2001
Nina'posipble este na lepblo ginen i
Gubietnamenton Guåhan
Dipåttamenton Idukasion
Idukasion Chamoru yan Espesiåt na Prugråma Siha
Hagåtña, Guåhan
Chamoru Language Mandate
Public Law 21-34
Content Standards & Performance Indicators
Direktot Idukasion
Luis S.N. Reyes
Atmenestradot Åkto
Ronald T. Laguaña
Tinaip:
Jeanette Taitano
Joleen Bernardo
Veronica Guerrero
|
Inapreba ni' 'Board of Education' gi Ineru, 1999. |
TABLE OF CONTENTS
Page
Curriculum Outline & Vision Statement ....................... 3
Content Standards - Elementary Kindergarten .............. 5
Content Standards - Elementary First ....................... 8
Content Standards - Elementary Second ....................... 13
Content Standards - Elementary Third ....................... 17
Content Standards - Elementary Fourth ....................... 21
Content Standards - Elementary Fifth ....................... 24
Content Standards - Secondary Middle ....................... 29
Content Standards - Secondary High ....................... 39
================================================
CONTENT STANDARDS
1. The student will demonstrate correct usage of Chamoru language structure.
2. The student will demonstrate comprehension of what was heard, read, sung, or spoken to him/her in Chamoru.
3. The student will speak Chamoru.
4. The student will read Chamoru.
5. The student will write Chamoru.
6. The student will demonstrate knowledge about the perspectives, practices, and products of Chamoru culture and reinforce and further his/her knowledge in other content areas.
7. The student will weave coconut leaves.
CURRICULUM OUTLINE FOR THE
CHAMORU LANGUAGE & CULTURE PROGRAM
GRADES K-12
JANUARY 1997
V I S I O N
Chamoru is perpetuated, promoted, and protected and is a dynamic and living language of communication of education, social, economic, religious, and political importance.
M I S S I O N
The main mission of the Chamoru Studies & Special Projects Division is to ensure the provision of effective language and culture instruction that will revive, maintain, and perpetuate Chamoru language and culture and to protect, to promote, and to practice the daily usage of Chamoru language and culture.
P H I L O S O P H Y
This articulated curriculum was developed towards the ultimate goal of reviving, protecting, promoting, and maintaining the culture and heritage of the Chamoru people of Guam. All children can acquire various levels of Chamoru language proficiency; can attain a high degree of knowledge and positive attitude about Chamoru language and culture; and can contribute to the dynamic usage of Chamoru to make it a living language of communication. Through the usage of identified language instructions and methods that focus on developing individual language proficiency from basic survival skills (Level 1) to native fluency (Level 5); through integrated instruction with that of the established English curriculum; through the daily usage of experiencing language through integrating listening, speaking, reading, writing and grammar activities; and through the utilization of Chamoru arts and crafts, develop their Chamoru activities ---- students will develop their Chamoru language proficiencies, increase their knowledge about Chamoru language and culture, and develop a positive attitude towards reviving, maintaining, and using Chamoru as a dynamic language of communication with numerous intrinsic and extrinsic benefits.
Instruction in language proficiency will focus on both communicative competence and academic competence. Underlying all language activities is the notion that the function of language is to communicate ideas that are important and meaningful. The goal is meaning, and the development of communication skills follows a natural progression toward realizing the goal of understanding.
PROPOSED LANGUAGE METHODS
The Natural Approach and using Total Physical Response (TPR) strategies, Whole Language Approach, Language Experience Approach, the Notional-Functional Approach, and other second language methods are to be used in Chamoru language instruction at the elementary and secondary level. All four skills of listening, speaking, reading, and writing and with the integration of content areas should be part of each day's language lesson. Bloom's taxonomy of hierarchy of learning is to be used in presenting the daily lessons. Daily lessons are geared to students' level of proficiency, should include the use of concrete items, or realia, or visuals (the use of extrinsic materials), provide activities that incorporate the use of the five senses, and should be presented in a low anxiety learning environment.
Chamoru language instruction is expected to develop students' Basic Interpersonal Communications (BICS) language skills and eventually to develop students' the Cognitive Academic Language skills. At this stage students are fluent in speaking, reading, and writing Chamoru.
STUDENTS' LANGUAGE DEVELOPMENT TOWARDS PROFICIENCY
The Natural Approach is designed to develop basic communication skills. Students progress "naturally" from one stage to another: Stage 1 (Comprehension or Preproduction), Stage 2 (Early Production), Stage 3 (Speech Emergence), Stage 4 (Intermediate Fluency), and Stage 5 (Near-Native Fluency).
Level 1 Pre-production: Student does not speak the language, is dependent upon modeling, visual aides, and context clues to obtain and convey meaning, and focus is on inputting comprehension.
Level 2 Early Production: Student can respond with one/two words or short phrases and have limited comprehension.
Level 3 Speech Emergence: Student has acquired vocabulary and responds in very short, simple sentences which will include errors.
Level 4 Intermediate Fluency: Student will begin to engage in conversation and can produce full sentences which may include minimal errors. Student should be challenged to produce responses that require creativity, critical thinking skills, and complex sentence structures, and short narratives.
Level 5 Near-Native Fluency: Student is at near-proficient level as that of native speakers with very good comprehension, and few errors.
When instructors use the Natural Approach to language teaching, students leave Level 1 after about ten hours to three months of comprehensible input. They then stay in Level 2 between six months to one year of instruction, after which they naturally progress to Level 3. They function in Level 3 between two to three years before attaining Level 4 language proficiency.
Level 1 10 hours to 3 months Kindergarten
Level 2 6 months to 1 year First Grade
Level 3 2 to 3 years Second Grade
Third Grade
Fourth Grade
Level 4 5 to 7 years towards proficiency Fifth Grade
(CALP)
Other language methods include the Notional-Functional Approach, Audio-Lingual Approach, and others. The translation approach is at the lowest rung for language instruction and is not recommended for teaching Chamoru.
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CHAMORU LANGUAGE AND CULTURE
KINDERGARTEN - ELEMENTARY
CONTENT STANDARDS PERFORMANCE STANDARDS
=====================================================================
The student will:
1. Understand and use Chamoru language structure.
K.1 Ask questions:
Håfa?
Håyi na'ån-mu? / Håyi este?
K.2 Answer questions:
ñot, ñora
K.3 Locatives:
mågi / guatu
K.4 Location words:
agapa' - akague
hålom - huyong
hulo' - påpa'
K.5 Irregular verbs:
mångge' - fångge'
fatå'chong - matå'chong
2. Listen and understand Chamoru.
K.1 Rely on gestures to convey meaning.
K.2 Understand more than he or she is able to say.
K.3 Respond to simple teacher requests and directives.
K.4 Respond to storytelling by drawing or painting.
3. Speak Chamoru.
K.1 Respond with 1 - 2 word answers to questions.
K.2 State name, names of classmates.
K.3 State one direction or command.
K.4 Derive meaning from picture.
4. Read Chamoru.
K.1 Identify name of picture.
K.2 Associate symbol to meaning.
5. Write Chamoru.
K.1 Print/write basic personal and survival information.
K.2 Recognize sound-symbol correspondence and conventions of writing.
K.3 Copy/print/word process letters, names, words.
6. Understands the perspectives, practices, and products of Chamoru culture and reinforce and further his/her knowledge in other content areas.
SELF
K.1 Identify parts of the body: head, eyebrows, eyes, nose, mouth, ears, neck.
K.2 Identify: dress/shirt/pants/belt/hat.
K.3 Identify: mestiza.
K.4 Understand and identify: happy, sad.
K.5 Identify organs related to senses.
K.6 Describe oneself using isolated words: gender, age, place of residence, parents' names, birthdays.
K.7 Ask permission for basic survival needs: "May I drink water?"
SOCIAL/FAMILY RELATIONSHIPS
K.1 Identify mother, father, sister, brother, baby.
