ᑲᓇᐙᐸᐦᑕᒻ…
ᐊᐌᓐ
1s ᑲᓇᐙᐸᐦᑕᒧᑫ
2s ᑲᓇᐙᐸᐦᑕᒧᑌ
3s ᑲᓇᐙᐸᐦᑕᒸᑌ
ᐊᐌᓂᒌ
1p ᑲᓇᐙᐸᐦᑕᒧᒋᐦᑌ
21 ᑲᓇᐙᐸᐦᑕᒧᐦᑫ
2p ᑲᓇᐙᐸᐦᑕᒬᑴ
3p ᑲᓇᐙᐸᐦᑕᒸᑣᐌᓂᒡ
Note: Neighbouring East Cree dialects feature …ᒧᒉ as the 1st person form instead of the …ᒧᑫ form found here. In this respect, the Waswanipi form agrees with the neighbouring Atikamekw dialect, and also with the Moose Cree dialect spoken to the west, where the form is the non-contracted equivalent, …ᒶᑫ.
ᑲᓇᐙᐸᐦᑕᒻ…
ᐊᐌᓐ
1s ᐁ ᑲᓇᐙᐸᐦᑕᒧᒃ
2s ᐁ ᑲᓇᐙᐸᐦᑕᒧᑦ
3s ᐁ ᑲᓇᐙᐸᐦᑕᒸᑦ
ᐊᐌᓂᒌ
1p ᐁ ᑲᓇᐙᐸᐦᑕᒧᒋᐦᑦ
21 ᐁ ᑲᓇᐙᐸᐦᑕᒧᐦᒄ
2p ᐁ ᑲᓇᐙᐸᐦᑕᒬᒄ
3p ᐁ ᑲᓇᐙᐸᐦᑕᒸᑣᐤ
Note: Neighbouring East Cree dialects feature …ᒧᒡ as the 1st person form instead of the …ᒧᒃ form found here. In this respect, the Waswanipi form agrees with the neighbouring Atikamekw dialect, and also with the Moose Cree dialect spoken to the west, where the form is the non-contracted equivalent, …ᒶᒃ.
Lawrence Jimiken, 1949-2015 (photo by Mélanie Chaplier at Old Nemaska, July 2010)
Anyone who ever had anything to do in Nemaska would probably have had the good fortune of having to speak to Lawrence Jimiken. This walking encyclopedia, as many people described him, would often be an intermediary between Nemaska and the outside world as he graciously shared his time and thoughts with anyone who needed him. Those who may never have met him in person nonetheless benefitted from his role as our nation’s Chief Electoral Officer, a position he held for many years that had him assuring the democratic process was respected during elections. Lawrence benefitted our people in many ways. In fact, he even contributed to our knowledge of the Cree language. This being a blog on the Cree language, I thought I’d honour his memory by sharing the little I know about this contribution of his.
Lawrence Jimiken, 1949-2015 (photo by Patricia Raynault-Desgagné, August 2014)
Pedagogical materials for teaching the Cree language were basically non-existent in the 1970s before the establishment of the Cree School Board. In 1973, an enterprising school principal in Waskaganish, John Murdoch, decided to do something about this. Along with Gertie Murdoch, he started what became known as the Cree Way Project in an attempt to address this lack of pedagogical materials. The scope of the project was impressive. Within a few years, hundreds of booklets dealing with numerous topics were written by people from various Cree communities. One of the well-known contributors to this project is the late Annie Whiskeychan. A lesser-known contributor is Lawrence Jimiken.
The Jimiken Report on Cree Geographic Terms would be published in 1974 by the Cree Way Project. Authored by Lawrence with the assistance of Peter Denny, a linguist that specializes in Algonquian languages, the Jimiken Report would introduce students to the complex morphological structure of Cree geographic terminology. The report presents vocabulary associated with land forms spelled according to their underlying morphology rather than their pronunciation. This practice is a vital key to teaching the Cree language and should naturally form the foundation of any standard Cree orthography. Despite being ahead of its time in this respect, however, we continue to endorse orthographic practices based on phonetic spellings that occasionally obscure the meanings of words.
