Level 1 & 2 Language Book

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Qikrtarmiut Alutiitstun/Sugtstun Level I & IIKodiak Alutiiq Language

Teaching Resource Workbook

Grades PK-5

Prepared by

Native Village of Afognak

In partnership with:

Chugachmiut, Inc.Kodiak Island Borough School DistrictAlutiiq Museum & Archaeological RepositoryNative Educators of the Alutiiq Region (NEAR)KMXT Radio StationAdministration for Native Americans (ANA)U.S. Department of Education


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Quyanaasinaq

Chugachmiut, IncKodiak Island Borough School Distric

Native Education Curriculum Committee

Alutiiq Museum & Archaeological RepositoryKMXT Radio Station

Administration for Native AmericansU.S. Department of Education

Kodiak Contributing Teacher Editors andAlutiiq Language Team Members

Nick Alokli, EldeVera Benedek, Project Manage

Bennita Berestoff, Translato

Melissa Borton, AdministratoTheresa Carlson, TranslatorKathryn Chichenoff, EldeClyda Christiansen, Elde

April Laktonen Counceller, EditoAlisha Drabek, Editor & Designe

Cas Drury, Audio Production EditoMary Haakanson, EldeLori Harford, Translato

Karly Gunderson, EducatoKris Johnson, Educato

Dennis Knagin, Elde

Julie Knagin, EldeSophie Katelnikoff Shepherd, Elde

Susan Malutin, TranslatorKathy Nelson, TranslatoSusan Patrick, Educato

Florence Pestrikoff, EldeJohn JP Pestrikoff, Elde

Phyllis Peterson, EldeKathy Powers, Educato

Olga Rowland, TranslatorTeri Schneider, Editor & Educato

Sabrina Sutton, EducatoBrandi Wagner, Project Assistan

Copyright 2009Native Village of AfognakFirst Edition

Produced throughan Administration for Native Americans (ANA) GrantNumber 90NL0413/01

Reprint of edited curriculum units from the GwangkutaNupugnepet These Are Our Words Level I & II Books,developed by the Chugachmiut Culture and LanguageDepartment, through a U.S. Department of Education, AlaskaNative Education Grant Number S356A50023.

Publication Layout & Design by Alisha S. DrabekEdited Alutiiq by April Laktonen Counceller

Edited English by Alisha S. DrabekPrinted by Kodiak Print Master LLC

Cover Illustration:Royalty Free Clipart accessed at clipart.com

Teachers may copy portions of the textfor use in the classroom.

Available online at:

www.afognak.org/html/education.php

Orders, inquiries, and correspondencecan be addressed to:

Native Village of Afognak115 Mill Bay Road, Suite 201Kodiak, Alaska 99615(907) 486-6357www.afognak.org

NOTE: The Alaska Native people of Kodiak Island identify themselves as eitherAlutiiq, Sugpiaq, orAleut, based onindividual preference. Throughout this book these tribal identiers are intermixed to emphasize the choice, or theyare used together as Sugpiaq/Alutiiq. Sugpiaqis an ancestral term for ourselves, meaning real people. Alutiiqis our derivation of the Russian name for us of Aleut, which they used to label most Alaska Native people theycontacted; younger generations are moving away from using this term to distinguish ourselves from our neighbors theUngagan who also go by Aleut. When referring to the Sugpiaq/Alutiiq language, we use eitherAlutiiq, Sugtstun, or

Alutiitstun, with the last two translating as like a real person or like an Alutiiq/Aleut.


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Access sound les & additional resources at:

http://www.afognak.org/html/education.php

Kodiak Alutiiq Language Level I & II Teaching Resource Workbook

2009 Native Village of Afognak

1

Table of Contents

Level 1

1 Pisqegkaten PilutenRespond to Commands

2 Gui KimaMe, Myself & I

3 Ukut IlankaThis is My Family

4 Englupet/UnglupetOur Homes

5 Nallunitaqa Cestun Asirciqsa/Piciqua I Know How Im Going to Behave6 Neqrkalikutartukut

We Are Going to Prepare Food7 Asiskanek Piturciqua/Nerciqua

I Will Eat Good Food8 CuqllipetOur Elders

9 Suget Nani PektaarwiitWhere People Work

10 Caqimek Atukutarcit?What Are You Going to Wear?

11 EllpengqrtuaI Have Feelings

12 Qaya-Lla Piqutarta?What is the weather going to do?

13 Sugpiat Agayunret

Sugpiat Holidays14 Awatemni Caqit Atrit

Names for Things Around Us15 Imarmek

From the Sea16 Paaskaartuq

It is Easter17 Peksuutet

Tools18 Cestun Tekitllriakut

How We Got There19 Aykutenitut/Auykutuk

Opposites and Ones That Match20 Llarpet Lingaklluku

Respect for Our Environment

Level 2

1 Cestun Lla-EtaWhat is the Weather Like?

2 AtritNames

3 Allrailurmi PekskutLets Work Together

4 Kinkut IlapetWho is in Our Family?

5 Ilapet Pektait Our Families Work6 Ikayurtaartukut

We Always Help Each Other7 Cuqllimta Qulianguartut

Elders Are Telling Stories8 Neregkwaitaallrit cali Waamluten Qangisnaq Feasting and Games of Skill Long Ago9 Llaasuwa/Nallukunaq

Be Careful / Know What Youre Doing10 Alutiini Wamqutarpet

Alutiiq Games11 Sugpiat/Alutiit Neqrqait

Sugpiaq/Alutiiq Foods12 Liitukut Neqrkapet

Learn About Our Foods13 Nautstaat Yaatangsqat cali Asisqat Sungcauistat

Poisonous and Healing Plants14 Nunapet Atrit

Placenames15 Nunam Taanga cali Imam Taanga

Fresh Water & Sea Water16 Qutmek Neqrqat

Foods from the Beach17 Peksuutet

Tools18 Cukllirpet Pitallrit

Traditional Activities19 Cukllirpet Akuit/Agunait

Traditional Clothing20 Agnguaa cali Atuuaa

Dance & Sing

92 Glossary - English to Sugtstun100 Glossary - Sugtstun to English


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2

There are a number of resources referencedthroughout this guide, as relevant to our 40vocabulary groups. Of particular note, the followingresources are good starting points for adult learners indeveloping a classroom or tribal program supporting

the Kodiak Alutiiq language:

Qikrtarmiut Sugpiat Niugneret cali PatRiitat: KodiakIsland Sugpiaq Words & Pictures.AKAAlutiiq Picture Dictionaryby Alisha DrabekKodiak Alutiiq Language Conversational Phrasebookwith Audio CD by April Gale Laktonen CouncellerClassroom Grammar of Koniag Alutiiq by Jeff LeerConversational Dictionary of Kodiak Alutiiq by Jeff Leer

Alutiiq Word of the Week by the Alutiiq MuseumGenerations CD by the Alutiiq MuseumLittle Alutiingcut Video by the Alutiiq Museum

Kodiak Alutiiq Spring Plants

by NEARAlutiiq Plantlore Poster by NEARAlutiiq Alphabet Poster by the Alutiiq MuseumAlutiiq Numbers Poster by the Alutiiq MuseumHousehold Object Stickers by the Alutiiq MuseumGo Fish game by the Alutiiq Museum

Alutiiq Web Portal videos by the Alutiiq MuseumUnguwallriat Yaasiget Animal Boxes by the AlutiiqMuseum

Translated Songs & Books

Are You My Mother?

Mama Do You Love Me?You Are My SunshineHead Shoulders Knees & ToesInside Outside Upside DownBrown Bear, Brown BearPoor Michaels PuppyTwinkle Twinkle Little StarItsy Bitsy SpiderIm a Little TeapotHow Animal Moms Love Their Babies

NVA Companion Classroom Storybooks

Asisqanek Neqrkangqrtukut - We Have Good Food

Engluani - In Her HouseQaingqrtua - I Have a BodyGuangnek Atkutaartua - I Will Dress MyselfNaama Aritegka? - Where Are My Mittens?Aiwirsuutet - Things We Go Away OnPingaqaqa Alagnarsurnek - I Love Berry PickingUuqutiit Elwiat - The Bee HiveNuumiRat Naqlluki - Counting NumbersCisllat: Naliyat Iraluq Nutaan? - Calendar: What Month Now?

This language resource workbook provides teacherswith access to thematically arranged core vocabularyand conversational phrases, as well as a starting pointfor developing relevant activities using the TPR method(see description on the next page).