K.2 Show respect (mannginge') to mother, father, teacher.
K.3 Sing "Fanohge Chamoru".
K.4 Follow simple classroom directions.
K.5 State greeting for appropriate time of day: Good morning, Good afternoon, Good evening and Håfa adai.
HOME, SCHOOL AND COMMUNITY
K.1 Identify village he/she is residing in.
K.2 Identify kind of home he/she is residing in.
K.3 Identify kitchen, bedroom, and bathroom.
K.4 Identify t.v., radio, sofa, pots, pans.
K.5 Identify school personnel: principal, teacher, school aide, nurse, librarian.
CELEBRATIONS
K.1 Identify the day's date, day, month, year, the weather.
K.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
FOOD
K.1 Identify steps and participate in preparation of Chamoru dishes:
bukåyu
FRUITS
K.1 Identify local and imported fruits:
mångga, bilembines, aga'/chotda, chandiha
VEGETABLES
K.1 Identify local and imported vegatables:
tumåtes, mai'es, friholes, lechuga, ripoyu
ANIMALS
K.1 Identify animals:
katu, ga'lågu, karabao, guaka, chiba, kabåyu, babui, månnok, dukduk/ umang, otdot
TREES
K.1 Identify local trees:
manggo
PLANTS
K.1 Identify various decorative and poisonous plants:
kalachucha, abubu
MATH
K.1 Identify and know numbers 0-31.
K.2 Identify circle, square, star.
LEGENDS, FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
K.1 Understand and retell legends of Guam:
Sirena
Karabåo Gi Paingen Krismas
I Guaka Yan I Karabåo
Hilitai Yan I Ke'ko'
K.2 Listen to a funny story about duendes and tåotaomo'na.
GUAM
K.1 Identify name of Guam island, village of residence and village where school is located.
K.2 Name capital of Guam.
MUSIC/DANCE
K.1 Say and sing children's song.
K.2 Dance age-appropriate traditional, modern, and cultural dances.
ARTS & CRAFTS
K.1 Identify colors:
red, blue, green, yellow, white, black
K.2 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
K.1 aniyu
K.2 lisåyu
K.3 potseras/rilos
K.4 kadena
K.5 bibek
K.6 båles
K.7 saligao
K.8 Identify the parts of the coconut tree:
coconut tree
coconut leaves
midrib
K.9 Identify the coconut leaf:
long
short
K.10 Identify the different kinds of weaving:
ring
necklace
bracelet/watch
chain
whistle
whip
centipede
leaves of flowers
windmill
star
headband
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
FIRST - ELEMENTARYCONTENT STANDARDS PERFORMANCE STANDARDS
===============================================================
The student will:
1. Understand and use Chamoru language structure.
1.1 Alphabet:
# na letra
konsonånte/konkonsonånte
1.2 Ask questions:
Kåo malagu' håo________?
Håfa na'ån-ña este?
Amånu?
Kuåntos åños håo?
Kuånto na _______?
Para månu?
1.3 Answer question:
hunggan
åhe'
guaha
i, si
1.4 Singular pronouns:
yu', håo, gui'
1.5 Prefixes:
mina', ge', hat, -ña, a-
1.6 Location words:
tåtte - mo'na/fo'na
1.7 Prepositions:
gi, gi iya
1.8 Articles:
si, i, iya (vowel fronting)
1.9 Particles:
taimanu, taiguini, taiguihi, hun
1.10 Connectors:
yan, pat
1.11 Classifiers:
na' (nengkanno')
1.12 Irregular verbs:
guaha, siña
falågu - malågu
2. Listen and understand Chamoru.
1.1 Derive meaning from pictures.
1.2 Understand context-embedded lessons in content areas.
1.3 Understand teacher directions that relate to behavior.
1.4 Respond to simple directions, commands and questions.
3. Speak Chamoru.
1.1 Respond with isolated words and short phrases to questions.
1.2 Communicate personal and basic survival information.
1.3 Narrate story using numerous visuals and simple sentences.
1.4 State and follow 1 - 2 sequenced directions.
4. Read Chamoru.
1.1 Associate meaning to picture by stating a phrase or simple sentence regarding what is happening in a picture.
1.2 Read signs at school and community.
1.3 Acquire basic sight vocabulary.
1.4 Read material based on experienced orally conducted lessons.
5. Write Chamoru.
1.1 Label familiar objects.
1.2 Print/write/word process basic information.
6. Understand the perspectives, practices, and products of Chamoru culture and reinforce and further their knowledge in other content area.
SELF
1.1 Identify parts of body: forehead, cheeks, chin, nape, teeth, tongue, plate, lips.
1.2 Identify: t-shirt, long/short pants, other dresses, ancient and modern.
1.3 Understand and identify: scared, puzzled, angry.
1.4 Understand and identify five senses.
1.5 Describe oneself, oral or written, using phrases: gender, age, place of residence, parents' names, birthday.
1.6 Ask permission to use classroom tools/area: "May I sharpen my pencil?"
SOCIAL/FAMILY RELATIONSHIPS
1.1 Identify: grandmother, grandfather, uncle, aunt, cousin.
1.2 Do simple family tree: immediate family.
1.3 Recite "Inifresi" and "Manhula".
1.4 Follow routine classroom directions.
1.5 State greetings, salutations, and leave taking: adios, esta agupa', estaki otro biåhi.
1.6 Respond respectfully with "Si Yu'os Ma'åse' " yan "Buen Prubechu".
HOME/SCHOOL AND COMMUNITY
1.1 Identify street address, phone number.
1.2 Identify different kinds of homes.
1.3 Identify living room, garage in a house.
1.4 Identify parts of the house: wall, door, window, closet.
1.5 Identify school personnel: secretary, counselor, cafeteria worker, maintenance worker.
1.6 Identify rooms/parts of a school: classrooms, cafeteria, library, playground, computer room.
1.7 Identify furniture and things in the classroom: books, chairs, shelves, sharpener.
1.8 Identify all school community helpers.
1.9 Follow classroom and school rules.
1.10 Show respect to school property, school personnel and peers through politeness, sharing, not wasting or destroying property and stating proper greetings and salutations.
CELEBRATIONS
1.1 Identify the day's date, day, month, year, the weather.
1.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
1.3 Know and recite the days of the week, months of the year, today's date, yesterday's and tomorrow's dates.
1.4 Understand that funeral rituals are not parties.
FOOD
1.1 Identify steps and participate in preparation of Chamoru dishes.
champulådu
FRUITS
1.1 Identify local and imported fruits:
åtes, anonas, laguana, papåya, åbas, kåhet, mansåna
VEGETABLES
1.1 Identify local and imported vegetables:
apiu, kåmba, yanahoriha, donne' såli, donne' mames, birenghenas, alageta, sigidiyas
*ANIMALS
1.1 Identify animals:
TREES
1.1 Identify local trees:
papåya
PLANTS
1.1 Identfiy various decorative and poisonous plants.
flores rosa, puti tai nobiu
MATH
1.1 Identify and know numbers 0 - 100.
1.2 Add and substract simple 2 digit numbers, especially in use with problem solving activities.
1.3 Identify shapes: circle, square, rectangle, triangle, oval
1.4 Identify time by the hour.
LEGENDS FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
1.1 Understand and retell legends of Guam:
Maigo' Yan I Fetgon Gapotilu-ña I Patgon na Palåo'an
Sånta Marian Kåmalen
I Acho' Kameyu
I Isa
Håfa Na Mana'maga' låhi Si Gådao
I Paopåo Na Palåo'an
1.2 Know the difference between true and fairytale stories.
GUAM
1.1 Identify official languages, bird, flower, tree of Guam, flag
1.2 Know, sing or recite "Fanohge Chamoru", "Manhula", and "Inifresi".
MUSIC/DANCE
1.1 Say and sing children's songs.
1.2 Dance age-appropriate traditional, modern, and creative dances.
ARTS & CRAFTS
1.1 Identify colors:
pink, brown, orange, purple
1.2 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
1.1 aniyu
1.2 lisåyu
1.3 potseras/rilos
1.4 kadena
1.5 bibek
1.6 bålas
1.7 saligao
1.8 Identify parts of the coconut tree:
coconut tree
coconut leaves
midrib
1.9 Identify the coconut leaf:
long
short
1.10 Identify the different kinds of weaving:
ring
necklace
bracelet/watch
chain
whistle
whip
centipede
leaves of flowers
windmill
star
headband
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
SECOND - ELEMENTARY
CONTENT STANDARDS PERFORMANCE STANDARDS
===============================================================
The student will:
1. Understand and use Chamoru language structure.
2.1 Alphabet:
buet/buebuet/ ai/åo
simbolo siha: dollan, glota, tilda, lonnat
2.2 Ask questions:
Kåo malagu' håo?
