Rashi Workbook Teacher Edition 2012

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Teacher Edition
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Shira Hochheimer c"ga, 2012 www.chinuchenergy.com
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Teachers Notes: The goal of this booklet is to help all learners remember Rashi script using their 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 be a lot of review, focus on visual discrimination and isolation of the confusing letters to ensure mastery. The order of learning is recognition before recall so there will be matching exercises before identification exercises. The initial pages should be worked on as a class to make sure that every student gets to experience the differences between the similar letters. The rest of the booklet can be done as independent work. The teacher can either collect each page, grade and return or collect the entire 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 the fundamentals. Sequence Page 2 - Who was Rashi and what is his peirush (can do bio as well. See chinuch.org for resources) Page 3 - Its not that hard. Recognizing that most letters look like print letters and identifying the few letters that need to be learned (previewing) Page 4 - Coloring in Outlines - Visual and Fine Motor. Focuses on shape of letter and getting used to script. Page 5 - Beginning matching - Beginning recognition. Page 6 - Beginning Visual Discrimination. Students focus on finding similar letters. For Each of the Similar Letters on pages 7-14: 1. Act out the letter in front of the class 2. Have the kids act it out 3. Review the actions of already learned letters. (Simon Says is a lot of fun. Call out letters and kids act them out) 4. Have students color in differences in the large letters at the top of the page. The more creative students have fun turning the letters into cartoons that are doing the letter cues.
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Check students work before proceeding to catch any mistakes before they become 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 a eather 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 stand up 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 rUsF Page 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 diagonal Page 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 and forth. A Samech has a tail - o - Put hands on your hips and a Ender Mem is mum Page 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 whole world 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 complex to stretch the recognition into recall. There is both matching with print and script letters. Page 19 Differentiating between different kinds of letters. Page 20-21 Focusing on visual discrimination of all the similar letters. Page 22 Recall - students remember letters with no cues - The letters go from easier to harder. Page 23 - Recall with similar letters. Page 23 - Word matching Page 24 -26 Rashi vocabulary - Learning the most common Rashi vocabulary as sight words with and without nekudos and translation. Page 27 Longer words - Rashi vocabulary - Introduction to longer common Rashi words and translation. Page 28 Working with a Peirush. Copy Rashis from current unit of study into own script.
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Answer Key
h" r k sUn v s v J J kk n e
1) c,fca vru, 2) vp kgca vru, 3) JnUj - a kAW dxFY z 4) trnd -dR l AW dxFY r (5 ,Ict h r P e (6 gJIv h (7 ohkhvT (8 h"Jr (9 vrG h j h (10 v Jn b
dR l AW dxFY r a kAW dxFY z a kAW dxFY z dR l AW dxFY r a kAW dxFY z dR l AW dxFY r
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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The name h"Jr stands for:

1) ktrah kJ icr 2) hejmh vnka hcr

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