Within each of the 40 vocabulary groups there areseveral activities recommended for teaching students.Many activities can serve as stand alone lessons for theday or be stretched over several days; whereas othersmight be paired together as appropriate. Most activitiesshould be repeated several times over a period of timeto strengthen retention and build uency.

Throughout our vocabulary lists some English wordshave multiple translations into Kodiak Alutiiq, separated

with a ;. We have also designated words that arespecic to the Northern dialect as (N) and to theSouthern dialect as (S), separating them using a /.

The essence of this book was translated fromChugachmiut curriculum materials, by languagelearners in partnership with our Kodiak Alutiiq Elders.We have made every effort to ensure consistent spellingof Alutiiq words and proper grammatical usage.However, as learners there is potential that futureedits will need to be made to vocabulary. As our rstprint run of this resource book, we are also providing

a response website for educators and others to postcomments or suggest additional activities as we reviselessons into full curriculum and develop new teachingmaterials. Access the website listed at the bottom ofeach page to post your comments or read others.

We are thankful for all of the work ChugachmiutAlutiiq people have put into developing the curriculumand resources this is based on, and were thankful forthe dedication and commitment of our Kodiak AlutiiqElders and educators who have already produced

many signicant resources for teaching our language.

Family & CommunityAlutiiq language classrooms should invite parents tolearn with their children. Parents or Grandparents whoare Alutiiq speakers should be given a list of wordsso they can practice with their children, as well asprovided an orientation to reading and pronunciation.

Introduction Resources


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3

Total Physical Response (TPR) Applied Teaching Method

RULE: USE NO ENGLISH DURING LANGUAGE IMMERSION SESSION!

The aural development vocabulary in this resource workbook are intended for use using the Total Physical

Response (TPR) method of language learning. Please refer to page 3 for the process of introducing eachvocabulary grouping as sequenced on the back of this page, speaking the words in context. Introduce, Model,Guide Practice, Evaluate, and Provide a Group Activity or Individual Practice opportunity for each VocabularySequence group, as suggested or appropriate with accompanying thematic unit.

Each unit vocabulary set should be taught using the following TPR method:

Introduction (2 minutes)Instruct students to listen and not talk. In Sugtstun, tell students the lesson subject, and each wordwithin the unit set, gesturing in an appropriate manner, using a prop or image, or demonstrating the

action.

Modeling (5 minutes)Repeat each word or phrase 3 times, using an appropriate gesture, prop, or action. Move aroundthe room to engage students.

Guided Practice (5 minutes)Direct students to gesture or act out the word or phrase as you repeat them again 3 times eachtogether.

Evaluation (3 minutes)Repeat gestures or object/image identication, giving incorrect names and wait for students tocorrect you. (repeating at least 75% of phrases/words covered)

Independent practice / Activity (10 minutes)Distribute props or model activity with two students. Begin activity and continue until all studentshave had enough practice, showing they respond quickly with the correct word/phrase within theactivities context.

Closure (2 minute)Repeat words with gestures or object/image identication together as a group.

Method


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4

QikrtarmiutSugtstun

Level 1 : 1

Pisqegkaten PilutenRespond to Commands

Grades

PK-5

English Alutiiq

hello/hi cama'i

I'll see you (again) tang'rciqamken (cali)

thank you quyanaa

my name (is) atqa

your name (is) atren

that persons name (is) taugum atra

stand up nangarten

sit down aqumi

walk kuingten

turn to your back tunuten; numirten

turn your back to me tunusnga

face me caugnga

point at it keniru

door amiik

table stuuluq

window gaaleq

to the door amiigmen

to the table stuulumen

jump qetgaa

touch it agturu

piece of paper kalikaq

take it tuugiu

(put it) on top of it qainganun (lliigiu)

climb it mayuru

bring it taisgu

bring it to me taisgu guamnun

throw it egesgu

roll it akarsgu

give it to tun'giu

oor nateq

pencil/writing tool kaRantaasaq; igarsuuteq

put down lliigiuput under acaanun

go/get down aciwaa

come here tai-gut

laugh englaa

smile englaryuwa (N) / englaruaa (S)

ball mayaciik

run qeceng'i (N) / qcengi (S)

VocabularyGoal/objectives

Students will be make requests and respond tobasic commands through the TPR approach tolanguage learning.

Students will:

Greet visitors & peers correctly;

Develop aural language skills byrecognizing, understanding and respondingto basic Sugpiaq/Alutiiq commands;

Distinguish various Sugtstun/Alutiitstunlanguage sounds

Learn key classroom objects and basic verbs

OverviewThis introductory vocabulary can be introducedover a two-three week period to enable studentsto respond to commands and make their ownrequests at home or in a classroom setting.

Basic introductions and commands shouldbe presented interactively, through props and

roleplaying activities that supports the vocabularyas demonstrated. Handgestures or sign languageshould be used as much as possible with words.

Activities/MaterialsGreetings & Class Introductions1.Have students make their own nametag andthen practice introducing themselves to eachother. Create a bulletin board with studentphotos, labeled with their name, and havethem take turns introducing their peers to theclass by pointing to each students picture.

nametags for each student

markers for labeling

photographs of each student

butcher paper / bulletin board


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5

Sing2. Camai Unwarpak Welcome MorningLead students each morning in singing themorning welcome song Camai, Unwarpak.

Camai, Unwarpak lyrics

Play3. Kina Una Who is it?Using nametags and sitting in a circle, directeach student to greet the group using the

following gestures and script:camai. (waving),

atqa ______. (introduce themselves byname while pointing at self)

atren _____. (introduce direct neighborby name while pointing)

taugum atra ______. (for older students,have them introduce all previous studentsaround circle after their direct neighbor)

tangrciqamken. (point from eye toothers and then wave again)

Reverse order and repeat.

Follow the Leader / Stand Up, Sit Down4.Command students to perform actions,adding additional commands as studentsdemonstrate familiarity. For older students,switch to have each student lead the groupin actions.

nangarten - stand up (gesture up)

aqumi - sit down (gesture down)stuulciramen - to the chairamigmen - to the doorstuulumen - to the tablekeniru ___ - point at _____ (point)gaalaq - window (box hands before face)quyanaa - thank you (at hand, circlebelly)

Read5. Uuqutiit Elwiat The Bee Hive Book

Read aloud as students follow along in theirown Kodiak Alutiiq Engluanibook.

Engluani In Her House

Play6. Mayaciik BallGroup students into groups of two. Teacherleads the game with commands for teams tofollow as they repeat it back and completethe requested action. Their partner copies

the correct action back.

nerf balls enough for each group

Sing7. Miktengcusqaq MiskiiRaq Itsy Bitsy SpiderLead students in singing the Itsy Bitsy Spidersong Mikengcuskaq MiskiRaq, using handmotions throughout the song.

Mikengcusqaq Miskii Raq lyrics from page35 of theAlutiiq Talking Phrasebook

Obstacle Course8.Direct each student through a course thatgives opportunities to practice each actionwhile repeating each command, adding inprevious vocabulary, too.

mayuru - climb it

aciwaa - go/get down

qecengi/qcengi - runqetgaa - jumpkuingten - walk

Access to the following locations/props:

Chair; Table; Door; WindowPaper; PencilStep StoolSmall Step Ladder

Alphabet Match9.Review sounds of the alphabet, using the

Alutiiq Alphabet Poster, matching eachsound with an object or image from thealphabet poster or from the rst severallesson groups.

Alutiiq Alphabet Poster

Read10. Naama Aritegka Where Are My Mittens?

Read aloud as students follow along in theirown Kodiak Alutiiq Naama Aritegka book.

Naama Aritegka?

Watch11. Little AlutiitingcutVideoThis short childrens lm emphasizes Alutiiqgreetings and basic vocabulary. It alsoincludes several childrens songs.


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6

Gui KimaMe, Myself & I

Vocabulary, Part 1

Grades

PK-5

English Alutiiq

me gui

head nasquq

ear cuuteq

nose qengaq; paciruak (S)

eye iingalaq

open it ikirs'gu

close it patugui

face giinaq

teeth guutet

cheek ulluuwaq

hair (plural) nuyat

mouth qaneq

shoulder tuwik; tuik (S)

neck uyaquq

eyebrows qaugllut (N) / qauglut (S)

eyelashes qemeryat

chin tamluq

forehead tatek (N) / cugyuk (S)ngers sua'at

arm ipi

hand aigaq

foot itgaq

toes angenquyut (N) /putukat (S)

knee cisquq

stomach suqaq

belly aqsaq

leg iruq

tongue uluqcontinued...

QikrtarmiutSugtstun

Level 1 : 2

Goal/objectives

Students will gain uency in talking aboutthemselves and their bodies, as well as respond toan increasing number of verbal command.

