﻿<?xml version="1.0" encoding="utf-8"?><Search><pages Count="27"><page Index="1"><![CDATA[Academic Guide PRE-K]]></page><page Index="2"><![CDATA[Dear Parents,

The Royal College International School prepares students to be lifelong
learners, critical thinkers, effective communicators and wise decision makers.
This can be accomplished through our Core framework Content Standards at
all grade levels. The school maintains an environment that promotes

  Intellectual challenge, creativity, social & emotional growth
               and the healthy physical development
                             of each student

In this booklet, you will find our vision & mission, academic overview,
assessment grading & reporting, how to support learning at home and an
outline of the topics we will be covering through the year in each subject.
We hope this information will be useful for you to support your child at home.

                   Academic Guide PRE-K]]></page><page Index="3"><![CDATA[Leaders of Excellence in International Education.
    The Royal College International School provide high quality

       education through a safe, stimulating, and multicultural
          environment to prepare leaders for a global society.

The philosophy of this document has been derived from the broad
philosophy of the school system, taking care of the fact that every
 individual is unique, belonging to different cultural backgrounds

  and be prepared for the challenging environment at university.

                 Academic Guide PRE-K]]></page><page Index="4"><![CDATA[At The Royal College International School, we believe:
1. All students can learn and realize their full potential.
2. A safe and stimulating environment promotes quality education.
3. In respecting cultural and individual differences.
4. All stakeholders share the responsibility for advancing our mission.
5. In preparing students to pursue further educational goals.
6. Commitment to continuous improvement is imperative.

                  Academic Guide PRE-K]]></page><page Index="5"><![CDATA[An Academic guide may be general or specific and is a way of determining
what to teach, how to teach it, and in what ways to teach material to diverse
groups of students. A guide is specific to a subject or to one aspect of a
subject. When students study a particular discipline, they often are preparing
for qualifying examinations they must take. The school recommends reading
the Academic Guide for the field they will enter, as it makes good sense, and
can make studies more complete.
Curriculum in RCIS is defined as the knowledge, skills, attitudes and
the processes to be taught and learned at the appropriate grades or
in courses in our schools. The word framework refers to what is taught,
written and tested. Written framework includes framework guides, schemes
of work, lesson plans and grade records. Also, teachers have access to hard
copies of course/grade level objectives, and other resource materials.
Teachers follow the courses of study and instructional materials provided by
the School, incorporating the essential knowledge and skills for each subject
that are mandatory. Teacher-made assessments and exams and the external
examinations are congruent with what is written and taught. Teachers and
administrators use test results to assess the status of individual student
achievement, to identify general achievement trends of various groups of
students, and to modify planning and/or instruction as warranted by
assessment results.

                  Academic Guide PRE-K]]></page><page Index="6"><![CDATA[In the Pre-school section of the school, we are committed to applying an
international standard and style of education that provides high quality education
through an internationally recognized rigorous Academic aimed towards academic
success. All courses are appropriate to students’ development stages. A well-
rounded education is offered in a disciplined, safe, nurturing and positive learning
environment.
Every child deserves the best possible start in life and the support that enables
them to fulfill their potential. Children develop quickly in the early years and a
child’s experiences between birth and age five have a major impact on their future
life chances. A secure, safe and happy childhood is important in its own right. High
quality early learning provides foundation children the need to make the most of
their abilities and talents as they grow up.
Our Preschool program is a child-centered, developmentally appropriate program of
learning for three to five-year-old children. The purpose of the program is to
establish a strong foundation for learning in the early years, and to do so in a safe
and caring play-based environment that promotes the physical, social, emotional,
and cognitive development of all children. Early child development sets the
foundation for lifelong learning, behavior, and health.

The goals of the Preschool program are to establish a strong foundation for the Early
Years by providing young children with an integrated day of learning. It is based on
the understanding that children develop within a complex set of interrelated
systems that includes the family, the school, the broader community, and the world.

