DIRECTORATE OF CURRICULUM, INSTRUCTION, AND …€¦ · DIRECTORATE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT Academic Year: 2018-2019 Page 4 of 21 atics time on a clock Targeted

DIRECTORATE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT

Academic Year: 2018-2019

Page 1 of 21

Grade 1 Term Two Week 8 Value of the Week Date Feb 24 → Feb 28 CLASSWORK SHEET

Subjects Class Focus (Teacher's Role) Home Focus (Parent's Role)

Engl

ish

(EL

A)

1. During this week, we will continue working with our Guided Reading groups in class in the small-instruction groups. Guided Reading is an instructional approach that involves a teacher working with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts. The text is easy enough for students to read with the teacher’s skillful support. The text offers challenges and opportunities for problem solving, but is easy enough for students to read with some fluency. Teachers usually choose selections that help students expand their strategies. You select books that students can read with about 90 % accuracy. Students can understand and enjoy the story because it’s accessible to them through their own strategies, supported by your introduction. They focus on meaning but use problem-solving strategies to figure out words they don’t know, deal with difficult sentence structure, and understand concepts or ideas they have never before encountered in print. For this week in Grade 1, students will be working on the following guided reading book in class with teachers:

1A 1B 1C 1D 1E

Reading Level: A Story Title: The Store

Reading Level: A Story Title: Hats

Reading Level: A Story Title: Hats

Reading Level: A Story Title: The Store

Reading Level: Aa/ A Story Title: Hip! Hop! Pop!/ Cats

Reading Level: B Story Title: My Costume

Reading Level: C Story Title: The Odd Egg

Reading Level: A Story Title: Pop

Reading Level: B Story Title: Where is Bob?

Reading Level: B/ C Story Title: The Odd Egg/ My Costume

Reading Level: D Story Title: Ice-cream

Reading Level: E Story Title: Fish

Reading Level: Quiz Reading Level: C Story Title: Ready Freddy

Reading Level: D/ E Story Title: At the toy shop/ Fish

Reading Level: L Story Title: The subway Mouse

Reading Level: F

Story Title: Larry and Lola

Reading Level: E Story Title: The Crab Dragon

Reading Level: D Story Title: Ice Cream

Reading Level: F/ H Story Title:Popcorn/ Larry and Lola

Reading Level: Story Title:

Reading Level: Story Title:

Reading Level: F Story Title: Tina’s Taxi

Reading Level: J Story Title: Three Short tales

For ELA, parents are kindly asked to do the following with your child on daily basis: 1. Ask your child which

guided reading book s/he read with the teacher at school (to follow up on the reading level of your child)

2. Ask your child to tell you what the story is about and to update you about its events, characters, problem, and solution.

3. Ask your child if s/he liked the story and why.

4. Log into your child’s account on RAZ Kids and check into the reading room to read stories.



Page 2 of 21

Engl

ish

(EL

A)

1. For every guided reading group, and in order to improve students’ literacy skills, they will be expected to answer the following comprehension questions:

1-- What is the title of this story? 2 -Who are the characters in the story? 3 -Where does the story take place? 4- What did the character do in the story? 5-What happened at the end of the story? 6-How did the character feel in the story?

2. The skill of the week is ‘Compare/Contrast’. Students will be concentrating on the story of ‘Cinderella’ focusing mainly on the variety of characters and how their appearances, personalities and adventures compare and contrast. The skill will be reinforced through their guided reading groups where they will be reading books suitable to their ability level and paying particular attention to the characters in their particular books. 3. Every student has been added to the teacher’s account on RAZ Kids, and your child will be expected to carry out all necessary activities and tasks to make sure that reading comprehension is a daily expectation both at school and at home. 4. This week we will begin the story ‘ Cinderella’ and the target vocabulary will be the following words: like, same, compare, contrast,

similar, differences.