Students will:

Identify body parts in Sugtstun/Alutiitstun;

Respond to commands correctly;

Distinguish sounds and words by context;

OverviewThis introductory vocabulary should be introducedover a two-three week period to enable studentsto respond to basic commands and be able tomake their own requests at home or in a classroomsetting. It complements standard curriculumhealth and social studies lessons on self and body.

Basic physical commands should be presentedinteractively, through hand gestures, sign languageand ashcards for what the words represent. The

vocabulary in part 2 also lends itself to use of afeel bag, various dramatizations, songs, puzzles,and games.

Reference:

Alutiiq Picture Dictionary(Qaik, Giinaq, Sungcaiwigmi & Ellpeklluku pages).


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7

Activities/Materials

Read1. Qaingqrtua BookRead aloud to students the Qaingqrtua IHave a Bodybook and have them follow alongand gesture as they repeat words & phrases.

Qaingqrtua bookSing & Sign2. Head, Shoulders, Knees & ToesHave students reach into the feel box to feeland identify a variety of things. Lyrics:Nasquq (touch head)tuwik / tuik (touch shoulders)cisquk (touch knees)

angenquyuk / putukak (touch big toes)

Play3. Ikirsgu, PatuguiReinforce key facial vocabulary with a hanggestures game. As a group have them followalong, modeling hand gestures, and as theybuild prociency, use only the words inmixed order for them to follow with theirhand gestures and words.

i.e. Ikirsru iingalak (open two eyes)

i.e. Patugui iingalak (close two eyes)

iingalak, cuutek, qengaq/paciruak, qaneq,aigak

Me as a Baby4. Bulletin BoardHave students bring in a photo of themselves asbabies and a current photo. Create a bulletinboard or poster display showcasing studentphoto comparisons. Have students practice

introducing themselves at the board. Inviteparents and the community to observe thislesson and see how their children have grown.

baby photos & current photos

bulletin board / posterboard

markers / boardtape / stickers to decoratecontinued to next page..

Make5. Gui Kima PostersPair students and provide butcher paper a littletaller than each student. Take turns laying onthe butcher paper as partner draws an outlineof their body on the paper. Each studentshould decorate their self poster and thenpresent it to the class or visitors, using bodypart terms.

butcher paper

markers


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8

Vocabulary, Part 2

English Alutiiq

Im thirsty. Patriraanqa.

I need to use the bathroom. Nuusnicugtua.

I see it. Tangraqa.

I hear it. Niitaqa.

It is sour. Quunartuq. (N) / Quuhnartuq. (S)

It is sweet. Neqnirtuq.

I smell it. Nar'aqa.

They smell good. Tepek'gtut.

They stink. Tupllugtut.

It is rough. Gagtuq.

It is straight. Nallqigtuq.

It is soft Unaituq.

It is cold Pat'snartuq.Dance (command). Agnguaa. (N) /

Agnuaa. (S)

Reach it (command). Uyagquu. (N) / Pakigiu. (S)

Jump (once) (command). Qetgaa.

Kick it (once) (command) Tuk'ru.

Pick berries (command). Nunaquryatuwa.

Crawl (command). Pangalegaa. (N) / Auraa. (S)

Fall (command). Kataa.

Climb (command). Mayuwa.

Roll (command). Akaa.

Brush your teeth (command). Guuten sugkii.

Change clothes (command). Atkututen cimirkii. (N) /Arunaten cimirkii. (S)

Take a bath (command). Maqiyaa.

towel palatensaq (N) / ermiutaq (S)

shampoo nuyat milaraaasoap miilaq

Be careful. Llaasuwa. (N) / Nallukunaq. (S)

Take care of yourself. Carliaaluten;Carliaakina

Whats in the Feel Bag?6.Place several items into a sack or partiallyenclosed box, so that students have to reachin to identify objects by touch. Have studentsreach into the feel bag to identify how itfeels.

sandpaper (rough)

pencil (straight)

cotton balls (soft)

small ice pack (cold)

Play the Taste Test Game7.Prepare dixie cups for each child withlemonade, sodapop, and ice water.

Dixie Cups for each child

Lemonade (sour)

Juice (sweet)

Ice water (cold)Read8. I Love to go Berry PickingBookRead aloud as students follow along in theirown Kodiak Alutiiq Pingaqaqa Alagnarsurnekbook.

Pingaqaqa Alagnarsurnek I Love to goBerry PickingBook

Sing9. Neresta Song

Play10. I SpyGame

Play11. Name that ScentGame


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9

future development

Potential relavant translation and materialsdevelopment ideas:

Where is Thumbkin

Here We Go Around the Mulberry Bush

Duck, Duck, Goose

If Youre Happy & You Know It Clap Your Hands

Play Hokey PokeySong GameWith students standing in a circle, play theHokey Pokeysong game. (i.e. You put yourhead in. You put your head out. You put your

head in, and you shake it all about. You do theHokey Pokey and turn yourself around. Thatswhat its all about.) Kodiak Alutiiq Translationneeds will need to be prepared to play.

Hokey Pokey music


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10

Ukut IlankaThis is My Family

Vocabulary

Grades

PK-5

Goal/objectives

Students will be able to introduce their own

families as part of personal introductions.

Students will:Identify family members by their family rolein Sugtstun;

Introduce their own family members byproper name and title (i.e. This is my mother,Mary Una maamaqa, Mary.)

OverviewAlutiiq family terms should be integrated intorelevant social studies and health units thatfocus on the family to ensure students haveadequate vocabulary to identify family memberroles and properly introduce their own families.

When possible, students should introducetheir family members in person to the rest ofthe class. When it is impossible for familymembers to come into the classroom, other

interactive means should be used to introducefamily members to classmates, such as throughphotographic family trees, illustrations, puppets,dolls, or dress up roleplaying.


Paper Puppets or Masks1.Have students make paper bag puppets orpaper plate masks to represent each of theirfamily members, for practice and as props asthey perform their introductions.

pens/crayons/pencils

scissors

paper bags for puppets

paper plates/sticks/glue for masks

photographs from home for collage

English Alutiiq

father ataq (N) / taataq (S)

mother aanaq (N); maama (S)

baby carliaq; piipiq (N)

older sister alqaq

older brother anngaq (N) / aningaaq (S)

younger sibling wiiwaq (N) / uyuwaq (S)

grandmother papuska (N) / emaa (S)

grandfather taatuska (N) / apaa (S)

grandchild elltuwaqyou ellpet

family (plural) ilat

QikrtarmiutSugtstun

Level 1 : 3

Dress Up2.As small groups, have students dress up incostume to represent a family member andpractice introducing the other members oftheir mock family.

dress up clothes & wigs

Family Booklets3.Have students make small booklets foruse throughout the year to reinforce theirintroductions, drawing a family member oneach page or pasting a photo on each page.Students are not expected to write terms, onlyto use booklet as visual reference.

materials to make booklet

What Our Families Do Together Bulletin4.

Have students create a What Families DoTogether bulletin board of their families,cutting pictures from magazines andarranging family members around objects orin actions. (i.e. family shing together). Eachchild should have their family doing activitiesdifferent from the others so postings vary.

magazines/posterboard/paper/scissors


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11

future development


Are You My Mother? StorybookErnerpak Suulliaten - Today Is Your BirthdayMaama Do You Love Me? StorybookFamily Trees


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12

Englupet/Unglupetour homes

Vocabulary

English Alutiiq

home/house engluq (N) / ungluq (S)

kitchen kenirwik

toilet nuushniik; anarwik

cook stove pelit'aaq

cupboard skaapaq

refrigerator pat'sna'isuuteq

sink urturwik (N) / urtuwiwik (S)

bed engleq

pillow putuskaq

blanket ulik

toy box wamqutat yaasiat (N) / wamqutat yaasiit (S)

T.V. ulutegwik

light tanqik

chair stuulciiq; aqumagwik;aqumawik

trash can pumuinik; kugiwik

steam bath/banya maqiwiksmoke house puyuqtaawik; puyuqcik

water taangaq

storehouse/cache ciqlluaq

wood pile/rewood iqiuwat; kenirkat

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 4

Goal/objectives

Students will be able to talk about their homes.

Students will:Identify the features of a home and theobjects found in various rooms of a home.

OverviewAlutiiq household terms should be integratedinto relevant social studies units that focus on thehome or family to ensure students have adequatevocabulary to identify household objects

and properly negotiate their surroundings ascommanded or as they make requests.