                  Academic Guide PRE-K]]></page><page Index="7"><![CDATA[At RCIS we offer an inquiry based, theme related program through teacher directed
activities and child/teacher initiated play experiences to open children’s minds to
new learning. Through activities and instruction the child learns to negotiate the
world around him/her. Through a fine tuned balance of academics and play, they
become lifelong learners to negotiate challenges that are ahead.
Pre-K and KG-1 courses are based on the Early Years Foundation Stage (EYFS) from
QCA (Qualifications and Academic Authority) of the Ministry of Education of
England and Wales.
The EYFS Statutory Framework sets the standards that all early years providers must
meet to ensure that children learn and develop well and are kept healthy and safe.
It promotes teaching and learning to ensure children’s school readiness and gives
children a broad range of knowledge and skills that provide the right foundation for
good future progress through school and life. The Academic comprises of English
and Math. We also offer physical education, Art and Arabic language from school
developed courses using various external resources.

For Pre-K the distribution of subjects and the number of periods is as follows:

.  Subject             No. Of Periods

   English (Thematic)  16

   Math                5

   Science             2

   PE 3

   Arts 3

   Arabic              6

   Islamic Studies     2

   Music               3

   Academic Guide PRE-K]]></page><page Index="8"><![CDATA[Pre-K Reporting

Observation and monitoring are approaches used to gather information about,
and evidence of, a child’s learning in relation to the expectations of the Pre-
school program. Information is gathered through observation over time and in a
variety of contexts in the child’s daily activity and behavior, in order to provide
evidence about the child’s early learning and development.

  Weekly Observation

 To ensure a complete monitoring of learning, teachers observe and report on
 the child’s development on a weekly basis. Documentation provides an
 accurate and detailed record of the ongoing evidence of a child’s efforts and
 learning. These documents are kept in school as a child’s record and the
 results are shared with the parents on need to know basis.
 Weekly observation is the key to effective teaching. Its primary purpose is to
 improve children’s learning. They need to observe, monitor, and document
 children’s learning continually, and regularly report to parents their assessment
 findings through notes in diaries when needed or more formally at the end of
 the term report card.

  Term Report

 It refers to the gathering and interpretation of information over time through
 observable evidence of what a child can do, say, and apply. The primary
 purpose of both forms of assessments is to improve children’s learning. The
 teachers analyze and interpret the evidence that they have collected. They are
 able to assess children’s developmental progress and design future contexts
 for learning that are appropriate to each child’s observed strengths, needs, and
 interests. Both forms of evaluation involve judging the assessment of data on
 the basis of the teacher’s interpretation and analysis to determine the child’s
 progress in achieving the overall learning expectation.

                   Academic Guide PRE-K]]></page><page Index="9"><![CDATA[Pre-K Reporting Cont.

Teachers recognize that because of the many factors that influence both learning
and assessment, the degree of individual children’s success in achieving the
expectations will vary widely from child to child. Not only will the children enter
the program at varying stages of development and with diverse backgrounds,
cultures and experiences, but they will also leave it demonstrating a range of
achievements. It is the responsibility of the teacher to provide instruction that
meets the individual needs of every child throughout the year.
All program and Academic expectations must be accounted for in the instruction,
but evaluation will focus more on the child’s achievement of the overall
expectations.
The overall expectations are broad in nature, and the specific expectations define
the particular content or scope of the knowledge and skills referred to in the
overall expectations. Children in Pre-school are in their first years of school and
are going through the process of adjusting to the school environment. They are
given ample time to demonstrate their learning through varied learning
opportunities that are appropriate for their stage of development and that are
within the range of things they can do with and without guidance.
To allow for the range of influences that may affect a child’s learning at any given
time e.g. the familiarity with the language of instruction, time of the day, their
prior knowledge; the teachers assess the child’s learning on an ongoing basis in
the context of everyday experiences, using a variety of strategies and tools.
Evaluation strategies should encourage children to show what they know and can
do, rather than focus on what they do not know or cannot do.

