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Tlingit-Haida-Tsimshian As a Second Language Lesson 4 • Stare Kindergarten - Grade 3 Basic Listening Have two students stand, facing one another. Mount the vocabu lary illustra tions on the chalkboard and number them. The object of the activity is for the two students to look at each other without laughing. The first student to laugh must then identify a vocabulary illustration by a number from the chalkboard. If both students laugh, then both stu dents must identify a vocabulary illustration or illustrations for the numbers you say from the chalkboard. Re peat with other pairs of students. • 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. • Under the Bridge Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her. Repeat. • Turn and Face Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say one of the vo cabulary words and the students should turn to face the illustration for the word you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. 187 • Stare Grade 4 - Grade 6 Basic Listening Have two students stand, facing one another. Mount the vocabu lary illustra tions on the chalkboard and number them. The object of the activity is for the two students to look at each other without laughing. The first student to laugh must then identify a vocabulary illustration by a number from the chalkboard. If both students laugh, then both stu dents must identify a vocabulary illustration or illustrations for the numbers you say from the chalkboard. Re peat with other pairs of students. • 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. • Under the Bridge Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her. Repeat. • Turn and Face Mount the vocabulary illustrations on the walls and chalkboard. Group the stu dents together in the center of the classroom. Say one of the vo cabulary words and the students should turn to face the illustration for the word you said. Depending upon the size of your class, this ac tivity may be done in small groups. This activity may also be done in team form. In this case, have a player from each team stand in the center of the classroom. When a player faces the wrong di rection (i.e., the wrong il lustration), he/she is "out" until a later round of the ac tivity. Repeat until all players have had an opportunity to participate. • What's That Word Mount the vocabulary illustrations on the chalkboard. Tell a "running story" and point to the vocabulary illustrations as the words appear in the run ning story. When you point to an illustra tion, the students should say the vocab ulary word for it. The run ning story is used to include the vocab ulary words in natural flowing language. Repeat this process until the students have said the vocabulary words a number of times.
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. • Lucky Squares Tlingit-Haida-Tsimshian As a Second Language Lesson 4 Mount a set of sight word cards on the chalkboard. Before the activity begins, prepare a page that has a sight word printed across the top. Draw columns for each letter of the sight word. Then, draw horizontal lines across the form to create boxes. Provide each student with a copy of the page. Each student should then copy a sight word in each of the blank boxes of the out line (the students will have to write "small" ver sions of the sight words). When the students have done this, provide each student with a num ber of markers. Call a letter from the word at the top of the form and then say the name of a sight word. The students should look for that letter and then they should look at the column be neath it to see if the sight word you named is there. If a student has the sight word you said in a box in that column, he/she should place a marker on it. Continue in this way until a student or students have a horizontal, vertical, or diagonal line of markers on their forms. Students who have created a line of markers in this way must then identify all of the sight words in the line. You may wish to have the students ex change forms for each new round of the game. • Overhead Run-On Before the activity begins, write all of the sight words on an overhead transparency - leaving no spaces between the words. You may wish to add "nonsense" letters between the words. Place the transparency on an overhead projector, facing the chalkboard. The words should be projected onto the chalkboard. Have two students stand beside the chalkboard. Say a different sight word to each of the two students. They should then use chalk to circle the sight words on the chalkboard. Repeat with other pairs of students until all of the sight words have been identified in this way. • 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. • Sight Word Bingo 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. • Activity Sheet Select an activity sheet from the Student Support Materials. 188
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Learning Our Tlingit, Haida and Tsi
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