Patricia Raynault-Desgagné was one of the lucky southerners who benefitted from Lawrence’s endearing ways (July 2011)
The format in which the vocabulary is presented is also of immense pedagogical value. Lexical roots are listed first, followed by a series of word endings consisting of verbal medials, finals, and inflexions. The goal is to visually demonstrate to the student the various combinatorial possibilities of the Cree language. On page 5, for example, we find the lexical root ᐱᔅᒄ followed by a series of word endings with which it can be combined:
ᐱᔅᒄ – ᐋᑯᓇᑳᐤ [a bump in snow]
– ᐋᐱᔅᑳᐤ [bump of rock (rocky place)]
– ᐊᑎᓈᐤ [high hill (quite high)]
– ᓯᒀᐤ [bump in the ice]
– ᐋᐗᐦᑳᐤ [bump in sandy place]
Awareness of this combinatorial feature of the Cree language is crucial to acquiring strong language skills. To help students acquire this awareness, the report would propose various exercises for teachers to use or adapt. Unfortunately, our local schools have yet to adopt an effective curriculum for teaching the Cree language and insightful details of the Jimiken Report remain largely ignored, 41 years after its release.
Our collective ability to recognize, acknowledge, and utilize the contributions of intelligent and industrious Cree individuals will be the key to moving our nation forward in future years. Lawrence was one of those individuals. Let’s all cherish his memory and honour him by recognizing, acknowledging, and utilizing his useful contributions as we assiduously work at building our Cree nation.