                    Academic Guide PRE-K]]></page><page Index="10"><![CDATA[Pre-K Reporting Cont.

Term Reports help the teachers to determine how well their planned activities
and teaching strategies are working, and to make any changes needed to enable
children to achieve the learning expectations. Differentiated instruction will be
needed to meet children’s individual needs.

Report Cards

Report Cards for all students are issued at the end of each term. The report
cards may be withheld in cases where tuition fees have not been paid.

Use of Report for Parent

Family is an anchor for children’s development and learning. Research shows
that increasing involvement of parents in their children’s learning reaps
powerful benefits. Parents want to understand how their children develop and
learn. Communication with parents throughout the year is critical to successful
learning.
After the distribution of report cards, the parents have an opportunity to
discuss their child’s progress as the report reflects a child’s achievement in the
skills and strategies that the child is developing as they progress through the
year.
It is extremely important that parents celebrate their child for their effort and
not for the overall grade; for their areas of strength, their talents and their
achievements.

                   Academic Guide PRE-K]]></page><page Index="11"><![CDATA[Pre-K Reporting Cont.

Absences

A student’s ability to achieve his/her potential is diminished in case of
absence from the class. Extended periods of absence will result in lower
levels of achievement. Absence may results in a student not fulfilling the
requirements of a subject and thus will be deemed as unable to be assessed.
Prolonged absence where a student is unable to attend school for a lengthy
period due to injury or illness, the school will endeavor, where possible, to
provide support to the student’s learning program.

                   Academic Guide PRE-K]]></page><page Index="12"><![CDATA[Work Habits

Work habits are important learning behaviors which should be developed
fully at an early stage. All students should strive to give maximum effort to
achieve the best work habits.
a) Group Work: Group work is an integral part of our teaching and learning
process. Listening to the ideas of others with respect, staying focused during
group work and being a positive and hard working group member are
characteristics that we encourage in the profile of our learner. Our aim is to
have them understand and express ideas and information confidently and
creatively. They should work effectively and willingly in collaboration with
others. They should show empathy, compassion and respect towards the
needs and feelings of others. They should listen to other’s points of views and
consider all possibilities.
b) Individual Work: Our expectation from our learners is to be
organized with all materials for class, staying on task and completing work
on time. The student should do the class work independently and to the
best of his/her ability, and check their work before submitting it to the
teacher.
c) Participation: Our students should know the rules of school and follow
them to the best of their ability. They should come to the class on time, fully
prepared and ready to learn. They should think and communicate their ideas
in a respectful manner, participate in discussions, stay focused and listen to
and respect other’s opinions. We encourage them to think creatively and
critically.

                    Academic Guide PRE-K]]></page><page Index="13"><![CDATA[Work Habits Cont.

d) Effort: Effort is the most important indicator of your child’s assessment as
it shows that your child is working up to his/her potential. We want every child
to give their best effort in all subject areas. Each child is an individual with
different strengths, talents and abilities. Not all students can achieve a top
grade in all subjects but all can give their best effort. It is of utmost
importance that we celebrate our children for their effort and not for the
overall grade; for their areas of strength, their talents and their achievements.
e) Homework: At RCIS we believe the teacher should be the first academic
instructor and educator. Therefore homework is given only to reinforce and
supplement the knowledge imparted in the class. Homework is an indicator of
the student’s level of understanding. For concepts still unclear, the student can
refer back to the teacher. The homework should be beneficial to students
‘educational development, it should be of reasonable length and expectations
so that the student has time to pursue other interests and activities at home.
Tasks are set within the student’s ability to enable them to work independently
at home. That is why for the lower grades (Pre-K to grade 5), there is a
timetable given to the teachers so that the homework allocated to the students
is not excessive and is equally distributed over the course of the week. Our
expectation from our student is that the assignments should be neat; they
should be his/her own effort and must be punctually submitted. It is important
that they put in their best effort. Homework is part of our continuous
assessment and is assessed not just on accuracy but a student’s work habit
also.

