Pelaakin Ioonlok Dibuki

curriculum writers Billiet Edmond and Elizabeth Heine

lanuage Marshallese

WÄWEEN KOJERBAL BOK IN:

1. Lale kajjojo page. Lemnak ta eo ej walok ilo kajjojo page.

2. Kojerbal naan kein ilo am lemnake bwebwenato eo:

kapool dän eo

ilöñin dän eo

lok ñan dän eo

ilo dän eo

iumwin dän

ilokan ek eo

ioon wöd eo

deblok wöd eo

kapool wöd eo

iloan roñ eo

bölen iloan roñ eo

3. Kömmane jemlôk eo am make ñan bwebwenato eo. Kömman pija ñan page 14. Köjerbal pieba eo am make.

4. Bwebwenato ñan jabdeot.

5. Kömmane makütküt eo ilo page 15.

Graphic of a boy in a coconut tree

Drawing of a boy falling out of a coconut tree

Drawing of a boy landing in the water.

Drawing of a boy sitting on the bottom of the lake with a fish.

Drawing of the boy chasing the fish with a harpoon.

Drawing of the boy chasing a fish with a harpoon.

Drawing of a boy swimming through a coral formation to chase the fish.

Drawing of the boy swimming around a rock to chase the fish.

Drawing of the boy chasing after a fish who swims into a cave.

Drawing of the boy looking wonderingly at the cave.

MAKÜTKÜT EJONOLÔK:

Köjerbal peiba eo am make. Jab jeje ilo bok in.

Makütküt I:

KÖPDÄN KO:

A. Lale kajjojo pija.

B. Kälet naan eo ekkar.

iloan

lok ñane

ioonlok

dibuki

kapoole

Makütküt II:

KÖPDÄN KO:

1. dibuki

2. iloan

3. kapoole

4. koonlok

5. lok ñane

A. Riiti kajjojo naan.

B. Je pija eo ekkar.

TO THE TEACHER:

1.For beginning readers: Do this exercise orally.

Point to each picture and have the child say the words.

2.Older children can write words.

SUGGESTED TEACHER DIRECTED ACTIVITIES:

A.Speaking and Listening:

1. Have students talk about each picture. Ask questions that require thinking. Examples: (page 3) Where is he? How do you know? How is he moving? Why is he moving quietly? What is he trying to do? How do you know? What is in the tidal pool? What will happen next? What else might happen? What else? Why do you think that? Etc.

Give positive reward for every answer given. Never say, "That is not right." Ask, "Why do you think that?" and praise children for being able to give evidence to support their statements.

2. When they reach page 13, ask, "What is he thinking? What will he do next?"

Get as many possibilities from the children as you can.

3. Have the children draw on their own paper an ending for the story, for page 14.

4. Have individuals tell the entire story supplying their own endings.

B. Reading Skill Development:

1. Language experience: As children tell what is happening for each picture write their words on the board or on chart paper. Have children "read" the entire story. Have them locate words and phrases as you call them out.

2. Sight-words: Write words such as ilo dan eo, bolen iloan ron eo, iumwin dan, on cards. Have children select the card that match-es each picture or have children pick a card and act out a sentence using the word selected.

C.Writing:

Have older students write a story to match the pictures. They are to write their own endings.