Introduction of household and building termsshould be provided in visual and interactiveways, such as through oorplans, maps,illustrations, photographs, doll house with toyfurniture, or playhouse props that represent thevocabulary being taught. This vocabulary grouplends itself to dramatization, and roleplayingshould be used as often as possible to reinforcethe vocabulary.


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Playing House1.Have students roleplay using a doll housewith toy furniture or playhouse props asthey identify and pretend to use objects.Additional vocabulary and visual referencesavailable in theAlutiiq Picture Dictionary.

Alutiiq Picture Dictionary

doll house with relevant toy furniture, or

childs playhouse and relevant props

Read2. Engluani In Her House BookRead aloud as students follow along in theirown Kodiak Alutiiq Engluanibook.

Engluani In Her House

Our House Bulletin Board3. Have students each draw several householdobjects or cut out pictures from catalogs ormagazines. Draw either a oorplan or a crosssection of a house as the framework for thestudents to paste their household images intoappropriate rooms.

butcher paper / markers

paper / crayons / pens or paints

magazines and scissors

future development


Musical Chairs

Twister


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14

Nallunitaqa Cestun Asirciqsa/PiciquaI Know How Im Going to Behave

Vocabulary

English Alutiiq Can you help me? Ikayurkau'arpenga-qaa?

Help. (command) Ikayurnga.

Do it nicely. (command) Asingiaartslluku.

It is difcult. Kayagnartuq.

It is good. Asirtuq.

It is not good. Asiituq.

Shake hands. (command) Aigartuuru.

I am thirsty. Patriraanga.

I am hungry. Kiagtua(nga).

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 5

Goal/objectives

Students will be able to understand etiquette for

situations at home and in the community, as wellas be able to recognize requests for help fromElders, community members, or peers.

Students will:recognize, identify and use Sugpiaq/Alutiiqwords to respond politely or enable them to:

ask for help in Alutiiq without fearask for things nicelyask for help in difcult situations

understand that giving thanks and

showing appreciation has positive results

OverviewThis vocabuarly group is intended to be taughtover a one week period, either as a stand alonelesson on good behavior or integrated into ahealth or social studies unit that emphasizesmanners and interacting with guests.

It may be a good idea to invite an Elder or a

resource person from the community to roleplaygreetings, handshakes and goodbyes to reinforcethe vocabulary.


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Meet & Greet1.Have students pair up to roleplay asking forhelp, practicing their new vocabulary andreview of previously learned vocabulary

relevant to good manner, such as introducedin 1:1 - Quyanaa and Tangrciqamken.

Sing2. Quyanaa, QuyanaaIntroduce and practice singing the KodiakAlutiiq song about being thankful and happythat visitor have come:Quyanaa, QuyanaaQuyanaa, Tailuci.Silugtukut, Silugtukut, Silugtukut, Tailuci.Ayanga, Ayanga, Ayanga, Tailuci.

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NeqrkalikutartukutWe are going to Prepare food

Vocabulary

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 6

Goal/objectives

Students will be able to develop anunderstanding of the Alutiiq value of appreciatingfamily, and community through sharing food.

Students will:recognize Alutiiq words for food, foodpreparation, and utensils;Learn colors and be able to describe foodpreparation;Recognize descriptive words and matchthem to the appropriate item or action.

OverviewAlutiiq terms for cooking should be integratedinto relevant social studies units on Thanksgivingor units focused on the home or family to providestudents beginning vocabulary to identify kitchenobjects and food preparation phrases. Thisvocabulary group is expected to span two weeks.

Introduction of cooking terms and colors should

be provided in visual and interactive ways,such as through illustrations, photographs, dollfurniture, or playhouse props that represent thevocabulary being taught. This vocabulary grouplends itself to dramatization, and roleplaying oractual food preparation activities should be usedas often as possible to reinforce the vocabulary.

Reference:

Alutiiq Picture Dictionary(Kenirwigmi, Stuulumi, Ernerpam Neqrkai,Neqrkat, Tangarngarkat, & KRaaskaatpages).

English Alutiiq plate qantaq (N) / alutaq (S)

fork wiilkaaq (N) / wiiRkaaq (S)

spoon luuskaaq

knife nuusiq

cup caskaq

saucer pelut'saaq

teapot cainiik

blue one cungasqaq

green one cungaruasqaq

red one kawisqaq

black one tan'esqaq (N) / tamlesqaq (S)

white one qatesqaq

yellow one qaqairngasqaq

frying pan skuuRutaq

cooking pot asuq

bread gelipaq (N) / lliipaq (S)

bread dough kusniaq

eggs manittea caayuq

duck saqul'aaq

salmonberries alagnat

Alutiiq ice cream sisuq (N) / akutaq (N/S)/pirinaq (S)

soup suupaq

rice Riisaq (N) / kRupaaq (S)

She is stirring it. Pekagaa.(N) / akutaa. (S)

He is cooking. Kenirtuq.It is hot. Uqnartuq.

It is cold. Pat'snartuq.

Taste it. (command) Suriru.

He is thankful. Quyanartuq.; Quyatuq.


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Things We Are Thankful For1. Bulletin BoardHave students draw and color or cut outimages from magazines or photos of thingsthat they are thankful for. Attach these

pictures to the bulletin board with a picture ofeach child.

bulletin board

magazines, photos, paper, scissors

markers, crayons, colored pencils


Engluani In Her House Sing3. Im A Little TeapotGui CaininguangcuqIntroduce and practice singing GuiCaininguangcuq, and then invite Elders andfamily members for tea to practice vocabularyand sing them this song:

Gui caininguangcuq Im a little teapot,Nanitua lurtulua Short & stout.

Gwai agaka. Here is my handle.Gwai kugwika. Here is my spout.

Gui qallakuma, When I start boiling,Niicikarpnga. You will hear me.Kitngullua, Tip me over,Taumi kuglua. And then pour me out.

Be sure to use gestures to go along with the song.

Play4. ColorBingoProvide students with a chart of colors, andlead them in a bingo game.

bingo charts with colors

Play House5.Provide playhouse props for each of thevocabulary objects, so students can pretendto cook and bake.Prepare a Meal Together6.If a kitchen is available, or a eldtrip possible, then present a cookingdemonstration and have students join in asappropriate.

future developmentPotential relavant translations and materialsdevelopment ideas:

Mouse Paint BookCount Alaskas Colors by Shelly Gill


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Asiskanek Piturciqua/NerciquaI will Eat Good food

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 7

Vocabulary

English Alutiiq I am eating. Ner'ua.

It is sour/bitter. Quunartuq (N) / Quuhnartuq (S)

It is salty. Taryurtuq.

It is sweet. Neqnirtuq.

Smell it. Nariu. (N) / Naru. (S)

It smells good. Tepek'gtuq.

It smells bad. Tupllugtuq.

It is hot. (object) Uqnartuq.

It is hot. (person) Maqartuq.junk food callret neq'rkat

healthy (good) food asisqat neq'rkat

smoked salmon palkaaq (N) / kupcuunaq(S) / palik (OH)

dry sh tamuuq

snail ipuk; acaruaq

blue mussels qapilat

crab iwalrayak

seagull eggs qatayam maniithalibut sagiq

ounder waauq / sagiruaq

seal isuwiq

sea lion wiinaq

salmonberries alagnat

blueberries cuawat

trailing raspberries puyurniit

low bush cranberries kenegtat

fried bread alatiq (N) / lipiuskaq (N) /

alaciq (S)blackberry siksa (N) / auryaq; uryaq

watermelon berries muuguat

onions luuget

moose tunturpak

goat paRanaq

hang/dried food kinerngasqat neq'rkat

Goal/objectives

Students will develop an understanding ofthe Alutiiq values of sharing, not wasting, andrespect for our environment.

Students will:Recognize Alutiiq words for subsistencefoods, depending on the season;Learn that most traditional foods, withoutadditives are nutritious and healthy;Undestand that many traditional foods aregathered in and around their community;

Understand words for senses of taste & smell;

Recognize descriptive words and matchthem to the appropriate item or action.

OverviewAlutiiq words and phrases for traditional harvestor subsistence foods should be integrated intoor follow a health unit on nutrition to providestudents beginning vocabulary to identifysubsistence foods by their Alutiiq names and be

able to engage in conversation about traditionalharvesting and eating good meals. Thisvocabulary group is expected to span two weeks.

This vocabulary group lends itself todramatization, and roleplaying or actual foodpreparation or tasting activities should be usedas often as possible to reinforce the vocabulary.

Reference:

Alutiiq Picture Dictionary

(Nunam Ungwallriai, Imam Ungwallriai, andQilam Ungwallriaipages).

Alutiiq Talking Phrase Book

(Fishing, Hunting & Gathering,Animals & Plants pages).


