Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Lesson 7
Grade 7 - Grade 12
Basic Reading
Decoding/Encoding
• Find The Parts
Before the activity begins, prepare a page that contains the sight words. Provide each student with a copy of the page. Each student should
then cut out the letter/syllables of the sight words. When a student has cut out all of the letter/syllables, he/she should lay them on his/her
desk, in a scattered form. Say one of the sight words. The students should then find the necessary let ters/syllables to create the sight word
you said. Continue until all of the sight words have been developed in this way. Later, the students can glue their encoded sight words on
blank sheets of paper.
• Right Or Wrong
Provide each student with writing paper and a pen. Spell a sight word orally. If you spell the sight word correctly, each stu dent should make
a checkmark on his/her paper. However, if you mis spell the word, each student should make an "X" on his/her paper. Con tinue until all
sight words have been spelled in this way. Af terwards, review the students' responses. This activity may also be done in team form. In this
case, group the students into two teams. Write a sight word on the chalkboard (either spelling it correctly or incorrectly). When you say
"Go," the first player from each team must rush to the chalkboard and indicate whether you spelled the word correctly or incor rectly. For
cor rect, the players should make a checkmark on the chalk board; for incorrect, the players should make an "X" on the chalkboard. The
first player to respond correctly, wins the round. Repeat until all players have participated. Use a different sight word for each round of the
activity.
• Word Build
Before the activity begins, prepare a number of extra copies of the word cards. Cut each of the words into its individual let ters/syllables.
Spread all of the cut out let ters/syllables on the floor, face down. Group the students around the cut out word parts. Then, call upon a student
to reach into the circle to re move one of the letters/syllables. The student should place the cut out part on the floor, in front of himself/herself.
Then, the next stu dent in the circle should repeat this process. The students should continue in this way until a student or students
are able to use the cut out word parts they collected to create a sight word. The winner or winners are those students with the great -
est number of sight words reproduced in this way.
• Activity Sheet(s)
Have the students work on activity sheets from the students’ support materials.
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