Text no. 1 umi kaalo

Glossary

gatare (t) countryside

katama (k) town

hee- to exist, be present

balat- to be fist, bigger

ikk- to be

wolka (t) power

tunso (t) darkness

waanna (k) the main, most important thing

egennaamo (k,t) a knowledgeable person

egennaamma (t) knowledgeable persons

ofoll- to sit

dog- to cheat

ikkinnina rather (ikk- with suffixes)

takkam- to be useful

horoonsi- to use

hoog- to lack, omit

min- to build (house)

calla (k,t) ”only-ness”

galao (k) baboon

heeo (t) life

woyy- to be better

bati- to be abundant

loos- to work

danca (k,t) good things

dandV- to be able to

kainni(lla) however (ka- with suffixes)

woro (t) inferiority (local -> abstract)

abb- bring out (=produce)

aana (k) cabbage

waasa (k) the porridge made from ensete edulis

sinde (t) wheat

malabo (k) honey

tullo (t) hole, entrance

egenno (t) knowledge

duucca (Adj.) all

ona (Adj.) empty

ille (t) eye(s)

daafo (k) reason

dubbo (k) forest

kalame (t) monkey

woma (Adj.) all, full

baado (k) belonging to the same people

agurrina let alone (agur-ni-na)

baara (k) ocean

nafa (k) even “surprising-ness”

tababba (k) light

tabado (k) light

leell- to appear

leell-i- to show

maamara (k) society

amaal- councel, discuss, advice

daddal- to do business, trade

gara (k) way (of doing smth)

tamar- to study, learn

udd-(i-) to dress (oneself)

doogo (t) road, manner

looso (k) work

wit- to sow

laal- to harvest

guma (k) fruit  result

kaad- despise

coe (k) matter

tagaraamo (m) cheater

it- to eat

tuma (Adj.) good, beautiful

tumma (k) wellbeing (in greetings)

hir- to sell

wido (k) direction

waaga (k) price

airr- to be heavy, honoured

kaba (k) here

mulla (Adj.) empty

gat- be left

tecco (t) to-day

gaa (t) tomorrow

hude (t) hunger

took- to flee

buuro (k) butter

likke (t) correctness

taad- meet, agree

halaale (k) truth

biso (k) body

takilaalla (k,t) wholeness

-beello without

gamba yaa to assemble

gabare (k) farmer

kaal- to help

kaas- to plant

sammi yaa to keep silent, simply

kaentinni afterwards (ka- with suffixes)

uddano (t) clothes

hi- to buy

tirf-is-i- to profit from business

wona (t) previousness

bilta (k,t) haughty person

busule (k) clever, active person

wokkas- criticize

Text no. 3 (difficult!)

The introduction in a textbook in Sidaama for children in the 2^nd grade. The translation, in clumsy English, and the square brackets, are devised to bring out to some extent how the sentences are construed.

Bitima

[mittu afii mimmitu taadira kaalo ikkasi aleenni]

heeoteno lobo looso afiino.
One language, above being a help for reciprocal communication

also has a big service (work) for life.

hakkonni daafira, afuu rosi, bude afiinoha ikka hasiissannosi.
Therefore the learning of language needs to be something that has a system, (custom, tradition).
rosu hakkonni gedensaannino [[taandenna hasaanbe] mitto karra tirate]

bude afiino doogonni hasaaba hasiisanno

In the second place, learning, in order to solve one problem, one coming together and conversing, needs to speak in the systematic way.
coi mittu amadono [kaalunni woi borrotenni] ikinanni

wolu assaabeno macciiine woi nabbanbe afate

[afuu egenno] hasiissanno.
When someone presents the contents of a message by speech or by writing,

in order to understand the ideas of another person after listening or reading,

knowledge of the language is necessary.
[afuu rosi amadono] rosaano macciiite,

[coie borreessitenna nabbabbe] affu egenno

[olluu ledo heeonsara kaalo afiinotanna

hattoo uuitannonsata] ikka hasiissannose.

After the students have heard the content of the lesson of the language, having talked,

having written and having read, the knowledge they have aquired (seen)

has to be one which contains and gives help (should be applicable) for their life with the community (village).
[[togoo roso kitteessantino nibaabe] gobbate heeo ledo aante

afiino] coi umma aana loosate.

Reading material which is prepared with such knowledge, being related to the country’s life, - to prepare about topics.
coi gede nibaabe kitteessante ikkuti

[gogu duugamanno gara kultannota ikkituro],

[hatte assaabe bati dargano ikkenna]

[rosaancu loosu aana hosiisara dandaannota] ikkitanno yaate.