                   Academic Guide PRE-K]]></page><page Index="14"><![CDATA[Work Habits Cont.

Parents should be supportive and use the homework task as a means of
positive involvement in their child’s learning and participation in school
activities. If your child has been unable to do the homework, has not
understood the work or spent too much time on it, a note of explanation
should be written to the teacher involved.
f) Code of Conduct: The intention of Code of Conduct is to establish
expectations and to provide guidance regarding behavior in the RCIS
community. Our students are expected to act and behave in a manner that is
suitable for an international school environment and in accordance with
certain basic principles of conduct and community rights.
The main aim is to provide a safe environment that is conducive to learning in
order that students are able to best benefit from their education at RCIS. In
instances when a student’s behavior is inappropriate or a significant lack of
responsibility is demonstrated, it is key that guidance is given so that
expectations, boundaries and consequences are reinforced.

    At RCIS students respect themselves, are expected to
       show respectful and considerate behavior to staff,

    students and parents. They are kind, considerate and
                                      helpful.

                   Academic Guide PRE-K]]></page><page Index="15"><![CDATA[Work Habits Cont.

• The School promotes honesty and expects the students to act honorably.
• Students are expected to exercise courtesy, to refrain from using

     inappropriate language and to demonstrate good manners.
• Students respect property. They take care of their school, their own and

     other people’s belongings.
• Students are aware of their own safety and the safety of others.
g) Health and Hygiene: We promote good health habits at RCIS and expect
parents to do the same. The core habits to develop in your children are:
Plenty of sleep
Nutritious and well balanced meals so that students can develop a healthy life
style from the beginning. That is why we discourage unhealthy snacks like crisps,
chocolate, candy and soda at school.
Good personal hygiene like washing hands with soap, taking a bath regularly,
brushing teeth and being generally well groomed.
h) Responsibility: One of our aims at RCIS is to nurture individuals who are
responsible. A parent’s part in developing such individuals is critical. Parents can
help be responsible in the following ways:
* Reinforce RCIS code of conduct at home.
* Let them take responsibility for their actions and resolve their own conflicts. Be a
guide to them, to know the difference between right and wrong.
* Teach them to be kind and caring towards others.
* Teach them to be responsible for their books, stationery and other school
materials. Please label lunchboxes, jackets, school bags and all other school items.
* Teach them to be punctual.

                    Academic Guide PRE-K]]></page><page Index="16"><![CDATA[Communication

We believe a good parent teacher relationship is vital for maximum school
success. Throughout the year we will communicate with you through:
1. Parent Teacher meetings which are held at the beginning of the school year
for orientation and soon after issuing term report cards. There is an opportunity
to discuss your child’s progress during these consultations.
2. Individual Parent Teacher meetings: as per the request of the teacher or the
parent
3. Notes in diaries
4. Report cards
5. Telephone calls, SMS, email and our website.

   We encourage you to contact the school if you have any queries or
                                            concerns.

Tips for effective relationship:
 * Be a partner with the teacher.
 * Feel free to make the first contact with the teacher; communicate early.
 * Communicate often.

                   Academic Guide PRE-K]]></page><page Index="17"><![CDATA[ENGLISH & MATHEMATICS
           OVERVIEW

COMMUNICATION, LANGUAGE AND LITERACY
Language for Communication and Thinking
1. Listens and responds.
2. Initiates communication with others, displaying
greater confidence in more informal contexts.
3. Talks activities through, reflecting on and modifying
actions.
4. Listens with enjoyment to stories, songs, rhymes and
poems, sustains attentive listening and responds with
relevant comments, questions or actions.
5. Uses language to imagine and recreate roles and
experiences.
6. Interacts with others in a variety of contexts,
negotiating plans and activities and taking turns

Linking Sounds and Letters
1. Joins in with rhyming and rhythmic activities.
3. Links sounds to letters, naming and sounding
letters of the alphabet.
4. Hears and says sounds in words.