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Our Oceans Resources Unit - Lessons 9-101.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, lessons 9-10 - Subsisting LongAgo and Subsisting Today.


Engluani In Her House Read3. Asisqanek NeqrkangqrtukutBookRead aloud as students follow alongin their own Kodiak AlutiiqAsisqanekNeqrkangqrtukutbook.

Asisqanek Neqrkangqrtukut We EatGood Foods Book

Sing Im A Little TeapotGui CaininguangcuqIntroduce and practice singing GuiCaininguangcuq, and then invite Elders andfamily members for tea to practice vocabularyand sing them this song. Be sure to usegestures to go along with the song.

Gui caininguangcuq Im a little teapot,Nanitua lurtulua Short & stout.Gwai agaka. Here is my handle.Gwai kugwika. Here is my spout.

Gui qallakuma, When I start boiling,Niicikarpnga. You will hear me.Kitngullua, Tip me over,Taumi kuglua. And then pour me out.

Play4. ColorBingoProvide students with a chart of colors, andlead them in a bingo game.

bingo charts with colors

Play House5.Provide playhouse props for each of thevocabulary objects, so students can pretendto cook and bake. Roleplaying is an

important activity for this vocabulary group.Have them set the table and pretend to beeating, explaining what they are eating (i.e.Nerua isuwimek. - I am eating seal.)Harvest Video Narration6.Have students act out experiences or showa video and narrate in Alutiiq using Alutiiqvocabulary.

Prepare a Meal Together7. If a kitchen is available, or a eld trip to ahome possible, then involve students in acooking activity to prepare locally harvestedfoods. Be sure to focus on the vocabularyas planned. Or alternatively, arrange witha community member or parent to preparegame or plants you are studyingTraditional Harvest Food Presentation8.Arrange with someone from the communityto show how sh or other meats are caughtand prepared for food. Catching the animalcan be shown through video or photographsthough the animal should be cleaned andprepared as children watch.

future development

Potential relavant translations and materialsdevelopment ideas:

Stone Soup bookBerry Magic book


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CuqllipetOur Elders

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 8

Vocabulary

English Alutiiq Elder Cuqlliq

stories quliyanguat

long ago qangisinaq

long long ago qangiquusinaq

old qangirllaq (N)/ qangillaq (S)

new nuta'aq

gut raincoat kanaglluk

raincoat taasawik

bow qitguyaqarrow ruuwaq

skin boat (kayak) qayaq

mask maaskaaq; giinaruaq

paddle caqiyutaq

sod house / barabara ciqlluaq

oil lamp naniq

ulu ulukaq

beaded headdress nacaq

spruceroot hat awirnaqbentwood visor caguyaq

Goal/objectives

Students will develop the concept of change overtime, and an understanding of and respect fortraditional Alutiiq practices, tools and dress.

Students will:Recognize Alutiiq words for traditionalclothing, and resources;Understand the inter-relatedness of manyfamilies in the community;Recognize Elders in the community.

OverviewThis vocabulary group is expected to span oneweek, featuring interactive demonstrates andeld trips or visits from Elders so that studentsgain an appreciation for the traditional Alutiiqculture. Lessons should help students recognizethat while the Alutiiq culture and its communityhas transitioned into using modern conveniences,the Alutiiq people still value and honor theirtraditional ways.

For those schools in the town of Kodiak, theyhave the opportunity to visit the Kodiak AlutiiqMuseum to experience in real life many of theobjects included in this vocabulary group. Forstudents in the rural communities around KodiakIsland, several have access to a sod house andartifact collections or traditional regalia thatElders or community members could share.

Make sure to use photos or objects to introduce

the new vocabulary.

Reference:Alutiiq Picture Dictionary(Arunat, Kakiwigmipages).


(Working with an Elderpage).


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Russians Arrival Unit - Lessons 71.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, lesson 7 - Clothing, Jewelry &Tattoos.Masks as Social History2. LessonRefer to the Kodiak Alutiiq Heritage ThematicUnits book on pages 58-61.Elders Visit: Traditional Tools or Dress3.Invite grandparents or Elders to come into theclassroom and show traditional tools or dressitems and how they were made. This wouldbe a good opportunity to ask for a traditionalstory.Alutiiq Museum Field Trip4.Make arrangements with the Alutiiq Museumstaff to bring the class for a visit. Practicevocabulary during the visit. They also haveseveral Educational Boxes for loan that couldbe used to make this vocabulary group cometo life.Sing5. The ArrowRuuwaqIntroduce and practice singing and dancingRuuwaq, a traditional Alutiiq song performedby Kodiak Alutiiq dance groups.

Watch6. Finding Their Own DanceFor older students, the lm Finding Their OwnDance: Reawakening the Alaskan Alutiiq Artscan be viewed to show the reemergence oftraditional crafts, song and dance.

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Nani Suuut PektarwitWhere People Work

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 9

Vocabulary

English Alutiiq I am working. Pektua.

job [work to do] pektaaq

clinic sungcarwik

post ofce kalikarwik

school skauluq (N) / litnaurwik (S)

church agayuwik

airstrip migwik

cannery kaanaRiq; faapRiikaaq

worker pektstaqcemetery qungurwik

doctor (healer)doctor

sungcaistatuugtaRaq

health aide/nurse sungcaistem ikaiyuwa;tuugtaRam ikaiyuwa

dentist guutaiista

priest kasaq

policeman palicuuskiiq

chief tuyuqteacher uciitiliaq (N) / litnauwista (S)

cook kenirta

sherman iqallugsurta

Goal/objectives

Students will develop concepts of property andownership, and an understanding of the differentkinds of work people do in their community tohelp each other.

Students will:Recognize Alutiiq words for buildings, placesin the community, community helpers andthe work that they do;Understand the purpose of each building,know who works in each one, and the role

they play in the community.

OverviewThis vocabulary group is expected to span twoweeks and should be integrated into socialstudies and health lessons on the community,community helpers and safety. The basic auralvocabulary should be taught using photos,maps, objects, costumes, guest speakers or viaeld trips. Pictures and a map of the community

should be used to identify signicant locations,beginning with those closest to the school.Lessons should help students recognize howsome buildings or places are owned by all thepeople, while homes are generally owned by afamily.

Workers associated with each building should beidentied, perhaps with photos or images placedonto the map. There are many opportunities withthis vocabulary group to take students on eld

trips or welcome guest speakers to share abouttheir jobs, particularly if students parents work ascommunity helpers.


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Guest Visit: Sharing About Work1.Invite a community helper to come into theclassroom and share about the work they doon the job.Leadership Unit - Lessons 1-62.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, Lesson 1 - What is a Leader?,2 - Our Leaders, 3 - Personal Ownership, 4- Family Ownership, 5 - Group Ownership,and 6 - Categories of Ownership.Our Community Unit - Lessons 2 & 43.Refer to the Kodiak Alutiiq Heritage

Thematic Units book, lesson 2 - Mapping MyCommunity and lesson 4 - Working in MyCommunity.

Matching Workers to Workplaces4.Take pictures of buildings in the communityand the workers who work ther and havestudents match the workers to the building.Public or Private Buildings5.

Take pictures of buildings in the communityand have students classify by use andownership.

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Caqimek Atukutarcit?What Are You Going to Wear?

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 10

Vocabulary

English Alutiiq

Put it on. Asgu.

Take it off. Yuugiu.

Tie it. Napyuusgu.

Fasten/button it. Tupiru.

Put/place it. Lliigiu.

Hang it up. Iniigiu.

Put them away. Kuluaskii.

Where is ____? Naama-mi ____?

pants ul'uklong coat paltuuk

jacket atkuk

jean jacket kalankaaq (N)

sweater suitaRaq

shoes (pair) pashmakiik

shirt tiuplaaq (N) / qaliyaruaq (S)

socks cuukiik

hat

(brimmed) / cap

sliyapaq (N) /

slaapaq (S) / saapek (S)rubber boots (pair) aRapak

raincoat taasawik

wind aqllaq

rain qiteq

sun macaq

falling snow qaniq

snow on the ground aniuq

It is wet. mecu'uq

It is dry. kinerngauq (N) / kinrngauq (S)boys underwear(N - long johns)

patstaaniq (N) / iluqlliit (S)

girls underwear(N - bloomers)

pluumeRsaq (N) / iluqllit (S)

Goal/objectives

Students will develop their understanding of theuses of different types of clothing for varioustypes of weather experienced in the Region.

Students will:Recognize Alutiiq words for present dayclothing items;Identify appropriate clothing for themselvesand others;Recognize descriptive words and matchthose words to the appropriate item.