That means: ”According to the matter” (however) the reading (passage) which is presented after being prepared, if it deals with the way skins are prepared, that reading passage can be used wherever you like, it becomes something which the student can put into practise.
hakkaanni higeno kainni,

[[afuu roso (macciia, coia, nabbabanna borreessa) gubuursa]te kaalitannosi]

egenno afianno.
Passing on from that, however, he (=the student) finds the knowledge which helps him to strengthen the learning of the language (to listen, talk, read, and write). (The function of the –te: purpose)
afuu rosi, konni aleenni haransine kulli gedee amado afia hasiissannosi.
The learning of the language, as one has briefly exposed above, needs to find contents (be related with society).
mitte mitte yannara rosu mataaffa giddo leellannohu gede

kaallate roso calla ikka dinosi.

Contrary to what is sometimes observed in textbooks, it must not be only the learning of words.
[[kaallanna wole [afuu mittu kulamanno] gara] calla] egenna

afoo hakkonne egenna dikkitanno.

Knowing [only the words and some other way one language is spoken (used)] is not the same as knowing that language.
mittu afii egennora barru barrunni ikkinanni ikkonna

[taadu loosi ledo fiitooma afiinoricco] afate.

Even if for the knowledge of one language it goes on day by day, it is (necessary) to understand that it is [something that has relationship with work in a group] (=related to everyday duties).
[hakko afiinni taande hasaanbanninna wole looso loonsanni wote] yaa

hasinannire tunke anfiro

egenno kaallannita calla ikkikkinni woleno afinanni.
To say “when one speaks and communicates in that language and does other work (with that language)” – means:

if one understands all of that which is sought after, then one understands that knowledge is not only pertaining to words, but other kinds as well.

konni daafira [afuu rosi yinanni wote]

di[[kaallate]nna [hakko afii kulamanno gari] roso] callaati.

“Therefore, when one says ‘the learning of language’, it is not only “the learning of words and the way that language is spoken”.
[afuu rosi] [[barru barru ikkito [mittu afiinni ikkite] kulantanno gari] roso]oti
The learning of language is the learning of how everyday behaviour is communicated in one language. (The sentence is translated from Amharic and did not make much sense to Addamu at first, then he accepted it)
sidaamu afii egennorano,

[yanna yannatenni heeanno soorro] lendenna,

[[[konni kai ilamarano kaalo ikkannoha] rosu] budenna mataaffa]

kitteessa hasiissino.

Moreover, for the knowledge of the language of the Sidaamas, in adding the change which occurs from time to time, it was necessary to prepare books and systems containing the learning which serves as a help for the generation to come.
kitteessantu mataaffano,

rosaano [coiate, borreessate, nabbabatenna macciiate egennonsa] lettitanno gara

[deerru deerrunni leelliannonsata] ikkite borreessantino.
And the prepared books are written in such a way that they show the students step by step the method of how to add the knowledge of speaking, writing, reading and listening.
ledeno [afuu egenno

[[hattenne kaalonni wole egennonna ogimma afie] umonsanna gobbansa kaala]

dandiitanno gede]

assate hedonniiti.

Besides, it is the expectation to accomplish that the knowledge of the language shall enable them to help themselves and their country when they, by means of this tool, have found other knowledge and aquired other skills.

(How far is egenno SUBJ and when does insa take over?)

saeno [[rosaancu rosu giddo macciiannohu]

deerru deerrunkunni [konni woroonni leellanno amado]

afianno gede] assate wonaallonni.
Passing on (moreover), one has tried to achieve that the student who listens (aquires something) in the learning, step by step finds the objectives (content) which appear below.

1. 
   habuura, saadate cea, wkl (woleno konne labannore). Plowing, the breeding of cattle etc. (=other things which resemble these ones)
   
2. 
   gaootu looso (aradda, katama, akimete mine, wkl. Administration, surrounding, town, hospital) (The lines in the frame are not considered in the glossary:
   
3. 
   agaate looso (bua, dubbo, moicco, wkl.) The work of conservation (soil, forest, animals)
   
4. 
   amaññoote (mimmito airrisa, batama, firde, mittimma, wkl.) Values (mutual respect (greetings), love for each other, jurisdiction, unity)
   
5. 
   sagale (intannire, waa, uddano, wkl.) Food (what is eaten, water, clothes)
   
6. 
   dancummanna hagiirre (godole, misile, addi addi borro, wkl.) Goodness (kindness) and happiness (games+dance, examples, various writings)
   
7. 
   taadu doogo duucca (bosita raadoone, gaaseeta, silke, wkl.) All means of communication (mail, radio, newspapers, telephone)
   
8. 
   baiccunni baicco hanai gara, wkl. How to travel from one place to another.
   

jeefotenni konni alba assine kulliti baala,

[manci beetti heeo giddo barru barrunni leellitanno ikkito]oti.
All what one has told above in short at the beginning, is the behaviour (happenings) which appears day by day in the life of the son of man.
hattono ikkitino daafo,

[rosaancu sainsete doogonni [egennosi loosu aana hosiisate dandiisiissannota]nna

[rosiiu loosirano lobo kaalo afiino]] yine hedo assinoonni.
And because it is like this, one has made the plan, saying: (one is hoping that) the student will (plural!) cause his knowledge to be at work in a scientific way, and have found (plural!) much help for the work of teaching.