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• Right Or Wrong
Tlingit-Haida-Tsimshian As a Second Language
Lesson 7
Grade 7 - Grade 12
Basic Reading
Decoding/Encoding
Provide each student with writing paper and a pen. Spell a sight word orally. If you spell the sight word correctly, each stu dent should make
a checkmark on his/her paper. However, if you mis spell the word, each student should make an "X" on his/her paper. Con tinue until all
sight words have been spelled in this way. Af terwards, review the students' responses. This activity may also be done in team form. In this
case, group the students into two teams. Write a sight word on the chalkboard (either spelling it correctly or incorrectly). When you say
"Go," the first player from each team must rush to the chalkboard and indicate whether you spelled the word correctly or incor rectly. For
cor rect, the players should make a checkmark on the chalk board; for incorrect, the players should make an "X" on the chalkboard. The
first player to respond correctly, wins the round. Repeat until all players have participated. Use a different sight word for each round of the
activity.
• Spell By Numbers
Cut each of the sight words into its individual syllables. Mount all of the cut out syllables on the chalkboard, in a scattered form. Provide
each student with writing paper and pen. Number each of the letter/syllables on the chalkboard. Say one of the sight words. Then, each
student should write the numbers of the syllables that make up the sight word you said. Repeat until all sight words have been "encoded"
in this way. Afterwards, review the students' responses.
• Word Part Bingo
Before the activity begins, prepare a page that contains all of the sight words. Provide each student with a copy of the page. Each student
should cut out the syllables from the words in his copy of the stencil. When a student has cut out all of the syllables, he/she should hold
all of the syllables in one hand, placing one syllable on his/her desk. Say a sight word. If a student's syllable (that is on his/her desk) is
found in the word you said, he/she should show it and then place that syllable to the side. The student should then place another syllable
on his/her desk. Continue in this way until a student or students have no syllables left in their hands or on their desks. This activity may
be repeated more than once by collect ing and re-distributing the syllables to the students.
• Something's Missing
Before the activity begins, prepare "clozure" word cards - sight word cards that have letters/syllables missing. Show one of the clozure
word cards to the students and call upon them to iden tify the sight word it represents. This activity may also be done in team form. In this
case, group the students into two teams. Lay the clozure word cards on the floor, at the other end of the classroom. Say one of the sight
words (or say a different sight word to the first player in each team). When you say "Go," the first player from each team must rush to the
clozure word cards and find the clozure word card for the sight word you said. Re peat until all players have played.
• Activity Page
Select an activity page from the Unit’s Student Support Materials.
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