OverviewThis vocabulary group is expected to spantwo weeks and should compliment standardcurriculum units in science on weather, health ondressing for weather, and art on identifying colors.The basic aural vocabulary should be taughtusing actual objects to introduce the vocabularyand reinforce words learned. It is appropriate toteach this vocabulary group along with thematic

lessons on outdoor survival.

Reference:Alutiiq Picture Dictionary(Arunatpages).


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Read1. Guangnek Atkukutaartua BookRead aloud as students follow along in theirown Kodiak Alutiiq Guangnek Atkukutaartuabook.

Guangek Atkukutaartua I Can Dress Myself

Play Dress Up2.Provide students with a dress up clothes fromthe vocabulary list and have them respond tocommands and share about what they choseto wear. Alternatively, provide dolls and dollclothing or paper dolls to play with as theypractice their new vocabulary.

Outdoor Survival Unit - Lesson 53.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, Lesson 5 - Clothing GivesProtection.Our Community Unit - Lessons 2 & 44.Refer to the Kodiak Alutiiq HeritageThematic Units book, lesson 2 - Mapping MyCommunity and lesson 4 - Working in My

Community.

future development


Run Away Mittens


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EllpengqrtuaI Have Feelings

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 11

Vocabulary

English Alutiiq

S/he is happy. Atgurtuq.

I like someone. Pingaqaqa.

I don't like it. Pingakenitaqa.

S/he is laughing. Englartuq.

I am scared. Alingua.

S/he is angry. Kumegtuq. (N) / Kumgtuq. (S)

S/he is sad. Imasuugtuq.

S/he is crying. Qia'uq.

S/he is (always) shy. Qikitaartuq.

S/he is sleepy. Qawarniuq.

I love you. Qunuqamken.

My feelings are hurt. Qaisugtua.

Goal/objectives

Students will develop their understanding offeelings.

Students will:Recognize Alutiiq words for feelings;Identify the correct emotion as it is shown ordescribed.

OverviewThis vocabulary group is expected to span one

week and should be integrated into a healthlesson on emotions and appropriate ways toshow feelings. The basic aural vocabulary shouldbe taught using pictures, photos, cut outs androleplaying.


Emotion Charades1.Provide students in pairs or teams with a

set of pictures which show a feeling. Onestudent is to act out the feeling, while theother student(s) guess using their new Alutiiqvocabulary.

Emotion Masks2.Provide students with materials to maketheir own emotion masks, then take turnsidentifying the different emotions representedin the room as students hold the masks up to

their faces.paper plates

popsicle sticks & glue

crayons or markers

future development


If Youre Happy and You Know It... Song


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Qayu Lla Piqutarta?What is the Weather Going to do?

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 12

Vocabulary

English Alutiiq

day erneq

morning unuaq

nighttime unuk

last night / yesterday akgua'aq

tonight akgua'aqu

a few days ago iciwaq

sun macaq

moon iraluq

star agyaqsunrise (the sun is rising) macaq suartuq

sunset (the sun is setting) macaq kal'urtuq

environment /weather / outside

lla

seasons(weather's changes)

llam cimiyuca

spring ugnerkaq

summer kiak

fall uksuaq

winter uksuq

clock casaaq

calendar cisllaq;kalintaRaq (N)

Goal/objectives

Students will develop their understanding of theuses of different types of clothing for varioustypes of weather experienced in the Region.

Students will:Recognize Alutiiq words about time, seasonand weather;Identify the proper clothing for the variousseasonsIdentify the correct season and time of day asit is described.

OverviewThis vocabulary group is expected to spantwo weeks and should follow a science lessonon seasons or a math lesson on telling time.Students will learn some words that are opposites,which should be reviewed in at level 1:19. Thebasic aural vocabulary should be taught usingpictures, photos, cut outs or manipulatives.

Reference:Alutiiq Picture Dictionary(Llamipages).


(Weather & the Environmentpages).


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Seasons & Time Charades1.Provide students in pairs or teams with a setof pictures showing what season and time itis. One student is to act out the weather or

activities associated with that season or time,while the other student(s) guess using theirnew Alutiiq vocabulary.

Classroom Calendar2.Provide a classroom calendar of felt shapes orvelcroed cards with images to note the seasonor weather, asking Qayu Lla Piqutarta? asthe class responses with the correct season.Students will build on this vocabulary at level2:1 with the Cestun Lla-Etaa? - What is theWeather Like? vocabulary group.

Days Weather Announced Over Intercom3.Ask that the season and days weather beannounced daily over the intercom in Alutiiq.

Sing4. Ellpet Macaqa - You Are My SunshineLead students in singing You Are My Sunshinewith the appropriate hand gestures toreinforce some of this vocabulary.

Lyrics to Ellpet Macaqa

future development


Goodnight Moon

What Time Is It Mr. Wolf

Game


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Sugpiat AgayunretSugpiat Holidays

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 13

Vocabulary

English Alutiiq

Russian Christmas Rausistuaq (N) / ARausistuaq (S)

American Christmas KRismaq

tree napaq

Christmas lights Rausistuam tanqii (N) /ARausistem tangii (S)

present pikiyutaq

card kaaRtaaq

Starring Slaawiqstar agyaq

Masking MaaskaRataq

New Year(s) Nutaaq Uksuq;Snuuwikuutaq

recrackers nutegparuat

Christmas star(for starring)

Suistaq

S/he is singing. Aturtuq.

song atuun

Goal/objectives

Students will develop their understanding ofsignicant Sugpiat/Alutiiq winter holidays.

Students will:Recognize Alutiiq words about Christmas,Starring, Masking and New Year holidays;Practice using a calendar and talking aboutseasons and weather.

Overview

This vocabulary group is expected to span twoweeks and should follow a science lesson onseasons or a math lesson on telling time. Field-trips can be an important part in reinforcing thisvocabulary, so plan in advance for trips to thepost ofce, store or church. This unit can also beintegrated into practice for a Christmas or Slaawiqperformance. Time should also be given tomaking decorations for the classroom or school.The basic aural vocabulary should be taughtusing pictures, photos, cut outs or manipulatives.

Reference:Alutiiq Picture Dictionary(Cisllat & Erneret/Ernetpages).


(Days, Months & Holidays pages).


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Read1. CisllatBookRead aloud as students follow along in theirown Kodiak Alutiiq Cisllatbook on the 12months and what happens in each month.

Cisllat - Naliyat Iraluq Nutaan Calendar - What Month is It?

Field Trip or Class Guests2.Take students on trips to visit the Post Ofce,Store or Church, learning about Christmastime and practicing their vocabulary. Orinvite an Elder or a resource person to comeinto the class and talk about how New Year orChristmas were celebrated before, so students

can compare them to the new.

Sing3. SongsThere are several Alutiiq songs that childrencan be taught to sing together that willreinforce or build on January Holidaysvocabulary. Lead students in singing:

Tuntut Taiyut - Reindeer Are Coming...

Cikmya, Cikmya - Twinkle, Twinkle...

Unuk Nepainani - Silent Night

Days Weather Announced Over Intercom4.Ask that the season and days weather beannounced daily over the intercom in Alutiiq.

future development


King Island Christmas

What Time Is It Mr. Wolf

GameTwas the Night Before Christmas12 Days of Christmas


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Awatemni Caqit AtritNames of Things Around Us

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 14

Vocabulary

English Alutiiq

inside it iluani

on it (on top of it) qaingani

under it acani

above it quliini

beside/near it caniani

behind it tunuani

between them qukaani

It is far. Yaqsigtuq.

river kuiktrees napat

mountain ing'iq; ingriq

ocean imaq

lake nanwaq

island qik'rtaq

plants naut'staat

beach quteq

hole laakaq

under the sand qaugyam acaniunder the rock yaamam acani

behind the rock yaamam tunuani

on top of the rock yaamam qaingani

Goal/objectives

Students will develop their understanding oflocator words and specic environments.

Students will:Recognize and identify Alutiiq words forlocation and environments;Be able to follow directions using locatorwords.

Overview

This vocabulary group is expected to spantwo weeks and should complement a regularcurriculum lesson on locator words andlandmarks surrounding the community. Field-trips can be an important part in reinforcing thisvocabulary, so plan in advance for trips to thebeach, mountain, forest, or park. The basic auralvocabulary should be taught using pictures,photos, cut outs or manipulatives.

Reference:

Alutiiq Picture Dictionary(Nunami, Qutmi, Nunakuarluni & NaamaTaqukaangcuk? pages).

A Map of the Area


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Read1. Naama Aritegka? BookRead aloud as students follow along in theirown Kodiak Alutiiq Naama Aritegka? bookthat builds practice with locator words.

