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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.
• Fanball
Tape the vocabulary illustrations to the floor and group the students
around them. Give a "hand fan" and an inflated balloon to two students.
Say one of the vocabulary words. The two students should
then use their fans to move the balloons to the illustration for the
vocabulary word you said. Repeat.
• Illustration Jigsaw
Cut each of the vocabulary illustrations into four pieces. Mix the cut
out pieces together and distribute them to the students (a stu dent
may have more than one illustration section). When you say "Go,"
the stu dents should attempt to match the jigsaw sections they have
to re produce the origi nal vocabulary illustra tions. When the students
put the necessary pieces of an illus tration to gether, they
should identify the illustration by its vocab ulary word, and the Unit’s
Sentence. Continue until all vocabulary il lustrations have been put
to gether and named in this way.
311
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.
• Twenty Boxes
Before the activity begins, prepare a page that contains 20 (or
more) boxes. Number each of the boxes on the page. Pro vide each
student with a copy of the boxes. Each student should then use a
pencil to shade-in half of the boxes. If the stencil contains 20 boxes,
each student should shade in ten boxes. When the stu dents have
completed this process, call a student's name and a num ber from
one of the boxes on the form. If the student has that box shadedin,
he/she may "pass". However, if that box is not shaded in, the
student must identify a sight word you show. Repeat this process a
number of times until many students have responded. The stu dents
may exchange forms periodically during the activity.
• 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.
• Win, Lose, Or Else!
Give one sight word card to each of two students. The students
should stand in front of the chalkboard. They should then illustrate
the sight word they have, using chalk on the chalkboard. When a
student’s illustration is finished, have the other students identify it.
Repeat with other pairs of artists, until all of the students have participated.
• Checkers In The Blind
Prepare an outline on a piece of paper that contains twenty sections.
Number each box in the outline. Write sight words in selected
boxes in the outline. Call a student's name. The student should
say a number between 1 and 20. If the box with that number contains
a sight word, say "Bingo!" Show the student the sight word
card for the word that is in the box on the chart. The student must
read that word orally. If the box named by the stu dent does not contain
a sight word, say "Pass." Continue until all of the sight words
have been identified in this way.