Nimosōm, mōswa cī e-wīkit sakahk
īhī tāpwe mōswa e-wīkit sakahk
Nimosōm amisk cī e-wīkit sakahk
īhī tāpwe amisk e-wīkit sakahk
Nimosōm mahihkan cī e-wīkit sakahk
īhī tāpwe mahihkan e-wīkit sakahk
Nimosōm maskwa cī e-wīkit sakahk
īhī tāpwe maskwa e-wīkit sakahk
Nimosōm mahkesīs cī e-wīkit sakahk
īhī tāpwe mahkesīs e-wīkit sakahk
Nimosōm wāpos cī e-wīkit sakahk
īhī tāpwe wāpos e-wīkit sakahk
Nimosōm pisiw cī e-wīkit sakahk
īhī tāpwe pisiw e-wīkit sakahk
Nimosōm sakāw mostos cī e-wīkit sakahk
īhī tāpwe sakāw mostos e-wīkit sakahk
Awīna e-wīkit sakahk
Nīya e-wīkit sakahk
Who Lives In The Bush?
Grandpa, do moose live in the bush?
Yes, moose live in the bush.
Grandpa, do beavers live in the bush?
Yes, beavers live in the bush.
Grandpa, do wolves live in the bush?
Yes, wolves live in the bush
Grandpa, do bears live in the bush?
Yes, bears live in the bush.
Grandpa, do foxes live in the bush?
Yes, foxes live in the bush.
Grandpa, do rabbits live in the bush?
Yes, rabbits live in the bush.
Grandpa, do lynx live in the bush?
Yes, lynx live in the bush.
Grandpa, do buffalo live in the bush?
Yes, buffalo live in the bush.
Grandpa, who lives in the bush?
I live in the bush.
Step 1 – Before Reading
• Establishing Prior Knowledge
What kind of animals live in the bush? Make a list of all the animals mentioned. Discuss the
similarities and differences between the various animals.
• Visualizing the Text Content
What might you expect to see in this book?
Share pages 3-4 with the group. What surprised you? Make predictions about what will happen in
the rest of the book.
Step 2 – Reading Independently
Students read the book independently (or as a group) focusing on the ideas generated in the group discussion and linking the story to their own life experiences. Ask the students to think about how the photographer was able to take these pictures.
Step 3 – After Reading – Whole Group Reflection and Activities
• Categorizing: Distribute sets of animal pictures to the students. Working in pairs, have the students group the animals according to a set criteria (animals that eat plants, animals that have fur etc.) Challenge the students to suggest their own categories and group their animals accordingly. Have the students display their groupings on a large chart (without headings) for others to see. The studnets can then try to guess the category prior to revealing the information.
• KWL Chart: Select one animal and create a KWL Chart gathering information from the students to fill in the ‘What I Know’ and ‘What I want to Know’ sections of the chart. Ask an elder or a Wildlife Officer to come in and share stories and information about the animal. Complete the rest of the chart based on the information shared and discovered.
• Observation: Ask an elder to accompany the class on a trip into the bush. Look for signs of animals (sounds and calls, tracks, nests and homes, signs of foraging and animal droppings. Write about the trip into the bush.
Language Development Focus
The photographs in this book lend themselves to a considerable number of oral language activities using the Accelerated Second Language Acquisition™ approach to the teaching of the Dene Languages. The following words and word groupings can be easily integrated into oral discussions about the pictures using the ASLA™ Language Map model or any other approach to oral language development. Words and sample sentence patterns for a Language Map are listed below.
• High Frequency Words: īhī, nimosōm, e-wīkit sakahk
• Nouns: moose, fox, beaver, wolf, buffalo, lynx, rabbit boy, grandpa …
• Noun pairings: boy and grandpa, fox and boy, wolf and rabbit …
• Positional words: beside, near, behind, in front …
• Verbs: walk, look, point, run, hop
• Colours and clothing: The boy is wearing…, The man is wearing …, The fox is….
• Complex Sentences: The red fox is running behind the boy, The man in the green jacket
is near the bear, The boy is looking at the brown buffalo, The white rabbit is hopping
near the boy and the man. …
Cross – Curricular Focus
This book is designed to compliment concept and skill development in a variety of different subject areas including Dene Kede, Social Studies and Science. Some of the curricular content that can be taught through this book include:
Dene Kede K-6: Relationships with animals, all creatures have spiritual qualities, animals, enjoying the land, observing habitats and habits of animals, observing nature and its ways, learning from and respecting elders, seeking opportunities to learn from others
Social Studies K-6: People Around Us
Science K-6: Growth and Change in Animals, Habitat and Community, Diversity of Living Things