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Tlingit-Haida-Tsimshian As A Second Language Lesson 7 Kindergarten - Grade 3 Review the unit’s sentence with the students. Use the unit’s sentence for the following activities. • Nod and Clap Basic Listening Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its name, using the unit’s sentence. The students should nod their heads to indicate that you said the correct sentence for the illustration. However, when you point to an illustration and say an incorrect sentence for it, the students should clap their hands ONCE. Repeat this process until all of the vocabulary illustrations have been used a number of times in this way. • Under the Bridge Basic Speaking Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her, using the unit’s sentence. Repeat until most of the students have responded. • Whisper Group the students into two teams. Whisper the unit’s sentence (which includes a vocabulary word from this unit) 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 the sentence 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 • The Disappearing Word Mount all of the sight words on the chalkboard. For added motiva - tion, you may wish to prepare an extra set of sight word cards to add to those on the chalkboard. Have the students look carefully at the sight words. Then, the students should close their eyes. When the stu dents' eyes are closed, remove one of the sight words from the chalkboard. Have the students open their eyes and identify the missing word. Re peat this process until all of the sight words have been re moved from the chalk board and identified in this way. • One To Six Provide each student with two blank flashcards. Each student should write a number between 1 and 6 on each of his/her flashcards (one num ber per card). Mount the sight words on the chalk - board. Toss two dice and call the numbers showing on them. Any student or students who have those two numbers on their num ber cards, must identify a sight word you point to. The students may exchange number cards periodi cally during the activity. Repeat until all of the sight words have been identified a number of times. • Funnel Words Group the students into two teams. Give the first player in each team a funnel. Mount the sight words on the walls, chalkboard, win - dows, etc., around the classroom. Say one of the sight words. The students with the funnels must then look through them to locate the sight word you named. The first student to do this correctly wins the round. Re peat with other pairs of stu dents until all players in each team have played. • String Along Join all of the students together with string. The students need not move from their seats. Before tying the ends of the string to gether, in sert a roll of tape over one of the ends of the string. Tie the ends of the string together. Turn your back to the stu dents. The students should pass the roll of tape along the string as quickly as possible. When you clap your hands, the student left holding the tape must then identify a sight word you show him. Repeat this process until many students have responded and un til all of the sight words have been correctly identified a number of times. • Activity Sheet - 1 Select an activity sheet from the Student Support Materials. 253
• Find The Parts Tlingit-Haida-Tsimshian As A Second Language Lesson 7 Grade 7 - Grade 12 Basic Reading Decoding/Encoding Before the activity begins, prepare a page that contains the sight words. Provide each student with a copy of the page. Each student should then cut out the letter/syllables of the sight words. When a student has cut out all of the letter/syllables, he/she should lay them on his/her desk, in a scattered form. Say one of the sight words. The students should then find the necessary let ters/syllables to create the sight word you said. Continue until all of the sight words have been developed in this way. Later, the students can glue their encoded sight words on blank sheets of paper. • How Many Provide each student with five blank flash cards. Each student should write the numbers 1 to 9 on his/her cards (one number per card). Say one of the sight words and the students should hold up the number cards to show the number of letters/syllables in the word. Repeat this process with other sight words. Of course, if you have sight words that contain more than nine let ters/syllables, it will be necessary to provide the students with more flashcards. • Right Or Wrong 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. • Activity Sheet - 1 Select an activity sheet from the Student Support Materials. 254
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Learning Our Tlingit, Haida and Tsi
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Credit Page Tlingit Language Specia
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UNIT 1 Parts of My Body
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