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Tlingit-Haida-Tsimpshian As a Second Language
Lesson 6
Kindergarten - Grade 3
Review the unit’s sentence with the
students. Use the unit’s sentence for
the following activities.
•Let's Move
Basic Listening
Identify an appropriate body movement for each vocabulary word.
This may involve movements of hands, arms, legs, etc. Practice the
body move ments with the students. When the students are able to
perform the body movements well, say the unit’s sentence that contains
a vocabulary word. The students should respond with the
appropriate body movement. Rather than using body move ments
or, in ad dition to the body movements, you may wish to use "sound
effects" for the sentences. The students should perform the appropriate
body movements/sound effects for the sentences you say.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word in the unit’s sentence.
The students should repeat the vocabu lary word for that
illustration. However, when you point to an illustration and say an
incorrect sentence 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 Spin
Group the students in a circle. Sit in the center of the
circle with a flashlight. Turn the flashlight on and
spin the flashlight on the floor. When the flash light
stops, the student at whom the flash light is point ing
must then identify a vocabulary illustration you
show, using the unit’s sentence. Repeat until many
stu dents have responded.
Grade 4 - Grade 6
Basic Reading
Sight Recognition
Introduce the sight words to the students.
Match the sight words with
their vocabulary illustrations. When
all of the sight words have been
introduced in this way, begin the
Sight Recognition activities.
• Running Story
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.
• Face
Mount the sight words on the walls, chalkboard, windows, etc.,
around the classroom. Group the students into two teams. Give the
first player in each team a flashlight. Darken the class room, if
possi ble. Say one of the sight words. When you say "Go," the students
should turn their flashlights on and attempt to locate the sight
word you said. The first player to do this cor rectly wins the round.
Repeat until all players in each team have participated.
• Wagon Train
Attach the sight word cards to the students' backs (not all stu dents
need have a sight word card). When you say "Go," the stu dents
should walk around the classroom in a scattered form. Call one of
the sight words. All of the students should make a large circle
around the student who has that sight word on his/her back.
Repeat a number of times until all of the sight words have been recognized
in this way.
• Activity Sheet
Select an activity page from the Student Support Materials.
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