Download - Sealaska Heritage Institute

• Right Or Wrong
Tlingit-Haida-Tsimpshian 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 letters/syllables. Mount all of the cut out letters/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 let ters/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 letters/syllables from the words in his copy of the stencil. When a student has cut out all of the letters/syllables, he/she
should hold all of the letters/syllables in one hand, placing one letter/syllable on his/her desk. Say a sight word. If a student's letter/syllable
(that is on his/her desk) is found in the word you said, he/she should show it and then place that let ter/syllable to the side. The student
should then place another let ter/syllable on his/her desk. Continue in this way until a student or students have no letters/syllables left
in their hands or on their desks. This activity may be repeated more than once by collect ing and re-distributing the letters/syllables to the
students.
• Flashlight Encode
Cut each of the sight words in half. Mount all of the word halves, in a scattered form, on the chalkboard. Stand in front of the chalkboard
with two flashlights. Shine the light of one flashlight on a word half. Then, shine the light of the other flashlight on its matching half. The
students should say the sight word. However, when the lights of the two flashlights are shining on word halves that do not go together, the
students should remain silent. If four flashlights are available, this activity may be done in team form. In this case, give the first player in
each team two flash lights. Say a sight word. The first player in each team must then use his/her two flashlights to illuminate the word halves
for the sight word you said. The first player to do this cor rectly wins the round.
• Activity Sheet
Photocopy an activity sheet from the Student Support Materials. Provide each student with a copy of the activity page.
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