Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As A Second Language<br />
Lesson 6<br />
Kindergarten - Grade 3<br />
Review the unit’s sentence with the<br />
students. Use the unit’s sentence for<br />
the following activities.<br />
•Let's Move<br />
Basic Listening<br />
Identify an appropriate body movement for each vocabulary word.<br />
This may involve movements of hands, arms, legs, etc. Practice the<br />
body move ments with the students. When the students are able to<br />
perform the body movements well, say the unit’s sentence that contains<br />
a vocabulary word. The students should respond with the<br />
appropriate body movement. Rather than using body move ments<br />
or, in ad dition to the body movements, you may wish to use "sound<br />
effects" for the sentences. The students should perform the appropriate<br />
body movements/sound effects for the sentences you say.<br />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word in the unit’s sentence.<br />
The students should repeat the vocabu lary word for that<br />
illustration. However, when you point to an illustration and say an<br />
incorrect sentence for it, the students should remain silent. Repeat<br />
this process until the stu dents have re sponded a number of times<br />
to the dif ferent vocabulary illustrations.<br />
• Your Number Is Up!<br />
Grade 4 - Grade 6<br />
Basic Reading<br />
Sight Recognition<br />
Introduce the sight words to the students.<br />
Match the sight words with their<br />
vocabulary illustrations. When all of the<br />
sight words have been introduced in<br />
this way, begin the Sight Recognition<br />
activities.<br />
• Running Story<br />
Mount the sight words on the chalkboard. Tell a "running story" to<br />
the students. As the vocabulary words are called for in the story,<br />
point to them on the chalkboard. The students should say the<br />
words in the unit’s sentence for this unit. Repeat this process until<br />
all of the sight words and unit’s sentence have been said a number<br />
of times.<br />
• Face<br />
Mount the sight words on the walls, chalkboard, windows, etc.,<br />
around the classroom. Group the students into two teams. Give the<br />
first player in each team a flashlight. Darken the class room, if<br />
possi ble. Say one of the sight words. When you say "Go," the students<br />
should turn their flashlights on and attempt to locate the sight<br />
word you said. The first player to do this cor rectly wins the round.<br />
The student should then use the sight word in the unit’s sentence<br />
for this unit. Repeat until all players in each team have participated.<br />
• Sight Word Bingo<br />
Provide each student with ten blank flashcards. Each student<br />
should then write one number on each of his/her cards, using the<br />
num bers zero to nine - one number per card. When the students'<br />
number cards are ready, they should turn their cards over on their<br />
desks (face down). Then, each student should turn one card face<br />
up. Call a number between zero and nine. Any stu dent or students<br />
who have that number face up on their desks must iden tify a vocabulary<br />
illus tration you point to, using the unit’s sentence for this unit.<br />
Then, those number cards should be placed to the side and other<br />
number cards turned over. The winner or win ners of this activity are<br />
those stu dents who have no number cards left on their desks.<br />
Photocopy the Sight Word Bingo page from the Student Support<br />
Materials. Provide each student with a copy of the stencil. The students<br />
should cut the sight words from their copies of the sten cil.<br />
When the students have cut out their sight words, each stu dent<br />
should lay all of the sight words but one, face down on his/her desk.<br />
Say a sight word. Any student or students who have that sight word<br />
face up on their desks should show the sight word to you. Then,<br />
those sight words should be placed to the side and other sight<br />
words turned over in their place. Continue in this way until a student<br />
or stu dents have no sight words left on their desks. This activity<br />
may be repeated more than once by col lecting, mixing, and redis -<br />
tributing the sight words to the students.<br />
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