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Tlingit-Haida-Tsimpshian As a Second Language Lesson 4 Kindergarten - Grade 3 • The Running Story Basic Listening Give the vocabulary illustrations to the students. Tell a running story which contains the vocabulary words repeated a number of times. When a student hears the vocabulary word for his/her illustration, he/she must hold up the illustration and show it to you. Have the students exchange illustrations periodically during the ac tivity. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word. The students should repeat the vocabu lary word for that illustration. However, when you point to an illustration and say an incorrect vocabulary word for it, the students should remain silent. Repeat this process until the stu dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Flashlight Name Mount the vocabulary illustrations on the chalkboard and the walls of the class room. Darken the classroom as much as possible. Use a strong flash light to direct the students' attention to one of the illustrations. The students should iden tify the illustration which is illuminated by the light of the flashlight. Con tinue in this way until all of the vo cabulary words have been said a number of times. • Whisper Mount the vocabulary illustrations on the chalkboard. Group the stu dents into two teams. Whisper a vocabulary word to the first player in each team. When you say, "Go," the first player in each team must then whisper the same word to the next player in his/her team. The players should continue whis pering the vocabulary word in this way until the last player in a team hears the word. When the last player in a team hears the word, he/she must rush to the chalkboard and point to the illustration for the word. The first player to do this correctly wins the round. Repeat until all players have had an opportu nity to identify a vocabulary illustration in this way. When player has iden tified a vocabulary illustration, he/she should re-join the front of his/her team. Grade 4 - Grade 6 • The Running Story Basic Listening Give the vocabulary illustrations to the students. Tell a running story which contains the vocabulary words repeated a number of times. When a student hears the vocabulary word for his/her illustration, he/she must hold up the illustration and show it to you. Have the students exchange illustrations periodically during the ac tivity. • Right or Wrong Basic Speaking Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word. The students should repeat the vocabu lary word for that illustration. However, when you point to an illustration and say an incorrect vocabulary word for it, the students should remain silent. Repeat this process until the stu dents have re sponded a number of times to the dif ferent vocabulary illustrations. • Flashlight Name Mount the vocabulary illustrations on the chalkboard and the walls of the class room. Darken the classroom as much as possible. Use a strong flash light to direct the students' attention to one of the illustrations. The students should iden tify the illustration which is illuminated by the light of the flashlight. Con tinue in this way until all of the vo cabulary words have been said a number of times. • Whisper Mount the vocabulary illustrations on the chalkboard. Group the stu dents into two teams. Whisper a vocabulary word to the first player in each team. When you say, "Go," the first player in each team must then whisper the same word to the next player in his/her team. The players should continue whis pering the vocabulary word in this way until the last player in a team hears the word. When the last player in a team hears the word, he/she must rush to the chalkboard and point to the illustration for the word. The first player to do this correctly wins the round. Repeat until all players have had an opportu nity to identify a vocabulary illustration in this way. When player has iden tified a vocabulary illustration, he/she should re-join the front of his/her team. • Chair Ring Toss Overturn two or three chairs and place them at one end of the class room. The legs of the chairs can be used for a game of "ring toss." Place the vocabulary illustrations beside each of the chairs. Group the students about ten feet from the overturned chairs. Give each student a ring made from a large pipe cleaner. Call a student’s name. The student should then toss his/her ring towards the chairs, attempting to land it on a chair leg. If the ring lands on a leg, the student may "pass." However, if the ring misses the chair legs, he/she must identify one of the vocabulary illustrations. Repeat 127
Grade 7 - Grade 12 Basic Reading Sight Recognition Introduce the sight words to the students. Match the sight words with the vocabulary illustrations. When all of the sight words have been introduced, begin the Sight Recognition activities. Use the unit’s sentence with the sight words. • Running Story Tlingit-Haida-Tsimpshian As a Second Language Lesson 4 Mount the sight words on the chalkboard. Tell a "running story" to the students. As the vocabulary words are called for in the story, point to them on the chalkboard. The students should say the words as you point to the sight words. Repeat this process until all of the sight words have been said a number of times by the students. • Sight Word Bingo Before the activity begins, photocopy the Sight Word Bingo page from the Student Support Materials. Provide each student with a copy of the stencil. The students should cut the sight words from their copies of the sten cil. When the students have cut out their sight words, each stu dent should lay all of the sight words but one, face down on his/her desk. Say a sight word. Any student or students who have that sight word face up on their desks should show the sight word to you. Then, those sight words should be placed to the side and other sight words turned over in their place. Continue in this way until a student or stu dents have no sight words left on their desks. This activity may be repeated more than once by col lecting, mixing, and redis tributing the sight words to the students. • Deal! Before the activity begins, obtain two decks of playing cards. Give all of the cards from one deck to the students (if possible, ar range it so that all students have the same number of cards). Mount the sight words on the chalkboard. Hold a playing card from the other deck of cards against one of the sight words on the chalkboard. The student who has the matching playing card must identify the sight word. When the student has done this correctly, he/she should place that playing card to the side. Continue in this way until a student or students have no playing cards left in their hands. • Checkers In The Blind Prepare a large outline on the chalkboard that contains twenty sections. Number each box in the outline. Have the students face the back of the classroom. Mount small sight words in selected boxes in the outline. Call a student's name. The student should say a number between 1 and 20. If the box with that number contains a sight word, say "Bingo!" The student should then turn around and read the sight word in the box. If the box named by the stu dent does not contain a sight word, say "Pass." Continue until all of the sight words have been identified in this way. • Activity Sheet Select an activity page from the Student Support Materials. 128
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Learning Our Tlingit, Haida and Tsi
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Unit 8 Types of Clothing 141-160 Un
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As more language goes into the chil
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Month 1 Month 2 Month 3 Month 4 Mon
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UNIT 1 Parts of My Body
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Unit 4 Parts of My Home - Tsimshian
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