         Academic Guide PRE-K]]></page><page Index="18"><![CDATA[ENGLISH & MATHEMATICS
       OVERVIEW CONT.

Reading
1. Is developing an interest in books.
2. Knows that print conveys meaning.
3. Recognizes a few familiar words.
4. Knows that, in English, print is read from left to right
and top to bottom.
5. Shows an understanding of the elements of stories,
such as main character, sequence of events and
openings.

Writing
1. Experiments with mark-making, sometimes
ascribing meaning to the marks.
2. Uses some clearly identifiable letters to
communicate meaning.
3. Represents some sounds correctly in writing.
4. Writes own name and other words from memory.
5. Holds a pencil properly and uses it effectively to
form recognizable letters, most of which are correctly
formed.

         Academic Guide PRE-K]]></page><page Index="19"><![CDATA[ENGLISH & MATHEMATICS
           OVERVIEW CONT.

Numbers as Labels and for Counting
1. Says some number names in familiar contexts, such as nursery
rhymes.
2. Counts reliably up to six everyday objects.
3. Says number names in order.
4. Recognizes numerals 1 to 10.
Calculating
1. Responds to the vocabulary involved in addition and
subtraction in rhymes and games.
2. Recognizes differences in quantity when comparing
sets of objects.
3. Finds one more or one less from a group of up to
five objects.
4. Relates addition to combining two groups.
5. Relates subtraction to taking away.
Shape, Space and Measures
1. Experiments with a range of objects and materials showing
some mathematical awareness.
2. Sorts or matches objects and talks about sorting.
3. Describes shapes in simple models, pictures and patterns.
4. Talks about, recognizes and recreates simple patterns.
5. Uses everyday words to describe position.

              Academic Guide PRE-K]]></page><page Index="20"><![CDATA[ENGLISH & MATHEMATICS
           OVERVIEW CONT.

KNOWLEDGE AND UNDERSTANDUNG OF THE WORLD
1. Shows curiosity and interest by exploring their surroundings.
2. Observes, selects and manipulates objects and materials.
3. Identifies obvious similarities and differences when exploring
and observing. 4.Constructs using simple tools and techniques.
5. Investigates places, objects, materials and living things by
using all the senses as appropriate. Identifies some features and
talks about those features (s) he likes and dislikes.
6. Asks questions about why things happen and how things
work.
7.Looks closely at similarities, differences, patterns and changes.

              Academic Guide PRE-K]]></page><page Index="21"><![CDATA[Academic Framework

    Teaching Strategies/                    Resources             Co-curricular Activities
   Instructional Practices                                                   Circle time
    Check prior knowledge           Practice book, Letterland,
                                           activities, crafts              Show and tell
Introduce lesson or concept,
      provide information         Workbook of opposites, Play
                                with numbers, I can color, Early

                                   Years workbook, teacher’s
                                               resource

  Whole class/ small group      Puzzles                           Educational videos
    /individual instruction
                                Different mediums of coloring            Weekly activities like
Employing methodology to           Note copies, worksheets        environmental awareness week,
              promote
                                                                    cleanliness week ,color days,
    kinesthetic(activities),                                      painting activities and activities
   auditory (speaking and                                         to develop fine and gross motor
listening)and visual(charts
/flash cards etc) learning to                                                   skills e.g.
cater to all kinds of learners                                              lacing ,hopping.
 Encouraging speaking and                                                    Games, singing
  listening, pose questions
   answer questions, think         Toys, blocks, play dough              Role play
                                  Shapes, battery operated        Explore surroundings
                 aloud
   Model and demonstrate              educational games                Science week
    Teach through related       Flash cards, posters, bulletin
activities, music and games                                              Earth day
 Identifying, exploring and         boards, visual displays
                                              Posters
             discussing
Ask questions that promote          Projectors and laptops
higher order thinking skills
                                Music CDs and players, DVDs
      Give directions and
             assistance                 Awards, stars etc