ᒋ ᓇᓈᔅᑯᒥᑎᓈᓐ Lawrence!
Lawrence Jimiken, 1949-2015 (photo by Patricia Raynault-Desgagné, July 2011)
ᑲᓇᐙᐸᒻ…
1s → 2s ᒋᑲᓇᐙᐸᒥᑎᓈᑐᒉ
1s → 2p ᒋᑲᓇᐙᐸᒥᑎᓈᐙᑐᒉ
1p → 2s ᒋᑲᓇᐙᐸᒥᑎᓈᓈᑐᒉ
1p → 2p ᒋᑲᓇᐙᐸᒥᑎᓈᓈᑐᒉ2s → 1s ᒋᑲᓇᐙᐸᒥᓈᑐᒉ
2s → 1p ᒋᑲᓇᐙᐸᒥᓈᓈᑐᒉ
2p → 1s ᒋᑲᓇᐙᐸᒥᓈᐙᑐᒉ
2p → 1p ᒋᑲᓇᐙᐸᒥᓈᓈᑐᒉ3s → 1s ᓂᑲᓇᐙᐸᒥᑰᑐᒉ
3s → 1p ᓂᑲᓇᐙᐸᒥᑯᓈᓈᑐᒉ
3s → 2s ᒋᑲᓇᐙᐸᒥᑰᑐᒉ
3s → 2p ᒋᑲᓇᐙᐸᒥᑯᐙᑐᒉ
3s → 21 ᒋᑲᓇᐙᐸᒥᑯᓈᑐᒉ
3p → 1s ᓂᑲᓇᐙᐸᒥᑰᑐᒉᓂᒡ
3p → 1p ᓂᑲᓇᐙᐸᒥᑯᓈᓈᑐᒉᓂᒡ
3p → 2s ᒋᑲᓇᐙᐸᒥᑰᑐᒉᓂᒡ
3p → 2p ᒋᑲᓇᐙᐸᒥᑯᐙᑐᒉᓂᒡ
3p → 21 ᒋᑲᓇᐙᐸᒥᑯᓈᑐᒉᓂᒡ
1s → 3s ᓂᑲᓇᐙᐸᒫᑐᒉ
1s → 3p ᓂᑲᓇᐙᐸᒫᑐᒉᓂᒡ
2s → 3s ᒋᑲᓇᐙᐸᒫᑐᒉ
2s → 3p ᒋᑲᓇᐙᐸᒫᑐᒉᓂᒡ
1p → 3s ᓂᑲᓇᐙᐸᒫᓈᓈᑐᒉ
1p → 3p ᓂᑲᓇᐙᐸᒫᓈᓈᑐᒉᓂᒡ
2p → 3s ᒋᑲᓇᐙᐸᒫᐙᑐᒉ
2p → 3p ᒋᑲᓇᐙᐸᒫᐙᑐᒉᓂᒡ
21 → 3s ᒋᑲᓇᐙᐸᒫᓈᑐᒉ
21 → 3p ᒋᑲᓇᐙᐸᒫᓈᑐᒉᓂᒡ1s → 4 ᓂᑲᓇᐙᐸᒫᔩᑐᒉᓐᐦ
1p → 4 ᓂᑲᓇᐙᐸᒫᒫᓈᓈᑐᒉᓐᐦ
2s → 4 ᒋᑲᓇᐙᐸᒫᔩᑐᒉᓐᐦ
2p → 4 ᒋᑲᓇᐙᐸᒫᒫᐙᑐᒉᓐᐦ
21 → 4 ᒋᑲᓇᐙᐸᒫᒫᓈᑐᒉᓐᐦ
3s → 4 ᑲᓇᐙᐸᒣᑐᒉ
3p → 4 ᑲᓇᐙᐸᒣᑐᒉᓂᒡ
3s → 5 ᑲᓇᐙᐸᒫᒣᑐᒉ
3p → 5 ᑲᓇᐙᐸᒫᒣᑐᒉᓂᒡ4 → 1 ᓂᑲᓇᐙᐸᒥᑯᔩᑐᒉᓐᐦ
4 → 1p ᓂᑲᓇᐙᐸᒥᑯᓈᓈᑐᒉᓐᐦ
4 → 2 ᒋᑲᓇᐙᐸᒥᑯᔩᑐᒉᓐᐦ
4 → 2p ᒋᑲᓇᐙᐸᒥᑯᐙᔩᑐᒉᓐᐦ
4 → 21 ᒋᑲᓇᐙᐸᒥᑯᓈᑐᒉᓐᐦ
4 → 3s ᑲᓇᐙᐸᒥᑰᑐᒉ
4 → 3p ᑲᓇᐙᐸᒥᑰᑐᒉᓂᒡ
5 → 4 ᑲᓇᐙᐸᒥᑯᔩᑐᒉᓐᐦ
Passives
1s ᓂᑲᓇᐙᐸᒥᑲᐎᓈᑐᒉ
2s ᒋᑲᓇᐙᐸᒥᑲᐎᓈᑐᒉ
3s ᑲᓇᐙᐸᒫᑲᓂᐐᑐᒉ1p ᓂᑲᓇᐙᐸᒥᑲᐎᓈᓈᑐᒉ
2p ᒋᑲᓇᐙᐸᒥᑲᐎᓈᐙᑐᒉ
21 ᒋᑲᓇᐙᐸᒥᑲᐎᓈᓈᑐᒉ
3p ᑲᓇᐙᐸᒫᑲᓂᐐᑐᒉ4 ᑲᓇᐙᐸᒫᑲᓂᐎᔩᑐᒉᓐᐦ
Note: The …ᑐᒉ… sequence of the dubitative inflexion is almost always contracted to …ᑦᒉ… in everyday speech. Additionally, forms where the subject is a 4th person are generally difficult for most Cree-speakers to produce, including myself, and were elicited with much difficulty from other fluent speakers. Forms involving a 4th person subject and further obviative persons were unknown to me and other Cree-speakers whom I consulted.