Månu na gaige/ mångge i ________ si ________?
Ginen manu?
Para håyi?
2.3 Answer question:
Mungnga, mungnga yu'
Tåya'
Gaige gi
gi egga'an, gi ala una
2.4 Singular pronouns:
-hu, (-ku), -mu, -ña
2.5 Prefixes:
gi-, mi-, fa'-, fama', ñaihon
2.6 Demonstratives:
este, ennåo, ayu, eyu
2.7 Locatives:
guini/guihi/guennåo
2.8 Location word:
luchan - kåttan
lågu - håya
2.9 Prepositions:
ginen, para
2.10 Articles:
as, ala, alas
2.11 Classifiers:
na' (nengkanno')
ga', (gå'ga')
2.12 Plural nouns:
senggolat motmot
låhi lalåhi
påtgon famagu'on
palåo'an famalåo'an
2. Listen and understand Chamoru.
2.1 Show awareness of politeness conventions.
2.2 Understand teacher explanations and descriptions that are concrete.
3. Speak Chamoru.
2.1 Express ideas in simple sentences.
2.2 Express personal needs and wants.
2.3 State 2 - 3 directions or commands.
2.4 Communicate politeness and respect, greetings & salutations.
4. Read Chamoru.
2.1 Read and understand written material in which vocabulary is understood.
2.2 Understand and follow simple written directions.
2.3 Arrange events in a sequential order.
5. Write Chamoru.
2.1 Identify and write name of objects, events, an action, a description based on concrete lesson.
2.2 Respond and react in writing using short phrases.
2.3 Respond and react using short complete sentences.
2.4 Create poetry.
6. Understand the perspectives, practices, and products of Chamoru culture and reinforce and further his/her knowledge in other content areas.
SELF
2.1 Identify parts of the body: chest, stomach, thigh, names of fingers, other body parts.
2.2 Describe past/present types of clothing.
2.3 Identify and distinguish five senses.
2.4 Describe oneself, oral or written, using short sentences.
2.5 Request permission for basic needs and classroom needs.
SOCIAL/FAMILY RELATIONSHIPS
2.1 Identify immediate and extended family to include: brother-in-law, sister-in-law
2.2 Follow and state all classroom directions.
2.3 Do family tree: Identify grandparents.
2.4 Show respect or politeness by sharing or offer to share.
2.5 Respond respectfully with "put fabot" and use of "siñora, siñot" when talking with teachers or elders.
HOME, SCHOOL AND COMMUNITY
2.1 Describe his/her house.
2.2 Identify furniture, appliances, utensils, and tools in every room:
kitchen, bedroom, bathroom, living room.
2.3 Identify parts of the house, all appliances, tools, furniture.
2.4 Identify all different kinds of dwellings.
2.5 Know and write mailing address.
2.6 Identify different types of transportation seen in village.
2.7 Identify all school community workers and professionals, all parts of the school, and all things in a classroom.
CELEBRATIONS
2.1 Identify the day's date, day, month, year, the weather.
2.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
2.3 Understand why villages celebrate fiestas.
2.4 State the years: 1997, 1998, 1999, 2000 and beyond.
FOOD
2.1 Identify steps and participate in preparation of Chamoru dishes:
buñelos aga'
FRUITS
2.1 Identify local and imported fruits:
månha, pipinu, mansanita, iba', ubas, peras
VEGETABLES
2.1 Identify local and imported vegatables:
batåtas, hikamas, dågu, gåddo', suni, nika
ANIMALS
2.1 Identify animals:
hilitai, tuninos, fanihi, akaleha', chå'ka, kukuracha, lålo', ababbang, sanye'ye', guali'ek
TREES
2.1 Identify local trees:
banana
PLANTS
2.1 Identify various decorative and poisonous plants:
tåke' biha, kadena di amot
MATH
2.1 Identify and know numbers 0 - 150.
2.2 Add and subtract 2 - 3 digit numbers, especially in use with problem solving activities.
2.3 Identify shapes: semicircle, diamond, star.
2.4 Identify time by the hour and half-hour.
LEGEND, FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
2.1 Understand and retell legends of Guam:
I Trongkon Niyok
Puntan Dos Åmantes
Estorian I Lemmai
I Acho' Palåyi
2.2 Listen to folklore story about helpful taotåomo'nas and duendes.
GUAM
2.1 Names of ocean/sea surrounding Guam: Pacific, Philippine Sea.
2.2 Identify and know symbolic meanings of Guam flag and seal.
2.3 List names of villages surrounding village of residence or school.
MUSIC/DANCE
2.1 Say, read and sing traditional and modern day songs and chants.
2.2 Dance age-appropriate traditional, modern, and creative dances.
ARTS & CRAFTS
2.1 Identify colors: gray, silver, gold, tan.
2.2 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
2.1 potseras
2.2 kadena
2.3 bibek
2.4 bålas
2.5 saligao
2.6 hågon flores
2.7 hugeten månglo'
2.8 estreyas
2.9 henton ulu
2.10 Identify the parts of the coconut tree:
coconut tree
coconut leaves
midrib
2.11 Identify the coconut leaf:
long
short
2.12 Identify the different kinds of weaving:
ring
necklace
bracelet/watch
chain
whistle
whip
centipede
leaves of flowers
windmill
star
headband
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
THIRD - ELEMENTARYCONTENT STANDARDS PERFORMANCE STANDARDS
===============================================================
The student will:
1. Understand and use Chamoru language structure.
3.1 Alphabet:
mandanña' konsonånte
dinga' konsonånte
dipthongs
3.2 Opposites
3.3 Ask questions:
Kåo/kåo
Håfa na
Ngai'an, desde ngai'an
Månu na gaige, månu na bånda
Put håfa este na estoria
3.4 Singular pronouns:
Hu, Un, Ha'
3.5 Plural pronouns: (vowel lowering)
-ta, -måmi, -miyu, -ñiha
3.6 Reduplications:
kontenuhasion
emfesisa
3.7 Prefixes:
ke-, la-
3.8 Two prefixes:
Mågi guini, guatu
3.9 Location words:
sanme'na/santatte
sampapa'/sanhilo'
3.10 Vowel fronting:
i, gi, ni
3.11 Plural nouns:
senggolat motmot
saina mañaina
che'lu mañe'lu
ga'chong mangga'chong
3.12 Possessives/exerscent n :
magågon Maria, guma' Ed
2. Listen and understand Chamoru.
3.1 Follow a sequence of orally presented information.
3.2 Understand most teacher directions that have to do with lesson activities.
3. Speak Chamoru.
3.1 Give simple messages and directions.
3.2 Recite memorized poems.
3.3 Respond to all types of questions with simple words phrases and simple sentences.
3.4 Recognize some gestures, facial expressions, other nonverbal clues.
4. Read Chamoru.
3.1 Locate details.
3.2 Understand written directions found in instructional material.
3.3 Find the main idea of a simple story.
5. Write Chamoru.
3.1 Create, respond, describe and narrate simple sentences.
3.2 Create poetry and short story.
3.3 Write short narrative about personal experience.
3.4 Write simple directions.
6. Understand the perspectives, practices, and products of Chamoru culture and reinforce and further his/her knowledge in other content areas.