     Appropriate work for
 challenged and gifted work
Celebrating child’s learning

Academic Guide PRE-K]]></page><page Index="22"><![CDATA[PHYSICAL EDUCATION

Subject Overview

 Physical education plays a critical role in helping students achieve their goals.
 Children receiving quality physical education programs feel more comfortable
 in controlling their bodies, tend to exhibit more confidence and are willing to
 take risks in other areas of school life and have a more positive attitude
 towards school. They have better peer relations, increased enthusiasm, sense
 of mental well-being and reduced aggression which leads to overall
 improvements in the total of school climate. It is also documented that
 physical activity can enhance emotional and social growth, academic
 achievement and intellectual development. To attain healthy levels of physical
 activity and fitness for all students, to encourage the acquisition of motor
 skills, to develop knowledge and attitudes supportive of continuing active
 living habits throughout life and to develop specific objectives designed to
 meet the physical growth and developmental needs of all children and youth
 are goals of our Physical Education Academic . These purposes are best
 accomplished through meaningful learning experiences that balance knowing,
 doing and valuing.
Milestones in Physical Development
1. Moves spontaneously, showing some control and coordination.
2. Moves with confidence in a variety of ways, showing some awareness of
space.
3. Usually shows appropriate control in large and small scale movements.
4. Moves with confidence, imagination and safety. Travels around, under, over
and through balancing and climbing equipment. Shows awareness of self and
others.
5. Demonstrates fine motor control and coordination.

                    Academic Guide PRE-K]]></page><page Index="23"><![CDATA[ART DEPARTMENT

 Subject Overview

 Art education is an integral part educational growth of all students
 therefore an essential part of our Academic . The arts are important
 to our understanding of society, culture, and history, and are essential
 to the development of individual potential, social responsibility, and
 cultural awareness. They also contribute significantly to the
 intellectual, aesthetic, emotional, social, and physical development of
 the individual.
  It is a process of learning through visual, spatial and kinesthetic
 approaches through a variety of mediums. The art Academic
 provides opportunity for all children to express their emotions and
 talents through their art work. It allows for the students to explore
 their creativity and individualism.
 The Academic of Pre-K teaches the children several things including
 developing and controlling fine motor skills in various ways.
 Additionally the Academic allows them to distinguish different
 mediums, colors and the use of those colors to do arts and crafts.
 Furthermore the Academic allows:
 * Creative art
  * Art in cultural context
  * Make connections between art, personal experience and the world.

      Arts and crafts activities stimulate a preschool child's
 imagination and creativity, helping with physical and mental

      development. A wide variety of activities that include
           painting, drawing and construction are taught.

Milestones in Creative Development:
1. Explores different media and responds to a variety of sensory experiences.
Engages in

   representational play.
2. Tries to capture experiences, using a variety of different media.
3. Explores color, texture, shape, form and space in two or three dimensions.

                     Academic Guide PRE-K]]></page><page Index="24"><![CDATA[MUSIC OVERVIEW

In Kindergarten students develop an awareness of the elements of music
through playful song experiences and creative movement. The
conceptual sequence begins with opposites and contrasts with
kindergarteners, who can identify characteristics and differences more
easily when there is a contrast, such as high/low, fast/slow, loud/soft,
long/short.
Through their participation in music activities the students can develop
these important learning skills:
1. The ability to focus and gain intrinsic motivation
2. Social comfort in participating
3. Ease of movement-i.e., the physical ability to move and the desire to
try to move
4. The habit of singing
5. Spatial and sequential reasoning
6. Musical capacity and the ability to recognize and use previously-
acquired language skills.
Key concepts taught:
SINGING The student will develop the voice and body as instruments of musical
expression.
LISTENING The student will listen to, analyze, and describe music
PLAYING The student will play instruments as a means of musical expression
CREATING The students will create music through improvising, arranging, and
composing