, students will be working on correct letter formation, writing words beginning with the diagraph ‘ch’ and phonic ‘y’. writing.For 5. Children will also be encouraged to write sentences detailing the similarities, differences, adventures and experiences of the characters in their various stories. They will also be writing the answers to basic questions based on their guided reading books.

6. For phonics students will be covering the diagraph ‘ch’ and ‘y’.

7. Our Character Count Discussion for this week is Citizenship

5. Dedicate at least 8-10 minutes on daily basis with your child for reading stories and ASKING questions about the stories you read. Also, encourage your child to ASK questions not only to answer questions. This will make your child smarter and more focused on critical thinking.

6. Ask your child our favorite 5Wquestions: Who? Why? How? Where? What?

7. Encourage your child to keep a daily journal where s/he writes about the stories you read together.

All this is FOR THE LOVE OF READING☺☺☺☺☺☺☺



Page 3 of 21

Engl

ish

(EL

A)

Targeted curriculum standards for this week are the following Common Core Standards of the State of California:

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions such as who, what, where and when about key details in a text. CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Learning Outcomes of the week

• Understand comparison (similarities). • Contrast (differences).

• Understand what an adventure is.

• Understand what an experience is.

• Compare and contrast the adventures and experiences of characters in stories. • Apply grade-level phonics and word analysis skills in decoding words.

Critical Thinking Questions of the week

• What similarities can you spot between _____ and _______. • What is different between _______ and _______.

• Have you ever been on an adventure? • Can you tell me about your character’s adventure in your story? • Can you talk about your characters experience in your book? Was it a positive or negative experience?

http://www.corestandards.org/ELA-Literacy/RL/1/9/








Page 4 of 21

Mat

he

mat

ics


CCSS.MATH.CONTENT.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

During this week, students will understand how to tell time to the hour and to the half hour. Students will recognize that the big hand tells the minutes and small hand tells the hour. (GoMath Lesson 9.6 and 9.7)

Learning Outcomes of the week

1. Write times to the hour shown on analog clock 2. Write times to the half hour on analog clock 3. Tell and write times to the hour and half hour using analog and digit clocks

Critical Thinking Question of the week

1. How could you tell the time if you didn’t have a clock?

This week’s activities will look like :

Our Character Count Discussion for this week is Citizenship. MATH INNOVATION: During this week students will recognize tens values and how represent it on the abacus.

For Math, parents are encouraged to do the following with your child on daily basis:

1. Ask your child to tell what Math lesson / skills s/he learned in class. They should be able to tell you how to tell the time to the hour and half hour

2. Practice with your child the class activities. - telling the time to the hour and half hour. Ask them to show the time on a clock

3. Make sure your child completed the daily assigned homework on his/her own (without your help).

http://www.corestandards.org/Math/Content/1/MD/B/3/

http://www.corestandards.org/Math/Content/1/MD/B/3/



Page 5 of 21

Scie

nce

Targeted curriculum standards for this week are the following NGSS Standards of the State of California:

1-PS4-

1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that

sound can make materials vibrate.

During this week, students will learn all about sound, including pitch and volume. The will conduct some experiments to learn how to tell the difference between high and low or loud and soft. Learning Outcomes of the week

1) Recognize that vibrating materials make sound. 2) Evaluate types of sound.


1.What is sound?

2. Where does sound come from?

3.How can you make a device to communicate with the classroom next door?

This week’s activities will look like:

Our Character Count Discussion for this week is citizenship.

For Science, it is highly recommended that parents do the following: 1. Inquire about the activity

your child is working on in class

2. Ask your child to discuss experiments and try them at home



Page 6 of 21

Mo

ral E

du

cati

on

Pro

gram

(M

EP)

Targeted curriculum standards for this week are the following Moral Education Standards

(IC1: Me and Family) During this week, students will Lesson 1:

• I will make a spiderweb with the writing ‘Caring for others’ in the middle of the web. The children will tell me ways we can care for others, especially their friends and family.

• Learn the new vocabulary associated with the lesson on the PowerPoint (Choice, decision, result.)