SELF
3.1 Identify organs of body: heart, liver, lungs, .....
3.2 Identify all kinds of clothing for all needs.
3.3 Describe, compare using five senses.
3.4 Identify orally or in writing about oneself using closure activity.
3.5 State, write, or read basic needs and classroom needs.
SOCIAL/FAMILY RELATIONSHIPS
3.1 Identify all family members and relationships.
3.2 Do family tree with more branches.
3.3 Respond respectfully at all times.
3.4 Use appropriate greeting and salutations in usage of telephone and letter.
HOME, SCHOOL AND COMMUNITY
3.1 Identify villages surounding village of residence.
3.2 Identify and make map of different parts of the village community: school, church, library, stores, etc.
3.3 Identify village flowers, mayors.
3.4 Identify community helpers in the village.
3.5 Identify and report who are village leaders: mayor, priest, political leaders, etc.
3.6 Decribe house and yard.
3.7 Identify all kinds of transportation: air, land and sea.
CELEBRATIONS
3.1 Identify the day's date, day, month, year, and weather.
3.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
3.3 Participate in age-appropriate cultural celebrations.
FOOD
3.1 Identify steps and participate in preparation of Chamoru dishes:
atulen ilotes
FRUITS
3.1 Identify local and imported fruits:
lalangita, mansånen påotake', påhong, talisay, piña
VEGETABLES
3.1 Identify local and imported vegetables:
puntan kalamasa, puntan donne', kaddagan, puntan kamuti, atmagosu
*ANIMALS
3.1 Identify animals:
TREES
3.1 Identify local trees:
tangantångan
PLANTS
3.1 Indentify various decorative an poisonous plants:
kamantiget, chichirika
MATH
3.1 Identify and know numbers 0 - 300.
3.2 Do simple multiplication and division, especially in use with problem solving activities.
3.3 Understand money denominations, especially in use with solving problem activities.
3.4 Identify time by the hour, half-hour, and minutes.
LEGENDS, FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
3.1 Understand and retell legends of Guam:
Si Gådao Yan Si Mataguå'ña
I Acho' Alupang
I Fanihi
I Pikaroti As Juan Måla (Yan I Salåppe' Oru)
Håfa Na Dalalai I Kakkak
3.2 Understand differences between tåotåomo'na and duendes.
GUAM
3.1 Name the mayor of village of residence and school.
3.2 Name northern villages of Guam and location on the map.
3.3 Identify at least one significant site.
MUSIC/DANCE
3.1 Say, read and sing traditional and modern day songs and chants.
3.2 Dance age-appropriate traditional, modern, and creative dances.
ARTS & CRAFTS
3.1 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
3.1 potseras
3.2 kadena
3.3 bibek
3.4 bålas
3.5 saligao
3.6 hågon flores
3.7 hugeten månglo'
3.8 estreyas
3.9 henton ulu
3.10 Identify the parts of the coconut tree:
coconut tree
coconut leaves
midrib
3.11 Identify the coconut leaf:
long
short
3.12 Identify the different kind of weaving:
ring
necklace
bracelet/watch
chain
whistle
whip
centipede
leaves of flowers
windmill
star
headband
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
FOURTH - ELEMENTARY
CONTENT STANDARDS PERFORMANCE STANDARDS
===============================================================
The student will:
1. Understand and use Chamoru language structure.
4.1 Ask questions:
taimanu
4.2 Singular pronouns:
guåhu, hågu, guiya
4.3 Plural pronouns:
hit, ham, hamyo, siha
4.4 Prefixes:
acha', e-, ga', chat-
4.5 Irregular verbs:
ga'o-
eståba
2. Listen and understand Chamoru.
4.1 Understand most routine questions, statements, and commands.
4.2 Understand simple stories and simple dialogues.
3. Speak Chamoru.
4.1 Engage in class discussion based on lessons.
4.2 Sequence events of a story or related event or activity using simple sentences.
4.3 Provide simple description and information.
4.4 Retell story using simple sentences.
4. Read Chamoru.
4.1 Demonstrate comprehension by filling in the blank, completing the sentence, answering questions.
4.2 Use context to figure out the meaning of a new word.
4.3 Recognize the meaning of parts of words (roots, affixes).
4.4 Understand the contents of a letter.
5. Write Chamoru.
4.1 Write brief description of personal experience.
4.2 Know and use correct orthographic punctuation and capitalization.
4.3 Write a letter.
6. Understand the perspectives, practices, and products of Chamoru culture and reinforce and further his/her knowledge in other content areas.
SELF
4.1 Identify all parts of the body: organs and exterior.
4.2 Write about likes and dislikes using simple sentences.
SOCIAL/FAMILY RELATIONSHIPS
4.1 Do short report on immediate family roles and responsibilities.
4.2 Show proper respect and manner and salutation to peers and elders.
4.3 Identify and show respect in visiting: using despensa yu'; to elders; take your shoes off before entering; do not help yourself to anything, especially food, without being offered.
HOME, SCHOOL AND COMMUNITY
4.1 Identify and describe all community helpers.
4.2 Make village map to identify street names, location of monuments, stores, school, library, and direction: north, south, east, west.
4.3 Identify past and present modes of transportation.
CELEBRATIONS
4.1 Identify the day's date, day, month, year, the weather.
4.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
4.3 Observe and describe friendship/inafa'maolek at school and at home.
FOOD
4.1 Identify steps and participate in preparation of Chamoru dishes:
gollai åppan lemmai
FRUITS
4.1 Identify local and imported fruits:
kamachili, pi'ot, kalamendo, tupu
VEGETABLES
4.1 Identify local and imported vegetables:
chai'ote, kondot, yetba buena, patola, kalabåsa, kalamasa
ANIMALS
4.1 Identify animals:
do'gas, gåmson, alileng, sinisa, babali, halu'u, sihek, bayena, saligao, balåte'
TREES
4.1 Identify local trees:
breadfruit (lemmai yan dokdok)
PLANTS
4.1 Identify various decorative and poisonous plants:
alamånda, adetfa
MATH
4.1 Identify and know numbers 0 - 1000.
4.2 Do problem solving activities.
LEGENDS, FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
4.1 Understand and retell legends of Guam:
Si Fo'na Yan Si Puntan
I Yi'os As Chaife
Håfa Na Dalalai I Islan Guåhan
Puntan Påtgon
Håfa Na Manggeftao I ManChamorro
Si Juan Måla YanI Tres Na Babui
4.2 Retell using lots of cues a story heard or experienced about tåotåomo'na or duendes.
4.3 Listen to age-appropriate jokes: Malimanga and others.
GUAM
4.1 Name the Governor and Lt. Governor of Guam.
4.2 Name southern villages of Guam and location on the map.
4.3 Identify at least one significant site.
MUSIC/DANCE
4.1 Say, read and sing traditional and modern day songs and chants.
4.2 Dance age-appropriate traditional, modern, and creative dances.
ARTS & CRAFTS
4.1 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
4.1 bålas
4.2 saligao
4.3 hugeten månglo'
4.4 henton ulu
4.5 guihan dikike'
4.6 apåcha
4.7 uhang
4.8 piña
4.9 estreyas
4.10 plåtu
4.11 Identify parts of the coconut tree
central leaf
4.12 Identify the two ends of the coconut leaf
head
tail
4.13 Identify the importance of the coconut leaf
for weaving
its may uses
4.14 Identify the different kinds of weaving
whip
centipede
windmill
headband
small fish
grasshopper
shrimp
pine apple
star
tray/plate
4.15 State 1-2 reasons why trees need to be protected.
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
FIFTH - ELEMENTARY
CONTENT STANDARDS PERFORMANCE STANDARDS
===========================================================
The student will:
1. Understand and use Chamoru language structure.
5.1 Ask questions:
Håfa para un cho'gue?
