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صفحة: 96
96 My Way, Teacher's Guide Explain to the students that there are letters which start at the top ( cat’s head ) while ● others start in the middle ( cat’s neck ) . Some letters have a “tail” and extend below the line . Have students write the letters on the lines in their books . ● Extension activity ideas : Have students continue practicing writing the new letter ( upper and lowercase ) in . 1 their notebooks . Print out large blank A pages ( see suggested sources in Appendix C, TG page 371 ) and . 2 have students decorate them . These can be hung as a class gallery, taken home, or kept in folders for students to assemble into an alphabet book at the end of the year . Some ideas : Alphabet A’s : Cut out different letters of the alphabet from magazines ● and newspapers or handwrite ABC letters to create Alphabet A’s . Apple Stamp A’s : Cut an apple in half to make apple stamps and have ● students create apple stamp A’s using paint . Adding A’s : Have students write addition signs all over . ● For more information on teaching letters and writing, see TG, Letters, page 23 . Pg . 43, Exercise 4 : Find and circle . Have students look in the scene for hidden items that start with the short / a / sound ● and circle them . Have students count the number of items that start with the short / a / sound and write ● the number in the box . Answer Key : Note : Acrobat is a word that has not been taught directly to students . It is a cognate in Hebrew ( not in Arabic ) , so L1 Hebrew students may choose to color acrobat . If L1 Hebrew students do not color acrobat, their answer is still correct .
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