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Tlingit-Haida-Tsimshian As a Second Language
Lesson 6
Kindergarten - Grade 3
Review the Unit’s Sentence with the
students. Use the unit’s Sentence for
the following activities.
•Let's Move
Basic Listening
Identify an appropriate body movement for each vocabulary word.
This may involve movements of hands, arms, legs, etc. Practice the
body move ments with the students. When the students are able to
perform the body movements well, say the unit’s Sentence that
contains a vocabulary word. The students should respond with the
appropriate body movement. Rather than using body move ments
or, in ad dition to the body movements, you may wish to use "sound
effects" for the sentences. The students should perform the appropriate
body movements/sound effects for the sentences you say.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word in the unit’s
Sentence. The students should repeat the sentence for that illustration.
However, when you point to an illustration and say an incorrect
sentence 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.
• Whisper
Group the students into two teams. Whisper a vocabulary word,
using the Unit’s Sentence, to the first player in each team. When
you say "Go," the first player in each team must then whisper the
sentence to the next player in his/her team. When the last player in
the team hears the sentence, he/she must run to the front of his/her
team and repeat it orally. The first player to do this wins the round.
Repeat this process un til each stu dent has responded orally.
Grade 4 - Grade 6
Basic Reading
Sight Recognition
Introduce the sight words to the students.
Match the sight words with their vocabulary
illustrations. When all of the sight words
have been introduced in this way, begin the
Sight Recognition activities.
• 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.
• Face
Mount the sight words on the walls, chalkboard, windows, etc.,
around the classroom. Group the students into two teams. Give the
first player in each team a flashlight. Darken the class room, if
possi ble. Say one of the sight words. When you say "Go," the students
should turn their flashlights on and attempt to locate the sight
word you said. The first player to do this cor rectly wins the round.
Repeat until all players in each team have participated.
• Sheet Pin Ball
Before the activity begins, obtain an old white sheet. Cut one hole
in the sheet for each student (approximately one inch in di ameter).
Number each of the holes in the sheet with a felt pen. Mount the
sight word cards on the chalkboard. Prepare number cards for the
stu dents that match the numbers on the sheet. Each student
should have one num ber card. Have two students hold the sheet at
opposite ends. Place a marble in the center of the sheet. The students
should then cause the marble to roll around on the surface of
the sheet, at tempting to pre vent it from falling through the holes.
However, when the marble does fall through a hole in the sheet,
call the number of that hole. The stu dent who has the matching
number card must identify a sight word you point to. Continue until
each student has responded.
• Activity Page
Select an activity page from the Student Support Materials. Provide
each student with a copy of the activity page.
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