Sa håfa na ......
Put håfa na rason?
5.2 Answer questions:
Sa'
Håfa taimanu __________?
Ni ......
ñot, ñora
5.3 Plural pronouns:
Ta, In, En, Ma
5.4 Infix
(in)
(-um-)
5.5 Plural prefix (man-)
5.6 Prefix:
(man-) IOM
5.7 Prefix, suffix:
fan ...on (yon) -, ha-, ka-, -an, -on, -guan
5.8 Prepositions:
put
5.9 Articles:
ni', nu, i
5.10 Connectors:
lao
deste ki
5.11 Excrescent (-n)
lepblon måmi
lepblon miyu
lepblon ñiha
Pedron Maria
5.12 Subordinates:
yanggen, annai
sa'
5.13 Spelling:
manusa matkan mångge'
(pånchu'asion)
2. Listen and understand Chamoru.
5.1 Identify main idea of familiar topics, family, school activities, simple poems, songs, short stories.
5.2 Understand all the language used by teachers to structure lessons.
5.3 Understand all the language used by teacher to regulate behavior and classroom directions.
3. Speak Chamoru.
5.1 Converse within notional-functional situations based on lessons.
5.2 Answer teacher questions which relates to concrete information with short phrases or simple sentences.
5.3 Ask self-motivated questions.
5.4 Answer most teacher questions which seek specific information or explanation.
5.5 Engage in class discussion based on lessons.
5.6 Seek attention.
4. Read Chamoru.
5.1 Use a variety of everyday reference tools, and other written material, to find information, i.e., dictionary, sign and simple labels, telephone books, schedules, maps, magazines.
5.2 Respond to a reading selection using simple sentences.
5.3 Read a written selection orally in "sheltered", or other non-threatening, settings.
5. Write Chamoru.
5.1 Create, respond, describe, and narrate using simple, complex sentences.
5.2 Write short simple story.
6. Understand the perspectives, practices, and Chamoru culture and reinforce and further his/her knowledge in other content areas.
SELF
5.1 Write and orally report about personal experiences that makes him/her happy, sad, scared, using simple sentences.
5.2 Describe oneself using simple sentences.
SOCIAL/FAMILY RELATIONSHIPS
5.1 Interview to do short report on family history.
5.2 Identify and show respect to the environment: ask permission, do not enter some's property to take whatever; ask permission of tåotåomo'na to take from nature; do not cut "binga" of coconut trees'; do not cut down betelnut trees; do not exploit resources.
5.3 Assist friends out of respect.
5.4 Write a short letter using proper salutation and greetings.
HOME, SCHOOL AND COMMUNITY
5.1 Identify all parts of the house, furniture, tools, equipment, interior and exterior.
5.2 Identify and describe all community helpers, leaders.
5.3 Identify and describe to compare ancient and present day dwellings.
CELEBRATIONS
5.1 Identify the day's date, day, month, year, the weather.
5.2 Identify various monthly celebrations, village fiestas, and birthdays as they are celebrated.
5.3 Observe and describe friendship/inafa'maolek at school, home, and the community.
5.4 Understand responsiblilities of families in celebrating parties, weddings, and the provision for funeral rituals: respect to the family by donating labor, or money, or goods, or cooked items.
5.5 Observe, describe, and understand the meaning of reciprocity.
FOOD
5.1 Identify steps and participate in preparation of Chamoru dishes:
kelaguen _____________
FRUITS
5.1 Identify local and imported fruits:
mångga, bilembines, aga'/chotda, chandiha, åtes, anonas, laguana, papåya, åbas, kåhet, mansåna, månha, pipinu, mansanita, iba', ubas, peras, lalangita, mansånan påotake', påhong, talisay, piña, kamachili, pi'ot, kalamendo', tupu
VEGETABLES
5.1 Identify local and imported vegetables:
ANIMALS
5.1 Identify animals:
Todu i K-4, buliku, hiråfa, li'on, ilifånte, mommo', kameyu, osu
TREES
5.1 Identify local trees:
coconut tree
PLANTS
5.1 Identify various decorative and poisonous plants:
asusena, rusåt
MATH
5.1 Identify and know numbers > 1000.
5.2 Do problem solving activities.
5.3 Identify and know ancient counting system.
LEGENDS, FOLKLORE, SUPERSTITIONS, PROVERBS, HUMOR
5.1 Understand and retell legends of Guam:
Håfa Taimanu Na Ma Fa'tinas-ña I Islan Guåhan
Mafa'tinas-ña I Ekso' Låmlam
Lihenden I Ñamu
Trongkon Åtbot Det Fuegu
Si Juan Måla Yan I Buliku
5.2 Listen to fairytale stories about tåotåomo'na and duendes and identify some Chamoru superstitions.
5.3 Listen to age-appropriate jokes: Malimånga and others
GUAM
5.1 Identify and name all the villages on Guam, the capital, ocean, sea, and lake and location on the map.
5.2 Identify some resources from air, land and sea and how to protect.
5.3 Respond to why Guam is important to us.
MUSIC/DANCE
5.1 Say, read and sing traditional and modern day songs and chants
5.2 Dance age-appropriate traditional, modern, and creative dances.
ARTS & CRAFTS
5.1 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
5.1 bålas
5.2 saligao
5.3 hugetan månglo'
5.4 henton ulu
5.5 guihan dikike'
5.6 apåcha
5.7 uhang
5.8 piña
5.9 estreyas
5.10 plåtu
5.11 Identify parts of the coconut tree:
central leaf
5.12 Identify the two ends of the coconut leaf:
head
tail
5.13 Identify the importance of the coconut leaf
for weaving
its many uses
5.14 Identify the different kinds of weaving
whip
centipede
windmill
headband
small fish
grasshopper
shrimp
pineapple
star
tray/plate
5.15 State 1 - 2 reasons why trees need to be protected.
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
MIDDLE - SECONDARY
CONTENT STANDARDS PERFORMANCE STANDARDS
===========================================================
The student will:
1. Understand and use Chamoru language structure.
L1-M.1Ask questions:
Håfa?
Håyi na'ån-mu/ Håyi este?
Kåo malagu' håo __________.
Håfa na'ån-ña este?
Amånu?
Kuåntos åños håo?
Kuånto na ___________?
Para månu?
Månu na gaige / mångge i ____________ si ___________?
Ginen manu?
Para håyi?
M.2 Answer questions:
ñot, ñora
hunggan
åhe'
guaha
i, si
mungnga, mungnga yu'
tåya'
gaige gi
gi egga'an, gi ala una ....
