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صفحة: 276
. Pg . 234 , Exercise 6 : Read and mark Pre - Reading Activities : • Have students try to read the title, making sure they pronounce the two ○ different ‘g’ sounds correctly . Have students look at the picture and identify items with a ‘g’ sound ( bridge, ○ gray cat, grass ) . Have students share what they think the story is about . ○ Introduce the new reading words : ginger, empty . ○ Reading Activities : ● Have students listen as you read the story " Greg from Grady Village" or play the ○ audio . Students should focus on distinguishing between the hard and soft ‘g’ sound throughout the text . Then, read one row at a time and have students repeat chorally, emphasizing the ○ hard and soft ‘g ’ sound s . Have students practice reading the text in pairs . ○ Post - Reading Activities : • o Have students mark all the words with the letter ‘g’, whether it appears in the beginning, middle, or end of a word . Answer Key : The following words are marked : Greg , Grady, Village, grandfather, Gigi, ginger, Gotti, gray, magic, garden , grandfather’s, bridge, goes . Pg . 234, Exercise 7 : Write . Have students look at the list of "g" words they circled in the previous exercise . ● Ask them to write two word under each column : / g / for the hard / g / sound and / j / for the ● soft / g / sound . Supporting Students with Language Impairments : For students with language impairments, this activity may require additional support to guarantee they can follow along and feel confident . Here are some strategies to consider : Review words from the story that contain the letter "g" ( e . g . , "Gigi," "village," "magic" ) ● before reading . This can help students recognize the target words more easily . Highlight or underline one or two "g" words on the first line of the story as examples . ● You could also use color coding, like marking all "g" words in a specific color, to make identification clearer . Allow students to trace the letter "g" with their finger each time they find it, or provide ● a textured letter "g" card for tactile reinforcement . Read the text aloud, pausing to help students find and circle each "g" word as you go ● along . This reduces cognitive load and supports both letter recognition and comprehension . My Way, Teacher's Guide 276
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