rashi workbook teacher edition 2012

7/31/2019 Rashi Workbook Teacher Edition 2012

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sunhkk vnsevh"ar

Teacher Edition

1 Shira Hochheimer c"ga, 2012 www.chinuchenergy.com


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Teachers Not es:

The goal of this booklet is to help all learners remember Rashi script usingtheir strongest learning style. All confusing letters in Rashi will be seen, heard,acted out with gross muscles and colored with fine muscle skills. There will bea lot of review, focus on visual discrimination and isolation of the confusing

letters to ensure mastery. The order of learning is recognition before recall sothere will be matching exercises before identification exercises.

The initial pages should be worked on as a class to make sure that everystudent gets to experience the differences between the similar letters. Therest of the booklet can be done as independent work.

The teacher can either collect each page, grade and return or collect theentire booklet. It is very effective to highlight any errors in the booklet so that

the students can easy spot mistakes, correct them and then master thefundamentals.

Sequence

Page 2 - Who w as Rashi and what is his peirush (can do bio as well.See chinuch.org for resources)

Page 3 - I t s not t hat hard. Recognizing that most letters look like printletters and identifying the few letters that need to be learned (previewing)

Page 4 - Coloring in Out lines - Visual and Fine Motor. Focuses on shape ofletter and getting used to script.

Page 5 - Beginning mat ching - Beginning recognition.

Page 6 - Beginn ing Visual Discriminat ion. Students focus on finding

similar letters.

For Each of t he Sim ilar Let t ers on pages 7-14:Act out the letter in front of the classHave the kids act it outReview the actions of already learned letters. (Simon Says is a lot of fun.Call out letters and kids act them out)Have students color in differences in the large letters at the top of thepage. The more creative students have fun turning the letters intocartoons that are doing the letter cues.

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Check students work before proceeding to catch any mistakes before theybecome reinforced and need to be unlearned.

Page 7 - j - t - The difference is the feather

- t - Put hand above head and walk a few paces saying Ello, I ave aeather in ma at

- j - Put Arms down a few inches from your sides and say Cha, Cha, Cha,Chello, Cha Dont Chave Chanything Chon My Chead

Page 8 - m-k - The difference is how far back the top is bent

- m - I am a Tzaddik and I sit and learn all day (shuckle while saying this)- k - I am a Lamed and I stand Long and Lean - Stretch neck up and standup very straight)

Page 9 - Teaching g-y - The difference is the foot on the bottom left (Both

acted out while sitting)- y - Sit up (tap left toe) and Tes - Tap, Tap, Tap your Toe

- g - Sit slouched with legs outstretched Ayin, Aah dont do ANYTHING!"

Page 10 - c-f - The difference is the bump in the middle of the letter (Both

acted out while standing)- c - Stick out arms straight in front of shoulders and push stomach forward.

Beiss Belly has a bump

- f - Round back with Arms overhead Kaf is a rUsFPage 11 - r-s - The difference is the shape of the top corner.

- r - Curve arms above head Reish is round- s - Stick arms straight in front of body Daled is diagonalPage 12 - z-u - This one gets confusing, the difference is the u faces forward

and the z faces back.

- u - Stand very straight and walk forward quickly in a row Vroom, Vroom,Vroom.

- z - Stop immediately and fall asleep leaning head back. "Z-zzzzz. Z-zzzzzz.Z-zzzzzzz.

Page 13 - x-o - This one is the most confusing and requires a lot of review.

- x - is like a xUx. Put hand out to the side on the right and wave it back andforth. A Samech has a tail- o - Put hands on your hips and a Ender Mem is mumPage 14 - .-i - Last but not least. Stand up

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- . - Lift hands above head I am an Ender Tzadik. I hold up the wholeworld with my ,uumn- i - Put hands down by side. I am an Ender Nun. I do nothing

Page 15 - 18 Matching. These matching exercises get increasingly complexto stretch the recognition into recall. There is both matching with print and

script letters.

Page 19 Diff erentiat ing betw een different kinds of let t ers.

Page 20-21 Focusing on visual discriminat ion of all t he sim ilarletters.

Page 22 Recall - students remember letters with no cues - The letters gofrom easier to harder.

Page 23 - Recall w it h similar l ett ers.

Page 23 - Word m atching

Page 24 -26 Rashi vocabulary - Learning the most common Rashivocabulary as sight words with and without nekudos and translation.

Page 27 Longer w ords - Rashi vocabulary - Introduction to longer

common Rashi words and translation.

Page 28 Work ing w it h a Peirush. Copy Rashis from current unit of studyinto own script.



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Answer Key

h" J r kJ sUnkk vnsev

c,fca vru,

vp kgca vru,

JnUj -azkAW dxFY

trn d -dR lrAW dxFY

,Ict h e r PdR lrAW d xFY

g JIvh azkAW d xFY

oh kh v T azkAW d xFY

h" J r dR lrAW d xFY

vrG hh j azkAW d xFY

vb J n dR lrAW d xFY

The name h"Jr stands for:

1)ktrah kJ icr

2) hejmh vnka hcr

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rashi workbook teacher edition 2012

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