ᑲᓇᐙᐸᒻ…
1s → 2s ᑲᓇᐙᐸᒥᑖᓀ
1s → 2p ᑲᓇᐙᐸᒥᑕᑯᒉ
1p → 2s ᑲᓇᐙᐸᒥᑖᐦᒉ
1p → 2p ᑲᓇᐙᐸᒥᑖᐦᒉ2s → 1s ᑲᓇᐙᐸᒥᔭᓀ
2s → 1p ᑲᓇᐙᐸᒥᔮᐦᒉ
2p → 1s ᑲᓇᐙᐸᒥᔦᑴ
2p → 1p ᑲᓇᐙᐸᒥᔮᐦᒉ3s → 1s ᑲᓇᐙᐸᒥᑌ
3s → 1p ᑲᓇᐙᐸᒥᔭᒥᐦᑌ
3s → 2s ᑲᓇᐙᐸᒥᔅᑫ
3s → 2p ᑲᓇᐙᐸᒥᑖᑴ
3s → 21 ᑲᓇᐙᐸᒥᑕᐦᑴ
3p → 1s ᑲᓇᐙᐸᒥᑣᐌᓂᒡ
3p → 1p ᑲᓇᐙᐸᒥᔭᒥᐦᑣᐌᓂᒡ
3p → 2s ᑲᓇᐙᐸᒥᔅᒀᐌᓂᒡ
3p → 2p ᑲᓇᐙᐸᒥᑖᒀᐌᓂᒡ
3p → 21 ᑲᓇᐙᐸᒥᑕᐦᒀᐌᓂᒡ
1s → 3s ᑲᓇᐙᐸᒪᑫ
1s → 3p ᑲᓇᐙᐸᒪᒀᐌᓂᒡ
2s → 3s ᑲᓇᐙᐸᒪᑌ
2s → 3p ᑲᓇᐙᐸᒪᑣᐌᓂᒡ
1p → 3s ᑲᓇᐙᐸᒪᒋᐦᑌ
1p → 3p ᑲᓇᐙᐸᒪᒋᐦᑣᐌᓂᒡ
2p → 3s ᑲᓇᐙᐸᒣᑴ
2p → 3p ᑲᓇᐙᐸᒣᒀᐌᓂᒡ
21 → 3s ᑲᓇᐙᐸᒪᐦᑴ
21 → 3p ᑲᓇᐙᐸᒪᐦᒀᐌᓂᒡ1s → 4 ᑲᓇᐙᐸᒫᒪᑫᓐᐦ
1p → 4 ᑲᓇᐙᐸᒫᒪᒋᐦᑌᓐᐦ
2s → 4 ᑲᓇᐙᐸᒫᒪᑌᓐᐦ
2p → 4 ᑲᓇᐙᐸᒫᒣᑴᓐᐦ
21 → 4 ᑲᓇᐙᐸᒫᒪᐦᑴᓐᐦ
3s → 4 ᑲᓇᐙᐸᒫᑌ
3p → 4 ᑲᓇᐙᐸᒫᑣᐌᓂᒡ
3s → 5 ᑲᓇᐙᐸᒫᒫᑌ
3p → 5 ᑲᓇᐙᐸᒫᒫᑣᐌᓂᒡ4 → 1 ᑲᓇᐙᐸᒥᔨᑌᓐᐦ
4 → 1p ᑲᓇᐙᐸᒥᔭᒥᐦᑌᓐᐦ
4 → 2s ᑲᓇᐙᐸᒥᔅᑫᓐᐦ
4 → 2p ᑲᓇᐙᐸᒥᑖᐧᑫᓐᐦ
4 → 21 ᑲᓇᐙᐸᒥᑕᐦᐧᑫᓐᐦ
4 → 3s ᑲᓇᐙᐸᒥᑯᑌ
4 → 3p ᑲᓇᐙᐸᒥᑯᑣᐌᓂᒡ
4 → 5 ᑲᓇᐙᐸᒫᔨᑌᓐᐦ
4 → 6 ᑲᓇᐙᐸᒫᒫᔨᑌᓐᐦ5 → 4 ᑲᓇᐙᐸᒥᑯᔨᑌᓐᐦ
Passives
1s ᑲᓇᐙᐸᒥᑲᐎᔮᓀ
2s ᑲᓇᐙᐸᒥᑲᐎᔭᓀ
3s ᑲᓇᐙᐸᒫᑲᓂᐎᑌ1p ᑲᓇᐙᐸᒥᑲᐎᔮᐦᒉ