Naama Aritegka? Where Are My Mittens?

Read2. Iluani, Llami, PalurtaiBookRead aloud as students follow along in theBerenstain Bears book Inside, Outside, UpsideDown - Iluani, Llami, Palurtaibuilds practicewith locator words.

Inside, Outside, Upside Down Book

Read3. Asisqanek NeqrkangqrtukutBookRead aloud as students follow alongin their own Kodiak AlutiiqAsisqanekNeqrkangqrtukutbook, as it builds on theirfamiliarity with locative words covered in thisvocabulary group.


Field Trip or Class Guests4. Take students on trips to visit the beach,toward the mountains, forest or park, learningabout different environments in their area andAlutiiq words for these areas.

Naama Taqukaangcuk?5.The nature of this vocabulary group providesopportunities for hide and seek games or followthe leader type activities with stuff animals andboxes, as shown in the Picture Dictionary pagewith this activitys same name.

Play6. EnvironmentalBingoProvide students with a chart of differentenvironmental locations, i.e. the beach,mountains, etc., and lead them in a lively

bingo game.bingo charts with environments

Obstacle Course7.Direct each student through a course thatgives opportunities to practice each actionwhile repeating each command. This isan opportunity to adding to previouslylearned vocabulary from Level 1:1. Afterdemonstrating movements, give students

directions to move over, under, between andso on among the various objects.

future development


Poor Michaels Puppy

- nearly translatedWere Going on a Bear HuntUse the annel board and cut outs to tell astory like Were Going on a Bear Hunt andhave students move the hunter over, under,around, beween, up, down and beside.


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ImarmekFrom the Sea

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 15

Vocabulary

English Alutiiq

sea urchin uutuk

clam mamaayaq;qahmaquq (Akhiok)

bidarkis / chiton uriitaq

barnacles qaugtat; qauq (S)

starsh agyaruaq

sea cucumber anaqiitaq

seagull qatayaq

tern igiaqsnipe kulickiiq (N) kuRickiiq (S)

kelp kapuustaq

shell (of sea creature) salaq

bull kelp nasquluk

Goal/objectives

Students will develop their understanding ofwide variety of foods available from the sea.

Students will:Recognize and identify Alutiiq words forseafood, marine animals, and sea birds;Identify which sea plants and animals areused for food;

OverviewThis vocabulary group is expected to span twoweeks and should complement a science lessonon marine life. Field-trips are an important part inreinforcing this vocabulary, so plan in advance fortrips to the beach or a touchtank. The basic auralvocabulary should be taught using actual plantsand animals, pictures, photos, annel board cutouts, puppets, or manipulatives. As vocabulary isintroduced, provide samples of shells and feathers

to help students identify each animal.

Reference:

Alutiiq Picture Dictionary(Qutmi, Imam Ungwallriai, and QilamUngwallriaipages).

Alutiiq Talking Phrase Book(Fishing, Hunting & Gathering,

Animals & Plants pages).


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Read1. Asisqanek NeqrkangqrtukutBookRead aloud as students follow alongin their own Kodiak AlutiiqAsisqanek

Neqrkangqrtukutbook, as it builds on theirfamiliarity with locative words covered in thisvocabulary group.


Beach Tidepool Field Trip2.Take students on trips to visit the beach to seethese animals in their natural environmentand practice using the Alutiiq words for them.As review, demonstrate behind, under, on topof rocks. The eld trip should be scheduledfor low tide. Bring a resource person orElder on the trip to help tell about the usesof each animal and with the collection andpreparation of some tasty treats.

Prepare a Meal Together & Share Stories3.If a kitchen is available present a cookingdemonstration and have students join in as

appropriate to clean and prepare the foodcollected on the eld trip. Otherwise, ask aparent to help prepare and cook what washarvested on the eld trip. Invite family andElders to talk about how to harvest seafood ortell a story about the sea or inter-tidal area.Whats in the Feel Bag?4.Place the variety of shells into a sack orpartially enclosed box, so that students have

to reach in to identify objects by touch. Havestudents reach into the feel bag to identifywhat animal it belongs to.

Our Oceans Resources Unit - Lessons 1 - 5, 8-105.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, Lessons 1 - Treasures from the

ocean, 2 - Ocean Life, 3 - High Tide, 4 - LowTide, 5 - Fresh and Salt Water, 8 - Pollution,9 - Subsisting Long Ago, 10 - SubsistingToday.Play6. TidepoolBingoProvide students with a chart of tidepool andbeach animals, and lead them in a livelybingo game.

bingo charts with inter-tidal animals

future development


Kumaks Fish: A Tall Tale from the Far NorthEye of the Needle by Teri Sloat


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PaaskaartuqIt is Easter

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 16

Vocabulary

English Alutiiq

Easter Paaskaaq

egg manik

Easter bread kulicaaq

It's done cooking. Uutaa.

hankie plaatuk

owers suitkaat

cross kRistaq

priest kasaq

She is looking for (it) Iwa'iraa. (N) /Iwayaa. (S)

She is hiding (it) Nuuyaa.

He found (it) Ikugaa.

Fun/Crazy Week(week before Lent)

maslingka (N) /masliniq (S)

Goal/objectives

Students will develop their understanding ofEaster and its related celebrations.

Students will:Recognize and identify Alutiiq words forevents or items related to Easter;Be able to review locator, color and animalsvocabulary as part of Easter activities.

Overview

This vocabulary group is expected to span oneweek and provides an excellent opportunityto review locator, color and animal words,particularly as part of an Easter egg hunt activity.The basic aural vocabulary should be taughtusing actual items, pictures, photos, annel boardcut outs, or manipulatives.

Reference:

Alutiiq Picture Dictionary(Cisllat & Erneret/Ernetpages).


(Days, Months & Holidays pages).


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Read1. CisllatBookRead aloud as students follow along in theirown Kodiak Alutiiq Cisllatbook on the 12months and what happens in each month.

Cisllat - Naliyat Iraluq Nutaan Calendar - What Month is It?

Read2. Uuqutiit ElwiatBookRead aloud as students follow along in theirown Kodiak Alutiiq Uuqutiit Elwiatbookabout a bee hive as the bees wake up inSpring like other hibernating animals.

Uuqutiit Elwiat The Bee Hive Easter Eggs - Making & the Hunt3.Have students decorate their own Easter eggsand then hide them outside in the playgroundor park for an Egg Hunt. If a kitchen isavailable or a hot plate to boil eggs, havestudents watch as the eggs are boiled and helpwith the dying of the eggs.

Prepare Kulicaaq & Share Stories4.

If a kitchen is available present a cookingdemonstration and have students join in asappropriate to prepare Kulicaaq. Otherwise,ask a parent to provide some Easter Bread toshare. Invite family and Elders to talk aboutEaster and join the class for tea.Field Trip to Church5.An important part of this lesson will be to visitthe Russian Orthodox church. Arrangementsshould be made in advance to visit the church.Students should be encouraged to talk to thepriest or deacon and ask questions aboutEaster activities. If a eld trip is not possible,then invite a priest or deacon to class to sharethe meaning of Easter and answer studentquestions about the celebration.

future development


The Sourdough Man: An Alaska Folktale


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PeksuutetTools for Work

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 17

Vocabulary

English Alutiiq

hammer mulutuuk

shovel lapaatkaaq

broom kagiteq

mop suuwiteq

axe tupuuRuq

saw pilaq

spear kapsuun; kapsuuteq

gun nutek

knife nuusiq

scissors nuusnitsaak (N) / nausnitsaak(N) / nuusicuak (S)

needle mingqun

thread kelugkaq

Goal/objectives

Students will develop their concepts of toolusage and proper care.

Students will:Recognize and identify Alutiiq wordsfor tools;Be able to demonstrate or tell whoowns the tool;Be able to tell the age of the tool or to sorttools into old and new sets.

OverviewThis vocabulary group is expected to span oneweek and should be integrated into regularcurriculum lessons on families and tools orit may be a stand alone lesson. Through thisvocabulary, students will have the opportunityto classify tools into old and new categories andlearn that although tools may look different, the

jobs they do are the same. Students should havethe opportunity to understand how tools workand that tools require proper care. It also is agood time to talk about tool safety. The basicaural vocabulary should be taught using actualitems, pictures, photos, annel board cut outs, ormanipulatives.

Reference:

Alutiiq Picture Dictionary(Nautstaarwigmi & Peksuutetpages).


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Tools Charades1.Provide students in pairs or teams with a set

of pictures which show different tools in use.One student is to pretend to be the tool or beusing the tool, while the other student(s) guessusing their new Alutiiq vocabulary.

