
ᖃᐅᔨᒃᑲᕐᓂᐊᖅᐸᙵ ᐊᐱᖅᑯᑎᒃᓴᖃᕈᕕᑦ ᐅᖃᐅᓯᒃᓴᖃᕈᕕᓪᓘᓐᓃᑦ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᐅᑉ ᐊᖏᕐᕋᐅᔾᔭᒐᐃᓪᓗᓐᓃᑦ ᐅᖃᓕᒫᒐᐃᑦ ᐅᖃᓕᒫᖃᑦᑕᖅᑕᕕᑦ ᕿᑐᕐᖓᕐᓄᑦ ᒥᒃᓵᓄᑦ.
ᖁᔭᓐᓇᒦᒻᒪᕆᐊᓗᒃ ᐃᑲᔪᖅᓱᖃᑦᑕᕋᕕᑦ ᐊᖏᕐᕋᕐᓂ!
ᖃᓄᐃᖁᔪᒥᓇᙱᓚᑎᑦ,
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Inuktut guided reading Take-home books: Parent information letterStudent name __________________________________________
Teacher name __________________________________________
Date _________________________
Dear parents and guardians,
Your child’s class is participating in Uqalimaariuqsaniq, an Inuktut guided reading program developed in Nunavut. This program is based on language acquisition research from around the world. Uqalimaariuqsaniq is a sequential and progressive Inuktut reading program that supports students in their development from emergent to fluent readers.
Your child will be reading in groups with other students and with me at school. As well, your child will be coming home with take-home books that are similar to the books they are reading at school. Reading, and a love of reading, begins at home, so each book includes a list of things you can do at home to support your child in becoming a fluent reader.
Each take-home book at this level will have some text and some pictures. Some of the take-home books are stories (fiction) and some are information books (non-fiction). The “Book details” on the first page will give you an idea of what each book is about.
Please let me know if you have any questions or comments about Uqalimaariuqsaniq and the take-home books you read with your child.
Thank you very much for all your support at home!
Sincerely,
37
ᐃᓄᒃᑎᑐᑦ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᖅᐊᖏᔪᖅᑳᓄᑦ ᑐᑭᓯᒋᐊᕈᑎᐃᓕᓐᓂᐊᖅᑎᐅᑉ ᐊᑎᖓ _________________________________________ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖓ _______________
ᐃᓕᓴᐃᔨᐅᑉ ᐊᑎᖓ ______________________________________________
ᐃᓕᓐᓂᐊᖅᑎᐅᑉ ᐊᔪᙱᑕᖏᑦ:
ᐅᖃᐅᓯᕐᓂᒃ ᐅᖃᖅᐸᓪᓕᐊᔪᓐᓇᖅᑐᖅ ᓂᐱᖃᕐᓗᓂ ᑎᑎᖅᑲᓂᒃ ᑲᑎᑦᑎᓪᓗᓂ ᐅᖃᐅᓯᕐᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᕐᓂᒃ ᑲᑎᑦᑎᓪᓗᓂ ᐅᖃᓕᒫᕈᓐᓇᖅᑐᖅ ᑎᑎᕋᖅᓯᒪᔪᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐊᑐᖅᑕᐅᒐᔪᒃᑐᓂᒃ ᐅᖃᐅᓯᕐᓂᒃ ᑎᑎᕋᖅᑐᓄᑦ ᒪᓕᒐᕐᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᓂᒃᑲᐅᓯᖃᕈᓐᓇᖅᑐᖅ ᐅᖃᓕᒫᒐᕐᒥᒃ ᓱᙳᐊᕐᒪᖔᑕ ᐃᓕᓐᓂᐊᖅᑎ ᐱᓕᒻᒪᒃᓴᖅᑎᒃᑲᓐᓂᕆᐊᓕᒃ:
ᐅᖃᐅᓯᕐᓂᒃ ᐅᖃᖅᐸᓪᓕᐊᔪᓐᓇᖅᑐᖅ ᓂᐱᖃᕐᓗᓂ ᑎᑎᖅᑲᓂᒃ ᑲᑎᑦᑎᓪᓗᓂ ᐅᖃᐅᓯᕐᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᕐᓂᒃ ᑲᑎᑦᑎᓪᓗᓂ ᐅᖃᓕᒫᕈᓐᓇᖅᑐᖅ ᑎᑎᕋᖅᓯᒪᔪᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐊᑐᖅᑕᐅᒐᔪᒃᑐᓂᒃ ᐅᖃᐅᓯᕐᓂᒃ ᑎᑎᕋᖅᑐᓄᑦ ᒪᓕᒐᕐᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᓂᒃᑲᐅᓯᖃᕈᓐᓇᖅᑐᖅ ᐅᖃᓕᒫᒐᕐᒥᒃ ᓱᙳᐊᕐᒪᖔᑕ ᐃᓕᓴᐃᔨᐅᑉ ᐅᖃᐅᓯᒃᓴᖏᑦ
ᐅᖃᓕᒫᖃᑎᖃᖃᑦᑕᕐᓂᖅ ᐃᕐᓂᖕᓂᒃ ᐸᓂᖕᓂᓪᓘᓐᓃᑦ ᐊᖏᕐᕋᒥ ᐊᔪᕈᓐᓃᖅᑎᑦᑎᕚᓪᓕᓲᖅ ᐅᖃᐅᓯᓕᕆᓂᖏᓐᓂᒃ. ᐅᖃᓕᒫᕐᓂᒃᑯᑦ, ᓱᕈᓰᑦ ᐃᓕᑦᑎᓲᖑᒻᒪᑕ ᑎᑎᕋᕐᓂᕐᒥᒃ. ᓱᕈᓰᑦ ᐅᖃᓕᒫᑲᑕᖃᑦᑕᖅᐸᑕ ᑕᑯᕙᒃᑯᑎᒡᓗ ᐃᓄᖕᓂᒃ ᐅᖃᓕᒫᖃᑦᑕᖅᑐᓂᒃ, ᐊᔪᕈᓐᓃᒃᑲᓐᓂᓲᑦ. ᒥᑭᔫᑎᓪᓗᒋᑦ ᑎᑎᖅᑭᕆᖃᑦᑕᕐᓂᖅ ᑐᙵᕕᒃᑖᖅᑎᑦᑎᓲᖑᒻᒪᑦ ᐅᖃᓕᒫᕆᐊᒃᓴᖅ ᖁᕕᐊᒋᔭᖃᕐᓂᕐᒥᒃ.
ᐃᑲᔫᑎᑦ
• ᕿᓄᐃᓵᖃᑦᑕᕆᑦ. • ᓇᓪᓕᒃᑭᑕᖃᑦᑕᕆᔅᓯ. • ᓂᑲᒋᓗᒍ ᐊᔪᕆᖅᓲᑎᖃᑦᑕᕐᓗᒍ ᐅᖃᓕᒫᕆᐅᖅᓴᔪᖅ.
ᐅᖃᐅᓰᑦ ᑐᑭᕋᓛᖏᓐᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᖅ ᖃᓄᐃᓕᒻᒪᖔᑦ ᖃᐅᔨᓇᓱᐊᖅᑐᓂᐊᐱᕆᓲᖅ ᐃᑲᔪᖅᑕᐅᔪᒪᓪᓗᓂ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᖃᕌᖓᒥ ᐊᔾᔨᙳᐊᓂᒃ ᐊᑐᖅᑐᓂ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᖅ ᖃᓄᐃᓕᖓᒻᒪᖔᑦᐃᓅᓯᕐᒥᓄᑦ ᐊᔾᔨᐅᑎᑦᑎᔪᓐᓇᖅᑐᖅ ᐊᑐᓚᐅᖅᓯᒪᔪᓂᒃᐊᓯᐊ ____________________________________ᐊᓯᐊ ____________________________________
ᐅᖃᐅᓰᑦ ᑐᑭᕋᓛᖏᓐᓂᒃ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᖅ ᖃᓄᐃᓕᒻᒪᖔᑦ ᖃᐅᔨᓇᓱᐊᖅᑐᓂᐊᐱᕆᓲᖅ ᐃᑲᔪᖅᑕᐅᔪᒪᓪᓗᓂ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᖃᕌᖓᒥ ᐊᔾᔨᙳᐊᓂᒃ ᐊᑐᖅᑐᓂ ᐃᓕᓴᖅᓯᔪᓐᓇᖅᑐᖅ ᐅᖃᐅᓯᖅ ᖃᓄᐃᓕᖓᒻᒪᖔᑦᐃᓅᓯᕐᒥᓄᑦ ᐊᔾᔨᐅᑎᑦᑎᔪᓐᓇᖅᑐᖅ ᐊᑐᓚᐅᖅᓯᒪᔪᓂᒃ ᐊᓯᐊ ____________________________________ᐊᓯᐊ ____________________________________
• ᐅᖃᓪᓚᐅᑎᖃᖃᑦᑕᕆᑦᑎ ᑎᑎᖅᑲᓂᒃ ᓂᐱᖏᓐᓂᒡᓗ.• ᐊᐱᕆᖃᑦᑕᕆᑦᑎ.
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Student name ______________________________________________ ____ Reading level ___________________
Teacher name ______________________________________________ ____
Inuktut guided reading parental information form
Student can:
Sound out words Put symbols together to read words Put words together to read sentences Recognize high-frequency words Understand punctuation Retell what happened in the book Recognize and use chunks to help solve a word
Student needs help practising:
Sounding out words Putting symbols together to read words Putting words together to read sentences Recognizing high-frequency words Understanding punctuation Retelling what happened in the book Recognizing and using chunks to help solve a word
Teacher comments
Reading with your child at home is a great way to strengthen language skills. Through reading, children learn about writing. The more children read and are exposed to people reading around them, the stronger their skills will be. Early literacy skills are the foundation for a lifelong love of reading.