2p ᑲᓇᐙᐸᒥᑲᐎᔦᑴ
21 ᑲᓇᐙᐸᒥᑲᐎᔭᐦᑴ
3p ᑲᓇᐙᐸᒫᑲᓂᐎᑣᐌᓂᒡ4s ᑲᓇᐙᐸᒫᑲᓂᐎᔨᑌᓐᐦ
4p ᑲᓇᐙᐸᒫᑲᓂᐎᔨᑣᐌᓐᐦ
Note: The following suppletive forms are commonly used by non-elderly speakers: …ᑯᔮᐦᒉ for …ᔭᒥᐦᑌ and …ᔭᒥᐦᑣᐌᓂᒡ; …ᑯᔦᑴ for …ᑖᑴ and …ᑖᒀᐌᓂᒡ; …ᑯᔭᐦᑴ for …ᑕᐦᑴ and …ᑕᐦᒀᐌᓂᒡ. For 4th person subjects, some speakers affix a final …ᓐᐦ. Most, however, make no formal distinction between 3rd and 4th person subjects when these suppletive forms are used.
ᑕᐦᑳ…
3s ᑕᐦᑳᒉ
4s ᑕᐦᑳᔨᒉ3p ᑕᐦᑳᒀᐌᓐᐦ
4p ᑕᐦᑳᔨᒀᐌᓐᐦᐱᒦᐗᓐ…
3s ᐱᒦᐗᐦᒉ
4s ᐱᒦᐗᓂᔨᒉ3p ᐱᒦᐗᐦᒀᐌᓐᐦ
4p ᐱᒦᐗᓂᔨᒀᐌᓐᐦ
Note: Some speakers use a levelled out paradigm where all the conjunct inflexions are preceded by ᐦ.
ᑲᓇᐙᐸᐦᑕᒻ…
ᐊᐌᓐ
1s → 3s ᓂᑲᓇᐙᐸᐦᑕᒸᓐ
1s → 3p ᓂᑲᓇᐙᐸᐦᑕᒸᓐᐦ
2s → 3s ᒋᑲᓇᐙᐸᐦᑕᒸᓐ
2s → 3p ᒋᑲᓇᐙᐸᐦᑕᒸᓐᐦ
3s → 4 ᑲᓇᐙᐸᐦᑕᒬᐤᐊᐌᓂᒌ
1p → 3s ᓂᑲᓇᐙᐸᐦᑕᒸᓈᓐ
1p → 3p ᓂᑲᓇᐙᐸᐦᑕᒸᓈᓐᐦ
21 → 3s ᒋᑲᓇᐙᐸᐦᑕᒸᓈᓇᐤ
21 → 3p ᒋᑲᓇᐙᐸᐦᑕᒸᓈᓇᐤᐦ
2p → 3s ᒋᑲᓇᐙᐸᐦᑕᒸᓈᐙᐤ
2p → 3p ᒋᑲᓇᐙᐸᐦᑕᒸᓈᐙᐤᐦ
3p → 4 ᑲᓇᐙᐸᐦᑕᒬᐗᒡ
ᑲᓇᐙᐸᐦᑕᒻ…
