Language Grades 1-8

Curriculum Expectations

A3: “apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations”

C1.7: “read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences”

C3.7 identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences

Know Your Learners 

Reveal what you know and what you need to know

1. What do you know about your students?

2. What do you still need to learn about them to engage in this learning in a good way?

3. What processes are available to students in the classroom to share their stories? Needs? Questions?

4. Why this text at this time for this student?

5. Does this text fit within the guidelines in the KPR Tool for Evaluating Resources for Anti-Indigenous Bias?

Create Cultural Safety

Relate to your students’ lived experiences and readiness to learn

1. How can this text empower students?

2. How will you communicate to students about sensitive themes in the text before you begin reading?

3. How will you ensure Indigenous students’ identities and experiences are both valued in the classroom, and yet protected? How will you ensure Indigenous students are not asked to embody the teacher role?

4. What ways can the KPR Essential Considerations for Indigenous Education support your planning?

Provide Context

Reflect on intent of the curriculum expectations

1. Who is the author? What community are they from? 

2. How is this community distinct?

3. How does the identity of the author connect to the text?

4. Where can you go to learn more about this community? (or individual or nation?)

Share Learning Intentions

Respond by naming the learning for students

1. What is the learning goal? How will you assess the learning?

2. What cross-curricular opportunities with other subjects do you notice?

3. How will you bring the ‘learning verb’ to life through a task? For example, identify, explain, or analyze?

4. If you are teaching Grade 4-8, how will you support students to ‘make meaning with Indigenous Storywork?’

Language Grade 9

Resources for the Language Curriculum

More details posted soon! (Under construction)

Picture Books

• Métis picture books that should be in every elementary school already.

• Truth and Reconciliation Connections