Letters: t, h, e, a Words: the, a

Reading with High Frequency Words

WEEK 1: THE, A

THIS WEEK'S CONCEPTS: Letters: t, h, e, a Words: the, a

You will need to download the high frequency word book:

or make your own word book.

The weekly lessons are outlined by days. However, feel free to speed up or slow down to fit student's needs.

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2007 Talibiddeen Jr.

RWHFW: Week 1

DAY 1

Activity 1.1: Alphabet Activity

Use the Alphabet and Vowel Chart with the routine:

You may want to post this near your learning area for quick reference during learning sessions.

1. Ask student # of letters in alphabet; supply answer in beginning lessons 2. Point to the letters and recite the letters in the alphabet in order (may do more than

one time) 3. Ask student which letters are uppercase/which are lower case; supply student with

explanation of the upper/lower case letters for first lessons. 4. Have student match uppercase letters to lowercase letters (flashcards, worksheet, or

just point to a lowercase (or uppercase) letter and have student find its corresponding uppercase (or lowercase) letter. 5. Ask student what is the 1st letter, 2nd letter, 3rd letter, last letter of the alphabet 6. Have student name the letter you point to. 7. Tell student to find the letter "c" etc..... (in the chart, in a book, poster, or anywhere in environment) 8. Give student dictation. Call out a letter or letters, have them write it. Make sure they are forming it correctly. 9. Sequencing

1. ask student what comes after the letter/before the letter....(student can look at

chart)

2. Ask student what becomes between two letters (can write with spaces: a ____

c or use flashcards, sowing 2 to three letters at a time a___c or a___.

Concepts are underlined for quick reference during learning sessions.

2007 Talibiddeen Jr.

RWHFW: Week 1

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Tip: To provide practice throughout the day, consider doing letter and word drills once or twice after every prayer.

Activity 1.2: Letter Drills: Letter recognition: t, h, e, a

If student does not know the names of any of these letters, read through the drill one or twice (or as needed) with student repeating the letters after you. If student knows some of the letters, you may want to let student proceed with drills as you listen, helping as needed. Pictures are incentives to reach the end of each row. If you want to combine learning the sounds of the letters, repeat the letter recognition drills by having student say the sound of each letter in each row.

t

h

e

a

t

e

a

h

t

a

e

h

h

e

a

t

h

a

t

e

h

t

e

a

e

a

t

h

e

t

h

e

e

h

a

e

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2007 Talibiddeen Jr.

RWHFW: Week 1

Tip: Place this page in plastic page protector so work can be easily erased and activity repeated.

Activity 1.3: Handwriting: Letter Practice

Show student how to correctly form each letter one at a time. Watch as student practices. Repeat as necessary. Have student pick which letter he/she thinks he wrote the best in each row.

t

h

e

a

You may also want to have student practice writing the letters after each prayer today.

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2007 Talibiddeen Jr.

RWHFW: Week 1

DAY 2

Activity 2.1: Alphabet Activity

Use the Alphabet and Vowel Chart with the routine:



You may want to post this near your learning area for quick reference during learning sessions.

1. Ask student # of letters in alphabet; supply answer in beginning lessons 2. Point to the letters and recite the letters in the alphabet in order (may do more than

one time) 3. Ask student which letters are uppercase/which are lower case; supply student with

explanation of the upper/lower case letters for first lessons. 4. Have student match uppercase letters to lowercase letters (flashcards, worksheet, or

just point to a lowercase (or uppercase) letter and have student find its corresponding uppercase (or lowercase) letter. 5. Ask student what is the 1st letter, 2nd letter, 3rd letter, last letter of the alphabet 6. Have student name the letter you point to. 7. Tell student to find the letter "c" etc..... (in the chart, in a book, poster, or anywhere in environment) 8. Give student dictation. Call out a letter or letters, have them write it. Make sure they are forming it correctly. 9. Sequencing

1. ask student what comes after the letter/before the letter....(student can look at chart)

2. Ask student what becomes between two letters (can write with spaces: a ____ c or use flashcards, sowing 2 to three letters at a time a___c or a___.

Concepts are underlined for quick reference during learning sessions.

Page5

2007 Talibiddeen Jr.

RWHFW: Week 1

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