ᐊᐌᓐ
1s ᑲᓇᐙᐸᐦᑕᒫᓀ
2s ᑲᓇᐙᐸᐦᑕᒪᓇ
3s ᑲᓇᐙᐸᐦᑕᐦᑫ
ᐊᐌᓂᒌ
1p ᑲᓇᐙᐸᐦᑕᒫᐦᒉ
21 ᑲᓇᐙᐸᐦᑕᒪᐦᑴ
2p ᑲᓇᐙᐸᐦᑕᒣᑴ
3p ᑲᓇᐙᐸᐦᑕᐦᒀᐌᓂᒡᐊᐌᔨᐤᐦ
4s ᑲᓇᐙᐸᐦᑕᒥᔨᑌᓐᐦ
4p ᑲᓇᐙᐸᐦᑕᒥᔨᑣᐌᓐᐦPassive
3s ᑲᓇᐙᐸᐦᒋᑳᑌᒉ
4s ᑲᓇᐙᐸᐦᒋᑳᑌᔨᒉ3p ᑲᓇᐙᐸᐦᒋᑳᑌᒀᐌᓐᐦ
4p ᑲᓇᐙᐸᐦᒋᑳᑌᔨᒀᐌᓐᐦ
ᑲᓇᐙᐸᐦᑕᒻ…
ᐊᐌᓐ
1s ᐁ ᑲᓇᐙᐸᐦᑕᒫᓐ
2s ᐁ ᑲᓇᐙᐸᐦᑕᒪᓐ
3s ᐁ ᑲᓇᐙᐸᐦᑕᐦᒃ
ᐊᐌᓂᒌ
1p ᐁ ᑲᓇᐙᐸᐦᑕᒫᐦᒡ
21 ᐁ ᑲᓇᐙᐸᐦᑕᒪᐦᒄ
2p ᐁ ᑲᓇᐙᐸᐦᑕᒣᒄ
3p ᐁ ᑲᓇᐙᐸᐦᑕᐦᒀᐤᐊᐌᔨᐤᐦ
4s ᐁ ᑲᓇᐙᐸᐦᑕᒥᔨᒡᐦ
4p ᐁ ᑲᓇᐙᐸᐦᑕᒥᔨᑣᐤᐦPassive
3s ᐁ ᑲᓇᐙᐸᐦᒋᑳᑌᒡ
4s ᐁ ᑲᓇᐙᐸᐦᒋᑳᑌᔨᒡ3p ᐁ ᑲᓇᐙᐸᐦᒋᑳᑌᒀᐤᐦ
4p ᐁ ᑲᓇᐙᐸᐦᒋᑳᑌᔨᒀᐤᐦ
ᑲᓇᐙᐸᒻ…
1s → 2s ᐁ ᑲᓇᐙᐸᒥᑖᓐ
1s → 2p ᐁ ᑲᓇᐙᐸᒥᑕᑯᒡ
1p → 2s ᐁ ᑲᓇᐙᐸᒥᑖᐦᒡ
1p → 2p ᐁ ᑲᓇᐙᐸᒥᑖᐦᒡ2s → 1s ᐁ ᑲᓇᐙᐸᒥᔭᓐ
2s → 1p ᐁ ᑲᓇᐙᐸᒥᔮᐦᒡ
2p → 1s ᐁ ᑲᓇᐙᐸᒥᔦᒄ
2p → 1p ᐁ ᑲᓇᐙᐸᒥᔮᐦᒡ3s → 1s ᐁ ᑲᓇᐙᐸᒥᑦ
3s → 1p ᐁ ᑲᓇᐙᐸᒥᔭᒥᐦᑦ
3s → 2s ᐁ ᑲᓇᐙᐸᒥᔅᒃ
3s → 2p ᐁ ᑲᓇᐙᐸᒥᑖᒄ
3s → 21 ᐁ ᑲᓇᐙᐸᒥᑕᐦᒄ
3p → 1s ᐁ ᑲᓇᐙᐸᒥᑣᐤ
3p → 1p ᐁ ᑲᓇᐙᐸᒥᔭᒥᐦᑣᐤ
3p → 2s ᐁ ᑲᓇᐙᐸᒥᔅᒀᐤ
3p → 2p ᐁ ᑲᓇᐙᐸᒥᑖᑯᒡ
3p → 21 ᐁ ᑲᓇᐙᐸᒥᑕᐦᑯᒡ
1s → 3s ᐁ ᑲᓇᐙᐸᒪᒃ
1s → 3p ᐁ ᑲᓇᐙᐸᒪᒀᐤ
2s → 3s ᐁ ᑲᓇᐙᐸᒪᑦ
2s → 3p ᐁ ᑲᓇᐙᐸᒪᑣᐤ
1p → 3s ᐁ ᑲᓇᐙᐸᒪᒋᐦᑦ
