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Tlingit-Haida-Tsimshian As a Second Language
Lesson 8
Kindergarten - Grade 3
Review the unit’s sentence with the
students. Use the unit’s sentence for
the following activities.
• Nod and Clap
Basic Listening
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its name, using the unit’s sentence. The
students should nod their heads to indicate that you said the correct
sentence for the illustration. However, when you point to an
illustration and say an incorrect sentence for it, the students should
clap their hands ONCE. Repeat this process until all of the vocabulary
illustrations have been used a number of times in this way.
• Hand Tag
Basic Speaking
Group the students in a circle on the floor. The students should
place their hands inside the circle - palms down, flat on the floor.
Stand in the center of the circle with a flashlight. Then, use the light
of the flashlight to attempt to tag a student's hand or hands. The
stu dents may pull their hands out of the circle whenever they think
they are going to be tagged. When a student's hand or hands are
tagged, he/she must then iden tify a vocabulary illustration you
show, using the unit’s sentence. Repeat until many students have
responded.
• Illustration Bingo
Before the activity begins, prepare a stencil which contains small
ver sions of the vocabulary illustrations. Provide each student with
a copy of the stencil. The students should cut-out the illustrations
from their copies of the stencil. When the students have cut-out
their il lustrations, each student should lay his/her illustrations on
the desk, face down. Then, each student should turn one illustration
face-up. Say a vocabulary word, using the unit’s sentence. Any
student or students who have the vocabulary illustration for that
word face-up on their desks, should call “BINGO.” Then, each student
must orally identify the il lustration. A stu dent who does this
successfully should then place that illustration to the side and turn
over another il lustration on his/her desk. The student or students
who have no illustrations left on their desks are the win ners. This
activity may be re peated more than once by collecting, mixing and
redistributing the illustra tions to the students.
• Clozure Cards
Grade 4 - Grade 6
Basic Reading
Decoding/Encoding
Prepare clozure cards using the key vocabulary words - print only
the first and last letters of the words on the cards. Write the main
part of each word on flashcards that fit into the clozure cards.
Mount all of the clozure cards on the chalkboard. Lay the other
flashcards on the floor in front of the chalkboard. Group the stu -
dents into two teams. When you say "Go," the first player in each
team must rush to the cards on the floor. Each player should select
one of the cards and center it in its correct clozure card on the
chalkboard. The first player to do this successfully wins the round.
Repeat until all players in each team have partici pated. This activity
can also be conducted as an activity sheet with the students.
• Find The Other Half
Group the students into two teams. Give the first player in each
team a flashlight. Cut each of the sight words in half. Mix the word
halves together and attach them to the chalkboard in a scattered
form. Stand between the two teams with a flashlight. Shine the light
of your flashlight on a word half. When you say "Go," the first player
in each team must turn on his/her flashlight and find the other
half of the word for the word half your light is shining on. The first
student to do this correctly wins the round. Repeat until all players
in each team have played.
• Whispered Syllables
Group the students into two teams. Mount the sight word cards on
the chalkboard. Whisper a syllable from one of the sight words to
the first player in each team. When you say "Go," the first player in
each team must whisper the same syllable to the next player in the
team. The players should continue to whisper the syllable in this
way until the last player in the team hears the syllable. When the
last player hears the syllable, he/she must rush to the chalkboard
and point to the sight word that contains that syllable (any sight
word that has that syllable in it). Repeat this process until all players
have had an opportunity to identify a sight word in this way.
• Stretch
Cut the sight words in half. Spread the word halves on the floor in
a scattered form. Group the students around the word halves. Have
one students stand among the word halves. Say one of the vocabulary
words and the student should use his/her feet to encode the
word halves for that word - he/she should place the left foot on half
of the word and the right foot on the other half of the word. For
added motivation, you may wish to have two or more stu dents participating
at the same time. Repeat until all of the stu dents have
taken part in the activity.
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