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صفحة: 115
115 My Way, Teacher's Guide Answer key : table, tiger, toast, tuna, tea Note : Tuna and toast are words that have not been taught directly to students . They are both cognates in L1 ( Hebrew and Arabic ) so students may choose to color those as well . If students do not color these pictures, their answers are still correct . Challenge exercise : After students have colored in all the words that start with / t / , ask them, “How many ● t / words ? ” / Have students count and write their answers in the box . ● Answer key : Five . ( Some students may not think to include the table and write four . ) Reading and Writing This is the first lesson on reading and writing . Students will be introduced to phonetic reading of two - letter words and CVC words . It is important to emphasize the sound of each letter to teach students phonetic reading strategies . There is also a simple story and reading comprehension activities to help students connect decoding and comprehension . Learning Objectives ❖ Students can spell words according to the appropriate stage in developmental spelling . ❖ Students can accurately read and pronounce phonetically - spelled words and words with familiar orthographic patterns . ❖ Students can accurately and fluently read familiar words . ❖ Students can read sentences in the correct direction . Individual Practice : Student Book ( Pgs . 52 - 53 ) Pg . 52, Exercise 1 : Read . Show students the sound of the letter in each letter bubble and explain how together ● they form the word in the larger word bubble at the end of the row . Read the sounds and then the word out loud and have the students listen to your ● pronunciation . For example : / b / / a / / t / → bat Have students read chorally . Then call on individual students to read a word . ●
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