Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 6<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 />
•Let's Move<br />
Basic Listening<br />
Identify an appropriate body movement for each vocabulary word.<br />
This may involve movements of hands, arms, legs, etc. Practice the<br />
body move ments with the students. When the students are able to<br />
perform the body movements well, say the Unit’s Sentence that<br />
contains a vocabulary word. The students should respond with the<br />
appropriate body movement. Rather than using body move ments<br />
or, in ad dition to the body movements, you may wish to use "sound<br />
effects" for the sentences. The students should perform the appropriate<br />
body movements/sound effects for the sentences you say.<br />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word in the Unit’s<br />
Sentence. The students should repeat the vocabu lary word for that<br />
illustration. However, when you point to an illustration and say an<br />
incorrect sentence for it, the students should remain silent. Repeat<br />
this process until the stu dents have re sponded a number of times<br />
to the dif ferent vocabulary illustrations.<br />
• Fanball<br />
Tape the vocabulary illustrations to the floor and group the students<br />
around them. Give a "hand fan" and an inflated balloon to two students.<br />
Say one of the vocabulary words. The two students should<br />
then use their fans to move the balloons to the illustration for the<br />
vocabulary word you said. Repeat.<br />
• Illustration Jigsaw<br />
Cut each of the vocabulary illustrations into four pieces. Mix the cut<br />
out pieces together and distribute them to the students (a stu dent<br />
may have more than one illustration section). When you say "Go,"<br />
the stu dents should attempt to match the jigsaw sections they have<br />
to re produce the origi nal vocabulary illustra tions. When the students<br />
put the necessary pieces of an illus tration to gether, they<br />
should identify the illustration by its vocab ulary word, and the Unit’s<br />
Sentence. Continue until all vocabulary il lustrations have been put<br />
to gether and named in this way.<br />
311<br />
Grade 4 - Grade 6<br />
Basic Reading<br />
Sight Recognition<br />
Introduce the sight words to the students.<br />
Match the sight words with<br />
their vocabulary illustrations. When<br />
all of the sight words have been<br />
introduced in this way, begin the<br />
Sight Recognition activities.<br />
• Twenty Boxes<br />
Before the activity begins, prepare a page that contains 20 (or<br />
more) boxes. Number each of the boxes on the page. Pro vide each<br />
student with a copy of the boxes. Each student should then use a<br />
pencil to shade-in half of the boxes. If the stencil contains 20 boxes,<br />
each student should shade in ten boxes. When the stu dents have<br />
completed this process, call a student's name and a num ber from<br />
one of the boxes on the form. If the student has that box shadedin,<br />
he/she may "pass". However, if that box is not shaded in, the<br />
student must identify a sight word you show. Repeat this process a<br />
number of times until many students have responded. The stu dents<br />
may exchange forms periodically during the activity.<br />
• Face<br />
Mount the sight words on the walls, chalkboard, windows, etc.,<br />
around the classroom. Group the students into two teams. Give the<br />
first player in each team a flashlight. Darken the class room, if<br />
possi ble. Say one of the sight words. When you say "Go," the students<br />
should turn their flashlights on and attempt to locate the sight<br />
word you said. The first player to do this cor rectly wins the round.<br />
Repeat until all players in each team have participated.<br />
• Win, Lose, Or Else!<br />
Give one sight word card to each of two students. The students<br />
should stand in front of the chalkboard. They should then illustrate<br />
the sight word they have, using chalk on the chalkboard. When a<br />
student’s illustration is finished, have the other students identify it.<br />
Repeat with other pairs of artists, until all of the students have participated.<br />
• Checkers In The Blind<br />
Prepare an outline on a piece of paper that contains twenty sections.<br />
Number each box in the outline. Write sight words in selected<br />
boxes in the outline. Call a student's name. The student should<br />
say a number between 1 and 20. If the box with that number contains<br />
a sight word, say "Bingo!" Show the student the sight word<br />
card for the word that is in the box on the chart. The student must<br />
read that word orally. If the box named by the stu dent does not contain<br />
a sight word, say "Pass." Continue until all of the sight words<br />
have been identified in this way.