M.3 Locatives:
mågi/ guatu
guini / guihi/ guennåo
M.4 Location words:
agapa' - akague
hålom - huyong
hulo' - påpa'
tåtte - mo'na /fo'na
luchan - kåttan
lågu - håya
M.5 Irregular verbs:
mångge' - fångge'
fatå'chong - matå'chong
guaha, siña
falågu - malågu
M.6 Alphabet:
# na letra
konsonånte / konkonsonånte
buet / buebuet / ai/åo
simbolo siha: dollan, glota, tilda, lonnat
mandanña' konsonånte
dinga konsonånte
dipthongs
M.7 Singular pronouns:
yu', håo, gui'
-hu, (-ku), -mu, -ña
Hu, Un, Ha'
M.8 Prefixes:
mina', ge', hat-, -ña, a-
gi-, mi-, fa'-, fama', ñaihon
ke-, la-
(man-) IOM
M.9 Prepositions:
gi, gi iya
ginen, para
M.10 Articles:
si, i, iya
as, ala, alas
ni', nu, i
M.11 Particles:
taimanu, taiguini, taiguihi, hun
M.12 Connectors:
yan, pat
M.13 Classifiers:
na' (nengkanno')
ga', (gå'ga)
M.14 Demonstratives:
este, ennåo, ayu, eyu
M.15 Plural nouns:
senggolat motmot
låhi lalåhi
påtgon famagu'on
palåo'an famalåo'an
M.16 Opposites:
M.17 Excrescent (-n)
lepblon måmi
lepblon miyu
lepblon ñiha
Pedron Maria
M.18 Spelling:
manusa matkan mångge'
(panchu'asion)
L2 -M.1Prepositions:
ginen, para
M.2 Articles:
as, ala, alas
M.3 Classifiers:
na' (nengkanno')
ga', (gå'ga)
M.4 Plural nouns:
senggolat motmot
låhi lalåhi
påtgon famagu'on
palåo'an famalåo'an
saina mañaina
che'lu mañe'lu
ga'chong mangga'chong
M.5 Alphabet:
mandanña' konsonånte
dinga' konsonånte
dipthongs
M.6 Opposites:
M.7 Ask questions:
Kåo/kåo
Håfa na ________?
Ngai'an, desde ngai'an?
Månu na gaige, månu na bånda?
Put håfa este na estoria?
M.8 Plural pronouns: (vowel lowering)
-ta, måmi, -miyu, -ñiha
M.9 Reduplications:
kontenuhasion
emfesisa
M.10 Prefixes:
ke-, la-
M.11 Two prefixes:
Mågi guini, guatu
guatu guennåo, guatu guihi
M.12 Location words:
sanme'na / santatte
sampapa' / sanhilo'
M.13 Vowel fronting:
i, gi, ni
M.14 Possessives:
magågon Maria, guma' Ed
L3 -M.1Ask questions:
Taimanu
Håfa para un cho'gue?
Sa håfa na
Put håfa na rason?
M.2 Singular pronouns:
guåhu, hågu, guiya
M.3 Plural pronouns:
hit, ham, hamyo, siha
Ta, In, En, Ma
M.4 Prefixes:
acha', e-, ga', chat-
(man-) IOM
M.5 Irregular verbs:
ga'o-, eståba
M.6 Answer questions:
Sa'
Håfa taimanu ________?
Ni
ñot, ñora
M.7 Infix (in)
M.8 Infix (-um-)
M.9 Plural prefix (man-)
M.10 Prefix, suffix:
fan...on (yon) -, ha-, ka-, -an, -on, -guan
M.11 Prepositions:
put
M.12 Articles:
ni', nu, i
M.13 Connectors:
lao
deste ki
M.14 Excrescent (-n)
lepblon måmi
lepblon miyu
lepblon ñiha
Pedron Maria
M.15 Subordinates:
yanggen, annai
sa'
M.16 Spelling:
manusa matkan mångge'
(pånchu'asion)
2. Listen and understand Chamoru.
(Beg.) M.1 Respond to simple directions, commands, questions.
M.2 Understand context-embedded lessons in content areas.
M.3 Understand teacher explanations and descriptions that are concrete.
M.4 Demonstrate comprehension of everyday conversation, greetings, basic survival information, expressions.
(Int.) M.1 Demonstrate critical listening skills involving orally-presented material.
M.2 Understand most routine questions, commands, statements, everyday conversation and expression.
M.3 Identify main idea of familiar topics, such as family, school activities, celebrations, poems, stories, sports, games.
M.4 Understand and interpret nonverbal cues such as gestures, body language, facial expressions.
(Adv.) M.1 Understand most teacher explanations in abstract areas of the curriculum,
such as social studies.
M.2 Understand teacher explanations and descriptions that are concrete.
M.3 Understand main idea from simple stories, simple dialogues, everyday conversation.
M.4 Understand routine questions, statements, commands, basic survival situations.
M.5 Comprehend some idiomatic expressions.
3. Speak Chamoru.
(Beg.) M.1 Communicate personal and basic survival information.
M.2 Express ideas, personal needs and wants in simple sentences.
M.3 Give simple messages, directions.
M.4 Respond to all types of questions with words, phrases and simple sentences.
M.5 Communicates politeness and respect, greetings, salutations.
M.6 Converse or engage in class discussions based on lesson experienced.
M.7 Narrate story or oral report using various visuals and simple sentences.
(Int.) M.1 Use increasingly longer, structurally more complex sentences.
M.2 Provide information and descriptions using simple, complex sentences.
M.3 Ask for information and clarification.
M.4 Participate appropriately, especially with peers, in a variety of social situations using simple Chamoru sentences.
M.5 Give short oral report.
(Adv.) M.1 Express opinIons.
M.2 Express needs, thoughts, ideas, opinions with simple complex sentences.
M.3 Ask and answer more complex questions.
M.4 Provide explanations, narratives.
M.5 Engage in class discussions and conversations.
M.6 Give an oral report.
4. Read Chamoru.
(Beg.) M.1 Understand most routine expressions learned orally and of nontechnical material on familiar subjects with the aid of references.
M.2 Recall specific facts and details.
M.3 Understand graphic material such as maps, globes, charts, road signs.
M.4 Predict future actions and outcomes.
M.5 Draw conclusions and make references.
M.6 Follow written directions.
M.7 Use reference materials such as dictionaries, encyclopedias, directories, catalogs, periodicals, newspaper.
(Int.) M.1 Understand main idea and storyline.
M.2 Respond to a reading selection.
M.3 Read a poem or short selection orally.
M.4 Use context to understand meaning of words.
M.5 Understand meaning of affixes.
(Adv.) M.1 Evaluate cultural aspect found in reading material.
M.2 Recognize author's point of view.
M.3 Predict future actions and outcomes.
M.4 Respond to various forms of literature.
M.5 Understand most routine expressions learned orally and of nontechnical material on familiar subjects with the aid of references.
5. Write Chamoru.
(Beg.) M.1 Create poetry and short story.
M.2 Write from dictation.
M.3 Write brief description of personal experience.
M.4 Know and use correct orthographic punctuation and capitalization.
M.5 Create, respond, describe, and narrate using simple, complex sentences.
M.6 Write a letter.
M.7 Write about everyday topic using learned vocabulary and grammatical structures.
(Int.) M.1 Know and use correct Chamoru orthography.
M.2 Write a report.
M.3 Create jokes, poems, short stories.
M.4 Distinguish between complete sentences and fragments or run-ons.
M.5 Identify, write about events, actions, descriptions based on content lesson.
M.6 Write daily journal.
M.7 Write a short report.
(Adv.) M.1 Edit for clarity of language, appropriate vocabulary and usage.
M.2 Write report using more complex sentence structure.
M.3 Create poetry, short story, skits.
M.4 Write article for a newspaper.
M.5 Recognize error and use self-correcting techniques.
M.6 Use resources in their reports.
M.7 Express and defend opinions using more complex sentence structure.
6. Understand the perspectives, practices, and Chamoru culture and reinforce and further his/her knowledge in other content areas.
*SELF
M.1 Identify all parts of the body including organs.
M.2 Identify all kinds of clothing for all needs and weather conditions.
M.3 Identify, compare and contrast the five senses and its uses relative to communicating.
M.4 Describe physical attributes, likes and dislikes using simple sentences.
M.5 Describe oneself using simple to complex sentences or other forms relative to communicating.
M.6 Fully understand and utilize basic and complex phrases regarding their basic needs, classroom needs and other social needs in the school, environment and community.
M.7 Understand the values of respetu, inafa'maolek and responsapbledåt in drug/alcohol/pregnancy preventions.
M.8 Describe hobbies, career preferences, sports, games, travel.
M.9 Identify and practice proper hygiene.
*SOCIAL/FAMILY RELATIONSHIPS
M.1 Identify all family members - nuclear, extended, their roles and responsibilities.