                  Academic Guide PRE-K]]></page><page Index="25"><![CDATA[‫‪Arabic Language‬‬

‫‪Subject Overview‬‬

                            ‫يبدأ الطفل التعرف علي المبادىء الأولى للغلة العربية عن طريق‪:‬‬
                ‫‪ -1‬نشاطات تمكن التلميذ من مسك القلم بين أصابعة والتعرف على الالوان‬

                                                        ‫‪ -2‬يبدأ الطفل بكتابة الحروف والنطق بها ‪.‬‬
                         ‫‪ -3‬التعرف على بعض المفاهيم مثل كبير وصغير ‪ \.‬سمين وضعيف \‬
                    ‫‪ -4‬التعرف على بعض المفاهيم مثل الاتجهات يمين ويسار \ أمام و خلف‬
‫‪Main objectives of the program offered are:‬‬

                                    ‫‪ .1‬أن يبدي الطالب اهتمامه باللغة العربية من خلال حياته‪.‬‬
                                                                   ‫‪ .2‬تنمية مدارك الطلاب بأفكارهم‪.‬‬

              ‫‪ .3‬تنمية القدرات على الاستماع والإصغاء لما يحيط الطفل من وسائل الاتصال‬
                                                                                               ‫المختلفة‪.‬‬

                                 ‫‪ .4‬تحسين عملية النسخ عند الطالب وتنمية مهاراته الكتابية‪.‬‬

‫‪The following are the main topics which will be‬‬
‫‪covered in Pre K:-‬‬

                                     ‫‪ .1‬أن يفهم الطالب ما يلقى اليه من معلومات عن الحرف ‪.‬‬
                                                    ‫‪ -2‬التعرف على الحرف و نطقه بشكل صحيح‪.‬‬
                                                                                   ‫‪ .3‬القصص القصيرة‪.‬‬
                                                                                ‫‪ .4‬التوصل إلى الهدف‪.‬‬
                                                            ‫‪ .5‬أن يعرف الطالب على معنى الكلمة‪.‬‬

                    ‫‪Academic Guide PRE-K‬‬]]></page><page Index="26"><![CDATA[‫‪Arabic Language Cont.‬‬

‫‪Academic Framework‬‬

‫‪Teaching Strategies /‬‬     ‫‪Resources‬‬                          ‫‪Co-curricular‬‬
      ‫‪Instructional‬‬                                             ‫‪Activities‬‬
         ‫‪Practices‬‬
                                                            ‫أن تبدأ المعلمة بإثارة إنتباه‬
‫يساعد المعلم الطالب‬                        ‫المصادر ‪:‬‬            ‫الأطفال وعرض الشيء‬
     ‫على نطق الحرف‬        ‫حروف وأنشطة للأطفال‬
                          ‫المبتدئين \ وكتب اخرى‬            ‫المرسوم موضحه مدى صلة‬
                                                             ‫الرسمة بالحرف ومناقشة‬
  ‫وإيضاح مخارج الحروف‬                          ‫الوسائل ‪:‬‬                   ‫ومعرفة اسمه‬
     ‫عن طريق أستخدام‬       ‫استخدام السبورة الذكية ‪.‬‬
                          ‫البطاقات التى تشتمل على‬                      ‫الاستماع إلى‬
 ‫وسائل كثيرة من أهمها‬                                            ‫القصةوتوضيح ماهو‬
           ‫صوت المعلمة ‪.‬‬       ‫صور تدل على الحرف ‪.‬‬
                             ‫قصص لتنمية القراءة لدى‬                   ‫مستفاد منها ‪.‬‬
‫تعليم الطلاب مع التركيو‬                                         ‫تقسيم الطلاب إلى‬
                                                   ‫الطلاب‬  ‫مجموعات لعمل أنشطة‬
                             ‫أوراق عمل لتطبيق بعض‬

                                               ‫المهارات ‪.‬‬

‫على الانشطة والوسائل‬

‫باستخدام الصور‬

‫الحركات ‪.‬‬

‫‪Academic Guide PRE-K‬‬]]></page><page Index="27"><![CDATA[]]></page></pages></Search>