Play2. ToolBingoProvide students with a chart of tools, andlead them in a lively bingo game.

bingo charts with toolsBeaded Bracelets, Necklaces or Headbands3.Provide students thread, needles, and possiblystrips of leather if headbands will be made.Lead them in making a special project for aloved one as they practice their vocabulary.Guest Demonstration4.This vocabulary group offers an opportunityto invite a parent or Elder to come into theclassroom to show students how a sewing

machine or knitting needs work.Clean Up the Classroom5.Provide students mops, brooms and dust pansand lead them in a clean up the classromsweeping and mopping activity.

future development



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40

Cestun TekitllriakutHow We Got There

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 18

Vocabulary

English Alutiiq

dory / skiff tuuRaq / skiifaq (N) / skiiguaq (S)

car/truck kaaRaq

four wheeler kaaRaruaq

snow machine anium masiinaa

sled lluwarsuun (N); saaniik

motorcycle masiinakliitaq

helicopter cilrayuruaq

plane tengausqaq

lifejacket pugtarsuuteq

I will go by plane. Agciqua tengausqagun.

I came by plane. Taillianga tengausqagun.

I will go by car. Agciqua kaaRagun.

I came by car. Taillianga kaaRagun.

Goal/objectives

Students will develop their understanding ofmodes of transportation.

Students will:Recognize and identify Alutiiq wordsfor names of various vehicles;Identify which vehicles travel in the air, onthe land and sea;Identify each vehicles use, for example,fun (sport), hunting, freight, people, orcommerical shing, as well as their cross

purposes;Identify basic safety gear in boats.

OverviewThis vocabulary group is expected to span oneweek and should be integrated into regularcurriculum lessons on transportation, or it maybe a stand alone lesson. Students should be ableto tell about different methods of transportationusing a set of toys. Through this vocabulary,students will have the opportunity to reviewwords for seasons and locations. It also is agood time to talk about vehicle safety. The basicaural vocabulary should be taught using actualitems, pictures, photos, annel board cut outs, ormanipulatives.

Reference:

Alutiiq Picture Dictionary(Agluni & Migwigmipages).


(Traveling & Placenames pages).


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Read1. AiwirsuutetBookRead aloud as students follow along in theirown Kodiak AlutiiqAiwirsuutetbook on thedifferent modes of transportation.

Aiwirsuuteet Things that Go Play2. TransportationBingoProvide students with a chart of vehicles, andlead them in a lively bingo game.

bingo charts with vehiclesTransportation Roleplaying3.Provide students with sets of toy vehicles and

several child size life jackets. Encourage playas you ask them to show you the differentmodes of transportation in Alutiiq.

Transportation Field Trip4.Plan and take a eld trip to the dock, airport,or a ride in a car or truck. Focus particularlyon vehicle safety, to put into practice usage oflife jackets and seat belts as you discuss safetyin vehicles.

Eggmobiles Demonstration5.Have a parent or community member maketwo Eggmobiles simple cars with an eggholder from an egg carton and a seat belt ofsome sort. Using real eggs, students are torun Eggmobiles down an inclined plane,one with a seat bealt and one without. Talkabout what happens.

future development


Kianas Iditorod by Shelly GillDavys Dream: A Young Boys Adventure withWild Orca Whales by Owen P. Lewis


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Ayukutenitut / AuykutukOpposites / Ones that match

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 19

Vocabulary

English Alutiiq

It is short. Nanituq.

It is long. Takuuq.

They 2 are the same. Ayukutuk.

They 2 are not the same. Ayukutenituk.

It is full. Tatarngauq.

It is empty. Imaituq.

It is closed. Patumauq.

It is open. Ikirngauq.

It is fast. Cukauq; Pirartuq.

It is slow. Cukaituq.

S/he is skinny. Mayartuq.

S/he is fat. Quiliuq.

S/he is tall. Kanagtuq.

S/he is short. Nanituq.

It is heavy (weight). Artunartuq.

It is light (weight). Uqegtuq. (N) /

Uqgituq (S)It is big. Anguq.

It is small. Miktuq.

Push it. Cingiu.

Pull it. Cayuru.

Goal/objectives

Students will develop their concepts aboutopposites and comparisons.

Students will:Recognize and identify Alutiiq descriptivewords for things and their opposites;Understand that many things have opposites.

OverviewThis vocabulary group is expected to span one

week and should be integrated into regularlanguage arts lessons on opposites. Through thisvocabulary, students will have the opportunityto review words for objects. The basic auralvocabulary should be taught using sets of actualitems that represent the different opposities,or pictures, photos, annel board cut outs, ormanipulatives.

Reference:

Alutiiq Picture Dictionary(Ayukutenilngutpage).


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Opposite Cards - Concentration or Go Fish1.Provide students with sets of cards with theiropposites as the match, so they can playconcentration or go sh types of card games.Opposites Bulletin Board2.Have students create an Opposites bulletinboard by cutting pictures from magazinesand arranging objects or actions in pairs. (i.e.An Open Door with A Closed Door).Each child should choose a different set upopposities so postings vary.

magazines/posterboard/paper/scissorsOpposites Charades3.Provide students in pairs or teams with a setof pictures which show an action or featurefrom the vocabulary list. One student is toact out what they are representing, while theother student(s) guess using their new Alutiiqvocabulary.

future development


Push - Pull / Empty - Full


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44

Llarpet LingakllukuRespect for OUr Environment

Grades

PK-5

QikrtarmiutSugtstun

Level 1 : 20

Vocabulary

English Alutiiq

respect them lingaklluki

care for someone carliaarluku

trash callret

dump (place) qanitaq

animal den legtaq

tracks tumait

low tide kenaq

high tide tungiq

wild rhubarb aatunat

grass weget

devil's club cukilanarpak

bull kelp nasquluk

goose tongue weguaq

salmon iqalluk

sea otter arhnaq

Goal/objectives

Students will develop their concepts about theAlutiiq value to show respect for the land and itsresources.

Students will:Recognize and identify Alutiiq language forrespecting and caring for local resources;Recognize the impacts of littering andpollution on local subsistence resources.

OverviewThis vocabulary group is expected to span oneweek and may follow a health lesson on safetyor good nutrition, and should be integratedinto a science or environmental studies uniton pollution that emphasizes not littering.Through this vocabulary, students will have theopportunity to review words for objects andplaces. The basic aural vocabulary should betaught using sets of pictures, photos, annelboard cut outs, or manipulatives. It also offersopportunities for eld trip explorations. As anextension, it would be appropriate to explorerecognition of high tide and low tides. Studentscould also match common subsistence resourcesto their environments.

Review the community map made or used earlierand identify the dump, water treatment plant, orwater resevoir.

Reference:

Alutiiq Picture Dictionary(Llami, Nunami, Qutmi, Unwallriat &

Ayukutenilngutpages).


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Our Oceans Resources Unit - Lessons 6-101.Refer to the Kodiak Alutiiq Heritage ThematicUnits book, 6 - The Things We Leave Behind,7 - Reading Animal Signs, 8 - Pollution, 9 -Subsisting Long Ago, 10 - Subsisting Today.Sanitation & Clean Up Field Trips2.An important activity to developingunderstanding of this vocabulary group,a eld trip to the local dump, recyclingcenter or water treatment plant would bean appropriate exploration, as well as a tripto the beach or other outdoor areas to do aclean up. Make sure to discuss dumping and

recycling options and ways we should showrespect for our environment and the animalsand plants we share it with.

Trash bags for each child

Plant Walk Field Trip or Identifcation3.Introduction of several plant names offers anopportunity to lead a plant walk in a nearbyeld or forest. Invite an Elder or resourceperson to help talk about the different plantsstudents nd and their uses. There are severalgood plant references for a plant walk. TheNEAR Spring Plants Book provides speciclocal information on the plants in thisvocabulary group as well as others, alongwith their Alutiiq names and traditionaluses. If a plant walk eld trip is not possible,then collect samples of the plants and bringthem into the classroom to share the sameinformation, while allowing students to

touch the plants, as appropriate. Make sureto talk about safety and that some plants arepoisonous or hazardous.

future development


The Girl Who Swam with the Fish: AnAthabascan Legend

Last American Rainforest: Tongass

Blueberry Shoe

Alaska Mother Goose: North Country Rhymesby Shelly Gill

Kumaks House: A Tale of the Far North byMichael Bania


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46

Cestun Lla-Eta?What is the weather Like?

Grades

PK-5

QikrtarmiutSugt

Documents

Level 1 & 2 Language Book