Tips
• Be patient. • Take turns reading. • Gently correct the young reader. • Talk about symbols and sounds. • Ask questions.
Ask for help when neededUse clues from the images to help recognize the wordsMake connections to his or her personal experiencesOther ____________________________________Other ____________________________________
Asking for help when neededUsing clues from the images to help recognize the wordsMaking connections to his or her personal experiencesOther ____________________________________Other ____________________________________
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ᐅᓂᒃᑳᑉ ᓱᕙᓪᓕᐊᓂᖏᑦᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᓯᕗᓪᓕᕐᒥ ᐊᐃᑉᐹᓂ
ᑭᖑᓪᓕᕐᒥ ᓄᙳᐊᓂ
ᐊᑎᖅ
40
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
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0
ᖃᐅᔨᓇᓱᐊᕐᓂᖅ ᐃᒃᐱᖕᓂᐊᔾᔪᑎ ᐊᑐᕐᓗᒍ
ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᐃᓄᙳᐊᑦ ᐊᑎᖓ
ᐊᑎᖅ
41
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
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sou
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pag
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1
ᖃᓄᐃᑦᑐᖃᙳᐊᕐᓂᐊᓕᕆᕙ?
ᐊᑎᖅ
ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᐅᖃᓕᒫᒐᐅᒐᔭᖅᑐᖅ…
42
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
en
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avu
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pp
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en
tary
Re
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2
ᐃᓕᑦᑎᓂᖅ ᐅᖃᐅᓯᖅᑕᐃᑦ ᑐᑭᖏᓐᓂᒃ
ᐊᑎᖅ
ᐅᖃᐅᓯᖅᑕ
43
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
en
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pp
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tary
Re
sou
rce
pag
e 4
3
ᑕᓪᓕᒪᑦ ᓱᓕᔪᑦ ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᐊᑎᖅ
ᓱᓕᔪᖅ
44
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
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4
ᖃᐅᔨᒋᐊᕈᒃ ᐅᖃᓕᒫᒐᖅ!ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᐊᑎᖅ
ᑭᒡᒍᑎ
ᓇᓂᔪᓐᓇᖅᐱᐅᒃ ᑖᒃᓱᒪ ᐊᐱᖅᑯᑎᐅᑉ ᑭ ᒡᒍᓯᖕᒐ?
ᒪᑉᐱᒐᖅ #
45
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
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pp
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5
ᖃᐅᔨᒪᓕᖅᑕᒃᑲ!ᐊᑎᖅ
ᖃᐅᔨᕋᑖᖅᑕᒪ ᐊᑎᖓ
ᐅᖃᐅᓯᕆᒍᒃ ᐊ ᔾᔨᙳᐊᖅ ᑭᓱᒥ ᒃ ᑕᑯ ᒃᓴᐅᑎᑦᑎᒻᒪᖔᑦ
ᑎᑎᖅᑐᒐᕆᑦ ᖃᐅᔨᔭᕕᑦ ᐊᑎᖓᓂᒃ
46
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
en
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f N
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pp
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Re
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pag
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6
ᐅᔭᕋᒃᑯᑦ ᑎᑎᕋᒃᑭᑦᐊᑎᖅ
ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ
ᑎᑎᕋᖅᑐᖅ
ᐱᐅᒋᓛᕆᓚᐅᖅᑕᕋ
ᐊᓯᔾᔨᕋᔭᖅᑕᒃᑲ
ᐅᓇ ᐅᖃᓕᒫᒐᖅ ᐃᖃᐃᔾᔪᑎᒋᔭᕋ
47
Leve
lled
Re
adin
g-R
esp
on
se A
ctiv
itie
s fo
r G
uid
ed
Re
adin
g ©
201
6 G
ove
rnm
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f N
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pag
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7
ᐅᖃᓕᒫᒐᕐᒥᒃ ᐅᑎᕐᕕᖃᕐᓂᖅ
ᐊᑎᖅ
ᐅᖃᓕᒫᒐᖅ ᐅᑎᕐᕕᒋᓯᒪᔭᕋ ᐊᑎᓕᒃ(ᐅᖃᓕᒫᒐᐅᑉ ᐊᑎᖓ)
( , , , ᐅᕝᕙᓘᓐᓃᑦ )
ᐅᖃᓕᒫᒐᐅᑉ ᑐᓴᕐᓂᕐᓂᖕᒐ ᓇᓗᓇᐃᕈᒃ
ᐅᖃᓕᒫᒐᖅ ᐅᓪᓗᕆᐊᖖᒍᐊᖅᑖᑎᑕᕋ ᓲᖃᐃᒻᒪ
