Download - Sealaska Heritage Institute

Grade 7 - Grade 12
Basic Reading
Decoding/Encoding
Have the students use the Unit Sentence with the Encoding activities.
• Word Part Bingo
Tlingit-Haida-Tsimshian As a Second Language
Lesson 8
Before the activity begins, prepare a page that contains all of the sight words. Provide each student with a copy of the page. Each student
should cut out the letters/syllables from the words in his copy of the stencil. When a student has cut out all of the letters/syllables, he/she
should hold all of the letters/syllables in one hand, placing one letter/syllable on his/her desk. Say a sight word. If a student's letter/syllable
(that is on his/her desk) is found in the word you said, he/she should show it and then place that let ter/syllable to the side. The student
should then place another let ter/syllable on his/her desk. Continue in this way until a student or students have no letters/syllables left
in their hands or on their desks. This activity may be repeated more than once by collect ing and re-distributing the letters/syllables to the
students.
Basic Writing
Have the students use the Unit Sentence with the Basic Writing activities.
• The Other Half
Cut each of the sight words in half. Give each student a sheet of writing paper, a pen and one of the word-halves. Each student should
glue the word-half on his/her writing paper and then complete the spelling of the word. You may wish to have enough word-halves prepared
so that each student completes more than one word. Af terwards, review the students' responses.
• Numbered Illustrations
Mount the vocabulary illustrations on the chalkboard and number each illustration. Provide each student with writing paper and a pen. Call
the number of an illustration. Each student should write the vocabu lary word for the illustration represented by that number. Repeat until
all vocabulary words for the illustra tions have been written. Review the students' responses.
• Silent Dictation
Provide each student with writing paper and a pen. The students should watch carefully as you move your lips as though you are saying
one of the sight words (do not voice the word). After "lipping" the sight word, each student should write that word on his/her sheet of paper.
Repeat this process with other sight words. Afterwards, re view the students' responses.
• Activity Sheet(s)
Have the students work on activity sheets from the students’ support materials.
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