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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 vocabu lary word 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.
• Match My Half
Cut the vocabulary illustrations in half. Keep one half of each il -
lustration and give the remaining halves to the students. Hold up
one of your illustra tion halves. The student who has its matching
half must show his/her half and say the vocabulary word for the
illus tration, using the unit’s sentence. Repeat this pro cess until all
students have responded.
• Road Maze
Outline a series of "roads" on the floor using masking tape or chalk.
All of the roads should begin at the same place and end in the
same general area. Place the vocabulary illustrations at the ends of
the roads. Give two students toy cars. The students should place
their cars at the START of the roads. When you say "Go," they
should drive through the road system as quickly as they can to the
vocabulary illustrations. The first player to park his/her car on one
of the illustrations and to name it, using the unit’s sentence, wins
the round. Re peat with other pairs of players until all of the students
have partici pated.
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.
• 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.
• 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 a copy of the “1-6” sheet from the back
of this Unit. The students should cut out the numbers. Then, each
student should place TWO number cards in front of him/her. 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.
• Activity Sheet(s)
Have the students work on activity sheet(s) from the students’ support
materials.
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