M.2 Create family trees - nuclear and extended.
M.3 Read, sing, and recite the Inifresi, Manhula with appropriate mannerism and respect.
M.4 Read and follow directions independently.
M.5 Show respect, mannerism, politeness in a given situation.
M.6 Observe, identify and know how the value of respetu, inafa'maolek and minamahlåo are practiced during a party, funeral and other family gatherings.
M.7 Collect information regarding family history, origins of family names, and oral experiences of family members.
M.8 Do muLti-generational family tree.
*HOME, SCHOOL AND COMMUNITY
M.1 Identify, explain and describe all aspects of home- interior, exterior.
M.2 Identify and describe roles of community workers, government and community leaders within school community and villages around it.
M.3 Identify all modes of transportation - past, present, future.
M.4 Identify, describe, discuss, compare and contrast past and present way of life.
M.5 Observe, identify and do short report on how the Chamoru values of respetu and inafa'maolek are practiced to keep a home and school a clean and safe environment.
M.6 Observe and identify how the Chamoru values of dinanña' and chenchule' is practiced at home and at school.
CELEBRATIONS
M.1 Know all aspects of dates, calendar, weather conditions.
M.2 Identify, know and understand all celebrations whether it be cultural or personal - (fiestas, birthdays, nubenas, ma'tais, dinanña' yan mås).
M.3 Understan the functions and responsibilities, consequences of all celebrations and the results of them individually.
M.4 Observe and identify experiences relating to Chamoru values of: Respetu, Inafa'maolek, Minamahlåo, Dinanña' and Chenchule' as applied to everyday living and celebrations.
M.5 Observe the five Chamoru values within the school and family.
FOOD
M.1 Identify steps and participate in preparation of Chamoru dishes:
kelaguen ____________
kåddon pika
FRUITS
M.1 Identify local and imported fruits:
M.2 Describe the fruits using the five senses.
M.3 Describe the stage of growth of at least one plant or tree.
VEGETABLES
M.1 Identify and imported vegetables:
M.2 Describe the vegetables using the five senses.
M.3 Describe the stage of growth of at least one plant or tree.
*ANIMALS
M.1 Identify animals:
katu, ga'lagu, karabåo, guaka, chiba, kabåyu, babui , månnok, machålek, månso, i'e', balåte', dukduk, umang, guali'ek, apåcha', sanye'ye'. kurkuråcha, ñamu, lålo', otdot, gåyu, punidera, puyitos, ngånga', ti'ao, pånglåo tåno', (echong, tunas), peskan tekken, hilitai, babuen halomtåno', binådu, fanihi, kulepbla, akaleha', osu, mañahak, gåmson, alileng (pulan, tulompo), ayuyu, hagu'i, ko'ko', totot, mommo', kinilu, ilifånte, hiråfa, chå'ka, ulo', raña, ababbang, saligao, ubeha, babali, sinisa, lå'on, tapon, tåndan, poya, lesso', sihek, chichirika, bayena, halu'u, atulai, haggan, akmangåo, asuli, ito', talåpia, umatang, peddes saddok, hagåhaf, do'gas, pålos, hima, pisåo, talåya chenchulu (gade', mahålla, ma panak), tokcha, tarakitiyu, tarakitu, mamulan, panglåo guaka, panglåo oru, atulai, sesyon, kichu, tataga', håtang, dågge', tabe', lesso', hiteng kåhlao, hiteng fedda, familian satmoneti.
M.2 Identify three types of fish and their stage of growth: mañåhak, sesyon, åguas, katsonsito, palakse', hangot, mafuti, kichu.
M.3 Identify two types of peskan tåsi and one type of peskan tåno'.
TREES
M.1 Identify local trees:
manggo, papåya, banana, tangantångan, breadfruit (lemmai yan dokdok), coconut tree, ifil, australian pine, nunu, banyan
M.2 Describe stage of growth and planting technique of 1 tree.
PLANTS
M.1 Identify various decorative and poisonous plants:
kalachucha, abubu, flores rosa, puti tai nobiu, tåke' biha, kandena di amot, kamantiget, chichirika, alamånda, adetfa, asusena, rusåt.
M.2 Identify other decorative plants/medicinal plants used by Suruhana/Suruhanu.
MATH
M.1 Identify and know numbers 1000 and beyond.
M.2 Add and subtract 2-3 digit numbers, especially in use with problem solving activities.
M.3 Multiply and divide, especially in use with problem solving activities.
M.4 Understand money denominations, especially in use with problem solving activities.
M.5 Identify and know ancient counting system.
M.6 Use cooking and linear measurements.
M.7 Identify time by hour, half-hour, quarter-hour, minutes.
LEGENDS, FOLKLORES, SUPERSTITIONS, PROVERBS, HUMOR
M.1 Understand and retell legends of Guam:
Sirena
I Trongkon Niyok
I Acho' Alupang
Håfa Na Dalalai I Islan Guåhan
Si Måla Yan I Tres Na Babui
Si Juan Måla Yan I Buliku
Gådao
Håfa Na Manggeftao I ManChamorro
Lemmai
M.2 Identify and describe or retell narratives about taotåomo'na and duendes.
M.3 Gather oral information about other people's experiences with taotåomo'na and duendes.
M.4 Write brief narrative of own experiences with taotåomo'na and duendes.
M.5 Gather information and do a report on taotåomo'na and duendes stories.
M.6 Listen to and gather age-appropriate jokes.
GUAM
M.1 Identify to report all villages on Guam and location on the map, orgin of names, family names, official flowers, mayors, community leaders, population, significant places, mountains, rivers, and historical sites.
M.2 Identify to report resource from the land, air, water and how they can be protected and why Guam is important to us and to the world.
M.3 Identify to report past and present Chamoru leaders and those skilled and talented in the fine arts.
M.4 Understand how Chamoru language and culture can be perpetuated.
MARIANAS ISLANDS
M.1 Identify to report the names of all the 15 islands of the Marianas and key information pertinent to each island, such as: government leaders, official flowers, animal, population, language, traditions, foods, significant locations and historical sites.
M.2 Gather and/or observe information to report on differences and similarities.
M.3 Identify to report on importance of Marianas to us and the rest of the world.
MICRONESIA ISLANDS
M.1 Gather to report basic information about the islands in the Federated States of Micronesia (its location, languages, population, capital, at least one significant cultural aspect).
MUSIC/DANCE
M.1 Say, read and sing traditional and modern day songs and chants.
M.2 Dance age-appropriate traditional, modern, and create dances.
ARTS & CRAFTS
M.1 Do age-appropriate various arts and crafts activities and projects.
7. Weave articles from coconut leaves.
M.1 hugeten månglo'
M.2 henton ulu
M.3 guihan dikike'
M.4 apåcha
M.5 uhang/piña
M.6 estreyas
M.7 plåtu
M.8 guihan dångkolo
M.9 kulepbla
M.10 rusåt
M.11 katupat
M.12 paluman dångkolo
M.13 higai
M.14 guagua' kuadråo
M.15 Identify the important of the coconut:
its many uses in the past and present
M.16 Identify the different kinds of weaving:
windmill
headband
small fish
grasshopper
shrimp/pineapple
star
tray/plate
big fish
snake
rose
pointed diamond rice basket
big bird
thatched roof weaving
square basket
M.17 State two reasons why the coconut trees needs to be protected.
*******************************************************************************************************CHAMORU LANGUAGE AND CULTURE
HIGH - SECONDARY
CONTENT STANDARDS PERFORMANCE STANDARDS
===========================================================
The student will:
1. Understand and use Chamoru language structure.
L1-H.1Ask questions:
Håfa?
Håyi na'ån-mu / Håyi este?
Kåo malagu' håo?
Håfa na'ån-ña este?
Amånu?
Kuåntos åños håo?
Kuånto na _______?
Para månu?