• Begin by reminding students of the importance of caring for ourselves. Remind students that by being independent, we can learn to take care of ourselves. This then helps us to care for others as well. Ask students to share any examples they have of acting independently since the last class.

• Page 42 - Discuss how they can care of friends and family, with the teacher posing questions such as: 1. What thoughts do you have when you want to care for somebody? (You can see that someone is in difficulty and you want to help them.) 2.What emotions do you have? (You feel what the other is feeling, and then you feel happy after you help them.) 3.What words can you say? (You can let them know that you are here to help) 4.What actions can you take? (Find out was is causing the person discomfort or upset, and then work with them to help fix the situation.)

• Listen to the teacher reading the story ‘Jack makes a decision’ and answer questions orally.

• Activity 1: Role play: In pairs/ threes the children will be given one part of the story to act out and the other children will have to decide what part of the story the children are acting out.

• Activity 2: Worksheet – The children have to fill in five stars, showing how they care for themselves, their families and their friends.

• To conclude the lesson the children, in their groups, will write one word that describes how they care for themselves, their friends and their families.

For MEP, it is highly recommended that parents do the following:

• The children have to decide one way they can care for:

1. Themselves 2. Their families 3. Their friends. Have a discussion about this at home.



Page 7 of 21

Lesson 2:

• Revise the vocabulary learnt in the previous lesson, on the PowerPoint (Choice, decision, results.) We will revise the vocabulary using the story from the previous lesson ‘Jack Makes a decision.’ Student’s will have to say what choice Jack made and what was the result of his decision.

• Look at the pictures on page 45. The teacher will tell the children that we can act in a caring/uncaring way in different situations, based on the decisions we make.

• Each group will discuss one picture each and they must tell the other groups how we could be caring in each situation (Page 45.)

• Activity 1: The children will write one way they can act in a caring way in each situation (P.46.)

• Activity 2: Worksheet: The children have to decide three ways they care for themselves, their families and their friends. They will draw three pictures to show how they will be caring in the next week.

• To conclude the lesson, the children, in their groups, will write one way they will be more caring at home.


1. I can explore ways in which we can show care for others 2. I can identify ways in which we can care for others.

This week’s activities will look like :

• Spiderweb

• New vocabulary

• Class discussion

• Read the story ‘Jack makes a decision’ and answer questions orally.

• Activity 1: Role play

• Activity 2: Worksheet

• Children write one word to describe how they care



Page 8 of 21

UA

E So

cia

l Stu

die

s

Targeted curriculum standards for this week are the following UAE National Education and Social Studies Standards

(1.4 Economics) During this week, students will: Lesson 1:

• sit/ stand if they hear a different profession. I will ask the children what a profession is. To elicit the answer, I will ask the children

to look at the pictures on Pages 83 – 87 in the Social Studies books. I will ask them if they could give me another name for their

father’s profession, i.e. his job. I will name some different professions and if the children hear a profession they must stand up. If I

say a word that is not a profession, the children must stay seated.

• Look at the pictures on Pages 83 and 84.

• Say what professions the people may have in each picture.

• Listen to the teacher reading page 83 in the Social Studies book and answer oral questions to see do the children understand

what a profession is (the work that people do to earn their living.) \

• Activity 1: The children must look at pictures and draw a line between the profession, which fathers do in the UAE, and the

suitable picture (Early finishers can draw their father’s profession in the first box on the following page- Page 85.)

• Activity 2: The children must match the different professions to the correct word

• To conclude the lesson, I will ask the children what a profession is. Some children will volunteer to come to the top of the class and do a still image of different professions. The other children must decide what profession this is.

Lesson 2:

• play Vo-Back-U-lary to revise some of the professions learned in the previous lesson.

