Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 7<br />
Kindergarten - Grade 3<br />
Review the unit’s sentence with the<br />
students. Use the unit’s sentence for<br />
the following activities.<br />
• Flashlight Find<br />
Basic Listening<br />
Mount the vocabulary illustrations on the walls, chalkboard, win -<br />
dows, etc. Have a student stand in the center of the classroom with<br />
a flashlight. Say the unit’s sentence and one of the vocabulary<br />
words; the student must find the illustration for the sentence you<br />
said, using the light of the flashlight. This activity may also be conducted<br />
in team form. In this case, have two flashlights available.<br />
Have a player from each team stand in the center of the classroom.<br />
When you say the Unit’s Sentence, each player must attempt to<br />
find the correct illustra tion with the light of his/her flashlight. The<br />
first player to correctly identify the il lustration for the sentence you<br />
said wins the round. Repeat until all players have played.<br />
• Wheel of Names<br />
Basic Speaking<br />
• Switch<br />
Grade 4 - Grade 6<br />
Basic Reading<br />
Sight Recognition<br />
Stand all of the sight word cards in the chalkboard ledge. For added<br />
motivation you may wish to prepare extra sight word cards for this<br />
ac tivity. Have the students look carefully at the sequence of sight<br />
word cards (from left to right). Then, have the students close their<br />
eyes. Switch the order of any two of the sight word cards. Have the<br />
students open their eyes and call upon specific individuals to name<br />
the sight words that were switched. You may wish to conduct this<br />
activity in team form. In this case, the first player to correctly identify<br />
the two switched sight words, wins the round. Re peat until all<br />
play ers have participated.<br />
• About - Face!<br />
Mount the vocabulary illustrations on the walls, chalkboard, door,<br />
and windows of the classroom. Mount the sight word cards on the<br />
chalkboard. Use a flashlight to shine on one of the sight word<br />
cards. The students should then turn and face the illustra tion for the<br />
sight word you point to. Repeat until all of the sight words have<br />
been identified in this way.<br />
• The Disappearing Word<br />
Before the activity begins, prepare a name card for each student.<br />
Lay the name cards on your desk, in a large circle. Mount the<br />
vocab ulary illus trations on the chalkboard. Place a bottle or other<br />
appropriate spinner in the center of your desk. Spin the spinner.<br />
When the spin ner stops, call the student’s name it is pointing at.<br />
That student must then identify a vocabu lary illustration you point<br />
to on the chalkboard and then say its name in the unit’s sentence.<br />
When a student has done this correctly, re move his/her name card<br />
from the desk. Continue in this way until no name cards are left on<br />
the desk.<br />
• Under the Bridge<br />
Mount all of the sight words on the chalkboard. For added motiva -<br />
tion, you may wish to prepare an extra set of sight word cards to<br />
add to those on the chalkboard. Have the students look carefully at<br />
the sight words. Then, the students should close their eyes. When<br />
the stu dents' eyes are closed, remove one of the sight words from<br />
the chalkboard. Have the students open their eyes and identify the<br />
missing word. Re peat this process until all of the sight words have<br />
been re moved from the chalk board and identified in this way.<br />
• Activity Page<br />
Select an activity page from the Unit’s Student Support Materials.<br />
Have two students stand facing one another with hands clasped.<br />
The two students should raise their hands above their heads to<br />
resemble the arch of a bridge. Have the remaining students line up<br />
in a straight line. The students should file "under the bridge" in single<br />
file. When you clap your hands, the two students should lower<br />
their hands, trapping one of the students "on the bridge." The student<br />
who is trapped should then identify a vocabulary illus tration<br />
you show him/her, using the unit’s sentence. Repeat until a number<br />
of students have responded.<br />
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