Månu na gaige/mångge i _______ si _______?
Ginen manu?
Para håyi?
H.2 Answer questions:
ñot, ñora
hunggan
åhe'
guaha
i, si
mungnga, mungnga yu'
tåya'
gaige gi
gi egga'an, gi ala una
H.3 Locatives:
mågi / guatu
guini/ guihi/ guennåo
H.4 Location words:
agapa' - akague
hålom - huyong
hulo' - påpa'
tåtte - mo'na/fo'na
H.5 Irregular verbs:
mångge' - fångge'
fatå'chong - matå'chong
H.6 Atfabetu:
# na letra
konsonånte/konkonsonånte
buet/ buebuet/ ai/ åo
simbolo siha: dollan, glota, tilda, lonnat
H.7 Singular pronouns:
yu', håo, gui'
hu, (-ku), -mu, -ña
H.8 Prefixes:
mina', ge', hat-, -ña, a-
gi-, mi-, fa'-, fama', ñaihon
H.9 Prepositions:
gi, gi iya
H.10 Articles: (vowel fronting)
si, i, iya
H.11 Particles:
taimanu, taiguini, taiguihi, hun
H.12 Connectors:
yan, pat
H.13 Classifiers:
na', (nengkanno')
H.14 Irregular verbs:
guaha, siña
falågu - malagu
H.15 Demonstratives:
este, ennåo, ayu, eyu
L2 -H.1Atfabetu
buet/buebuet/ ai/ åo
simbolo siha: dollan, glota, tilda, lonnat
mandanña' konsonånte
dinga' konsonånte
dipthongs
H.2 Opposites
H.3 Ask questions:
Kåo malagu' håo?
Manu na gaige / mångge i ______ si ______?
Ginen månu?
Para håyi?
Kåo/kåo
Håfa na ______?
Ngai'an, desde ngai'an
Månu na gaige, månu na bånda
Put håfa este na estoria
H.4 Answer questions:
mungnga', mungnga yu'
tåya'
gaige gi
gi egga'an, gi ala una
H.5 Singular Pronouns:
-hu, (-ku), -mu, -ña
Hu, Un, Ha'
H.6 Demonstratives:
este, ennåo, ayu, eyu
H.7 Locatives:
guini/ guihi/ guennåo
H.8 Location words:
luchan - kåttan
lågu - håya
sanme'na / santatte
sampapa' / sanhilo'
H.9 Prepositions:
ginen, para
H.10 Articles:
as, ala, alas
H.11 Classifiers
na' (nengkanno')
ga' (gå'ga')
H.12 Plural nouns:
senggolat motmot
låhi lalåhi
påtgon famagu'on
palåo'an famalåo'an
saina mañaina
che'lu mañe'lu
ga'chong mangga'chong
H.13 Plural pronouns: (vowel lowering)
-ta, -måmi, -miyu, -ñiha
H.14 Reduplications:
kontenuhasion
emfesisa
H.15 Prefixes:
ke-, la-
H.16 Two prefixes:
Mågi guini, guatu
guatu guennåo, guatu guihi
H.17 Vowel fronting:
i, gi, ni
H.18 Possessives: (excrescent n)
magågon Maria, guma' Ed
L3-H.1Ask questions:
taimanu
H.2 Singular pronouns:
guåhu, hågu, guiya
H.3 Plural pronouns:
hit, ham, hamyo, siha
ta, In, En, Ma
H.4 Prefixes:
acha', e-, ga', chat-
(man-) IOM
H.5 Irregular verbs:
ga'o-, eståba
H.6 Answer questions:
Sa'
Håfa taimanu _______?
Ni
ñot, ñora
H.7 Infix (in)
H.8 Infix (-um-)
H.9 Prefix, suffix:
fan...on (yon) -, ha-, ka-, -an, -on, -guan
H.10 Plural prefix (man-)
H.11 Prepositions:
put
H.12 Articles:
ni', nu, i
H.13 Connectors:
lao
deste ki
H.14 Excrescent (-n)
lepblon måmi
lepblon miyu
lepblon ñiha
Pedron Maria
H.15 Subordinates:
yanggen, annai
sa'
H.16 Spelling:
manusa matkan mångge'
(pånchu'asion)
H.17 Vowel lowering/ raising
H.18 Vowel harmony
H.19 Chamorucizing English words
2. Listen and understand Chamoru.
(Beg.) H.1 Comprehend common everyday greetings, expressions, words, basic
survival skills.
H.2 Derive meaning from visual stimuli.
H.3 Rely on gestures or other nonverbal cues to convey meaning.
H.4 Understand context-embedded lessons in content area.
(Int.) H.1 Understand teacher explanations and descriptions that are concrete.
H.2 Understand main idea from simple stories, simple dialogues, everyday
conversations.
H.3 Understand routine questions, statements, commands, basic survival
situations.
H.4 Comprehend use of humor in jokes, cartoons.
(Adv.) H.1 Understand nearly everything he or she hears.
H.2 Understand most explanations in abstract areas of the curriculum.
H.3 Understand routine questions, statements, commands, basic survival
situations.
H.4 Understand teacher explanations and descriptions that are concrete.
H.5 Comprehend some idiomatic expressions.
H.6 Understand main idea from simple stories, simple dialogues, everyday
conversation.
3. Speak Chamoru.
(Beg.) H.1 Respond with words, phrases, simple sentences.
H.2 Communicates personal needs and basic survival information.
H.3 Narrate story using various clues and visuals.
H.4 Recognize and interpret some gestures, facial expressions, and other non-verbal clues.
H.5 Ask, describes, narrates with simple sentences.
H.6 Communicates politeness, respect, greetings, salutations.
(Int.) H.1 Engage in class discussions based on lessons.
H.2 Provide simple description and information.
H.3 Answer teacher questions which relates to concrete information with simple sentences.
H.4 Express needs, thoughts, ideas, opinions with simple complex sentences.
H.5 Ask and answer more complex questions.
H.6 Ask self-motivated questions.
(Adv.) H.1. Continue to make certain grammatical errors which speakers of Chamoru as
a first language make. (L-3)
H.2 Provide explanations and narratives.
H.3 Engage in sustained conversation with Chamoru speaking peers and produce connected discourse.
H.4 Use increasingly longer, structurally more complex sentences.
4. Read Chamoru.
(Beg.) H.1 Derive meaning from visual stimuli.
H.2 Read materials based on orally conducted lessons or experience.
H.3 Understand written directions in instructional material.
H.4 Demonstrate comprehension by answering a question, filling in the banks, sequencing a story, completing the sentence or story.
H.5 Recognize the meaning of affixes.
H.6 Use everyday reference tools and other written materials to find information such as dictionary, maps, labels, magazines.
H.7 Use context to understand meaning of words.
(Int.) H.1 Respond to a reading selection using longer, more complex sentences.
H.2 Read a poem or short written selection orally.
H.3 Understand main idea and storyline.
H.4 Identify specific facts and details.
H.5 Understand graphic materials such as charts, schedules, maps.
H.6 Draw conclusions and make references.
H.7 Respond to a reading selection.
(Adv.) H.1 Understand most routine expressions learned orally and of non-technical
materials on familiar subjects with the aid of references.
H.2 Use context to understand the meaning of words.
H.3 Identify sequence of events of a selection.
H.4 Predict future actions and outcomes.
H.5 Draw conclusions and make references.
H.6 Follow complex and written directions.
H.7 Use reference materials such as dictionaries, encyclopedias, directories, catalogs, periodicals, newspapers.
H.8 Respond to various forms of literature.
H.9 Describe time and setting of a story.
H.10 Explain feelings and emotions of characters.
H.11 Recognize author's point of view.
5. Write Chamoru.
(Beg.) H.1 Identify and write names of objects, events, action, a description based
on content lesson.
H.2 Copy or transcribe familiar words, phrases, sentences.
H.3 Writ