• read Page 83 (Volunteering) together and I will ask the children what the difference is between a volunteer and a profession/

occupation. • have a class discussion about the places that people may need volunteer workers • Listen to page 87 being read and as a whole class activity the children will have to draw a line between the correct word and the

suitable picture. • Station 1: The teacher will write voluntary work on a big A3 sheet of paper and the children must tell me ways we can do

voluntary work, first in school, and secondly in the Emirati society. The teacher will write down the children’s answers.

• Station 2: In this activity the children are assessing what they have learned in the last few lessons. The children will have to

connect lines to the correct word and tick the correct box (Page 88/89.)

• To conclude the lesson, I will ask the children how we can do voluntary work in school and in Emirati society.

For UAE Social Studies, parents are encouraged to: 1.Social Studies Book: Page 85

• Glue/ draw pictures of professions and occupations which fathers do in the UAE

• Choose the profession your father does.

Page 86

• Ask your father if he is doing any voluntary work and discuss this at home.



Page 9 of 21


1. I can name my father’s profession 2. I can describe my father’s profession 3. I know how to do voluntary work to serve the Emirati society.

This week’s activities will look like: Lesson 1:

• Sit/ stand if they hear a different profession.

• Listen to the story and answer questions orally

• Activity 1: Worksheet based on professions

• Activity 2: Draw a line between the profession and the picture (Page 84.)

• Still imagery •

Lesson 2:

• Vo-Back-U-lary

• Difference between a profession/ voluntary work • Class discussion • Children will have to draw a line between the correct word and the suitable picture. • Station 1: Children suggesting how we can volunteer in school/ Emirati society

• Station 2: Assessment

• To conclude the lesson, I will ask the children how we can do voluntary work in school and in Emirati society.



Page 10 of 21

: المعيار بحسب الوثيقة الوطنية

تمثلهأن يظهر المتعلم فهما باألصوات والمقاطع الصوتية والرموز المطبوعة والكلمات التي 2.2.1

:الربط باألجندة الوطنية

تعزيز قدرة المتعلم على فهم واستيعاب اللغة العربية والتعبير عن نفسه بلغة عربية سليمة

المحتوى

سيتم التركيز هذا األسبوع على تعزيز مهارة تحليل النص القرائي ليتمكن الطالب من تحديد شخصيات القصة ومكانها وزمانها وتحديد الفكرة الرئيسة للقصة

) الحرف –الفعل –أقسام الكلمة ) االسم والتعرف على

أسئلة التفكير النقدي ؟

ما فائدة القراءة ؟

دور األهل : مساعدة المتعلم في تنفيذ

الواجبات من خالل كتاب النشاط وأوراق

العمل وقراءة قصة من موقع عصافير



Page 11 of 21

Ara

bic

B

During this week, students will be working on new lesson: األحرف األبجدية الحرف ج

New vocabulary: - جمل-

ة االستخدام عند تقديمها ضمن سياق داعم المعيار بحسب الوثيقة الوطنية: يستطيع المتعلم أحيانا تعرف كلمات شائعة أو عبارات كثير

ي نسيجها مختلف فئات المجتالربط باألجندة الوطنية: تزز بهويته وانتمائه من خالل توفير بيئة شاملة تدمج ف

مع طمح األجندة الوطنية إىل الحفاظ عىل مجتمع متالحم يعي وتحافظ

.عىل ثقافة اإلمارات وتراثها وتقاليدها وتعزز من تالحمها المجتمعي واألرسي

ي تدعم الطالب كما سيتعرف الطالب المحتوى: سيقوم الطالب بالتعرف عىل الحرف لهذا األ سبوع أول الكلمة ووسطها وآخرها من خالل التدريبات الصفية والتمرينات الت

