Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimpshian As a Second Language<br />
Lesson 8<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 />
• Nod and Clap<br />
Basic Listening<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its name, using the unit’s sentence. The<br />
students should nod their heads to indicate that you said the correct<br />
sentence for the illustration. However, when you point to an<br />
illustration and say an incorrect sentence for it, the students should<br />
clap their hands ONCE. Repeat this process until all of the vocabulary<br />
illustrations have been used a number of times in this way.<br />
• Hand Tag<br />
Basic Speaking<br />
Group the students in a circle on the floor. The students should<br />
place their hands inside the circle - palms down, flat on the floor.<br />
Stand in the center of the circle with a flashlight. Then, use the light<br />
of the flashlight to attempt to tag a student's hand or hands. The<br />
stu dents may pull their hands out of the circle whenever they think<br />
they are going to be tagged. When a student's hand or hands are<br />
tagged, he/she must then iden tify a vocabulary illustration you<br />
show, using the unit’s sentence for this unit. Repeat until many students<br />
have responded.<br />
• Road Maze<br />
Outline a series of "roads" on the floor using masking tape or chalk.<br />
All of the roads should begin at the same place and end in the<br />
same general area. Place the vocabulary illustrations at the ends of<br />
the roads. Give two students toy cars. The students should place<br />
their cars at the START of the roads. When you say "Go," they<br />
should drive through the road system as quickly as they can to the<br />
vocabulary illustrations. The first player to park his/her car on one<br />
of the illustrations and to name it, using the Unit’s Sentence, wins<br />
the round. Re peat with other pairs of players until all of the students<br />
have partici pated.<br />
• Clozure<br />
Grade 4 - Grade 6<br />
Basic Reading<br />
Decoding/Encoding<br />
Prepare clozure cards using the key vocabulary words - print only<br />
the first and last letters of the words on the cards. Write the main<br />
part of each word on flashcards that fit into the clozure cards.<br />
Mount all of the clozure cards on the chalkboard. Lay the other<br />
flashcards on the floor in front of the chalkboard. Group the stu -<br />
dents into two teams. When you say "Go," the first player in each<br />
team must rush to the cards on the floor. Each player should select<br />
one of the cards and center it in its correct clozure card on the<br />
chalkboard. The first player to do this successfully wins the round.<br />
Repeat until all players in each team have partici pated. This activity<br />
can also be conducted as an activity sheet with the students.<br />
• Find The Other Half<br />
Group the students into two teams. Give the first player in each<br />
team a flashlight. Cut each of the sight words in half. Mix the word<br />
halves together and attach them to the chalkboard in a scattered<br />
form. Stand between the two teams with a flashlight. Shine the light<br />
of your flashlight on a word half. When you say "Go," the first player<br />
in each team must turn on his/her flashlight and find the other<br />
half of the word for the word half your light is shining on. The first<br />
student to do this correctly wins the round. Repeat until all players<br />
in each team have played.<br />
• The Lost Syllable<br />
Say a syllable from one of the sight words. Call upon the students<br />
to identify the sight word (or words) that contain that syllable.<br />
Depending upon the syllable you say, more than one sight word<br />
may be the correct answer. This activity may also be done in team<br />
form. In this case, lay the sight word cards on the floor. Group the<br />
students into two teams. Say a syllable from one of the sight words.<br />
When you say "Go," the first player in each team must rush to the<br />
sight word cards and find the sight word that contains the sylla ble<br />
you said.<br />
• Spell By Numbers<br />
Cut each of the sight words into its individual letters/syllables.<br />
Mount all of the cut out letters/syllables on the chalkboard, in a<br />
scattered form. Provide each student with writing paper and pen.<br />
Number each of the letter/syllables on the chalkboard. Say one of<br />
the sight words. Then, each student should write the numbers of<br />
the let ters/syllables that make up the sight word you said. Repeat<br />
until all sight words have been "encoded" in this way. Afterwards,<br />
review the students' responses.<br />
• Activity Sheet<br />
215<br />
Photocopy an activity sheet from the Student Support Materials.