1p → 3p ᐁ ᑲᓇᐙᐸᒪᒋᐦᑣᐤ
2p → 3s ᐁ ᑲᓇᐙᐸᒣᒄ
2p → 3p ᐁ ᑲᓇᐙᐸᒣᑯᒡ
21 → 3s ᐁ ᑲᓇᐙᐸᒪᐦᒄ
21 → 3p ᐁ ᑲᓇᐙᐸᒪᐦᒀᐤ1s → 4 ᐁ ᑲᓇᐙᐸᒫᒪᒃᐦ
1p → 4 ᐁ ᑲᓇᐙᐸᒫᒪᒋᐦᑦᐦ
2s → 4 ᐁ ᑲᓇᐙᐸᒫᒪᑦᐦ
2p → 4 ᐁ ᑲᓇᐙᐸᒫᒣᒄᐦ
21 → 4 ᐁ ᑲᓇᐙᐸᒫᒪᐦᒄᐦ
3s → 4 ᐁ ᑲᓇᐙᐸᒫᑦ
3p → 4 ᐁ ᑲᓇᐙᐸᒫᑣᐤ
3s → 5 ᐁ ᑲᓇᐙᐸᒫᒫᑦ
3p → 5 ᐁ ᑲᓇᐙᐸᒫᒫᑣᐤ4 → 1 ᐁ ᑲᓇᐙᐸᒥᔨᒡᐦ
4 → 1p ᐁ ᑲᓇᐙᐸᒥᔭᒥᐦᑦᐦ
4 → 2 ᐁ ᑲᓇᐙᐸᒥᔅᒃᐦ
4 → 2p ᐁ ᑲᓇᐙᐸᒥᑖᒄᐦ
4 → 21 ᐁ ᑲᓇᐙᐸᒥᑕᐦᒄᐦ
4 → 3s ᐁ ᑲᓇᐙᐸᒥᑯᑦ
4 → 3p ᐁ ᑲᓇᐙᐸᒥᑯᑣᐤ
4 → 5 ᐁ ᑲᓇᐙᐸᒫᔨᒡᐦ
4 → 6 ᐁ ᑲᓇᐙᐸᒫᒫᔨᒡᐦ5 → 4 ᐁ ᑲᓇᐙᐸᒥᑯᔨᒡᐦ
Passives
1s ᐁ ᑲᓇᐙᐸᒥᑲᐎᔮᓐ
2s ᐁ ᑲᓇᐙᐸᒥᑲᐎᔭᓐ
3s ᐁ ᑲᓇᐙᐸᒫᑲᓂᐎᑦ1p ᐁ ᑲᓇᐙᐸᒥᑲᐎᔮᐦᒡ
2p ᐁ ᑲᓇᐙᐸᒥᑲᐎᔦᒄ
21 ᐁ ᑲᓇᐙᐸᒥᑲᐎᔭᐦᒄ
3p ᐁ ᑲᓇᐙᐸᒫᑲᓂᐎᑣᐤ4s ᐁ ᑲᓇᐙᐸᒫᑲᓂᐎᔨᒡᐦ
4p ᐁ ᑲᓇᐙᐸᒫᑲᓂᐎᔨᑣᐤᐦ
Note: The following suppletive forms are commonly used by non-elderly speakers: …ᑯᔮᐦᒡ for …ᔭᒥᐦᑦ and …ᔭᒥᐦᑣᐤ; …ᑯᔦᒄ for …ᑖᒄ and …ᑖᑯᒡ; …ᑯᔭᐦᒄ for …ᑕᐦᒄ and …ᑕᐦᑯᒡ. When the subject is a 4th person, a final ᐦ is suffixed to these suppletive forms.
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