كيفية كتابة الحرف، كما سيتعرف الطالب عىل حرف الجيم مع المدود

أسئلة التفكير النقدي

هات خمس كلمات تحتوي حرف ج

For Arabic, it is highly recommended that parents do the following: 3. Help your child to Listen to

the link below every day and try to sing

https://www.youtube.com /watch?v=5yO433hdR2M 4. Ask your child to speak

Arabic at home

https://www.youtube.com/



Page 12 of 21

Isla

mic

A

المعيار بحسب الوثيقة الوطنية

يظهر الطالب حفظا لألحاديث النبوية الشريفة وفهما لمعانيها وتطبيقا ألحكامها 2.2.1

الربط باألجندة الوطني

األلتزام بالقيم اإلسالمية والموروث اإلماراتي الوطني

المحتوى

تحدث عن صور إعانة هذا األسبوع سيتم تغطية درس المسلم عون ألخيه حيث سيستنتج الطالب أن هللا يعين المسلم بسبب عونه ألخيه وسيسمع الحديث الشريف وسيخالل المسلم ألخيه

اسئلة التفكير النقدي

تخيل لو أن صيقك لم يجد نقوده ماذا تفعل له؟

الشريف تشجيع الطالب لحفظ الحديث حيث يتم وضع درجة 26صفحة رقم

لألحاديث النبوية والسور القرآنية



Page 13 of 21

Isla

mic

B

Targeted curriculum standards for this week are the following Islamic B StandardsThe learners show understanding and memorization of the noble Quran and the Sunnah of the Prophet (Peace Be upon Him). During this week, students will go over I pray lesson to learn the steps of Salat Learning Outcomes of the week

1. List the names of the obligatory prayers.

2. Recognize the steps of prayer

3. State the number of rak'ahs of each of the obligatory prayers


1) what would happen if we have to perform 50 prayers per day ?

Encourage your child to apply good manners at home .



Page 14 of 21

PSH

E (f

or

No

n-M

usl

im)

During this week students will continue working on the importance of innovations that has changed human history (consider the

development of electricity, steam engines, motor vehicle, etc.) and discussing about famous innovators.

Learning outcomes of the week

1. Identify and discuss what innovation is, what it means to be innovative and the impact that innovation has on individuals and society

as a whole.

2. Collecting information about famous Innovators and their innovations.

3. Students will research on any ONE innovator of their choice

Critical thinking questions of the week

1. What does the word ‘innovation’ mean to you? Write your own definition.

2. Can you think of any innovative people? Who are they, and in which ways are they innovative?

3. Do you think the picture below shows a good example of innovation? Why?

Parents are kindly encouraged to do the following:

Encourage and work with your child on being creative and innovative in solving the problems they face in their daily lives.



Page 15 of 21

Tiaw

a

المعيار بحسب الوثيقة الوطنية أن يتقن الطالب أحكام التجويد من خالل تالوة القرآن الكريم مع المعل م

المحتوى أن يتقن الطالب تالوة سورة قريش تالوة صحيحة من المصحف في الصفحة 602

ها به من الخصال وميزها على باقي القبائل وجل قبيلة قريش بما خص ر هللا عز وهي سورة مكية وهي الوحيدة في القرآن التي تحتوي على كلمة قريش وفيها يذك

هم بالنصر على أبرهة الحبشي ومن هذه المزايا كسوة الكعبة المشرفة، وسقاية الحجاج وكذلك خص

دور األهل الكرام

مساعدة الطالب في تالوة سورة قريش تالوة صحيحة من المصحف في الصفحة

602



Page 16 of 21

Art


5.2 Compare and contrast objects of folk art from various time periods and cultures. Students will identify Mexican Folk art and the meaning of the sun in their culture. Students will explain Warm and cool colors in color theory, the elements of art, relief sculpture and overlapping shapes. Students will construct a 3D sculpture of the Mexican Sun and sol by first constructing a template of two faces the sun and moon using the elements of art: line, form, and shape and materials such as string, and paper card. Students will cut and paste these facial elements onto the paper plate and will illustrate facial feathers by creating a metal relief using Aluminum foil and to show how light reflects and bounces off surfaces showing light and dark values. From here Students will introduce warm and cool colors to create the sun: orange, yellow and red and the moon: blue, green and purple and compose a series of patterns using the elements of art to create shapes to surround the two faces on the rim of the paper plate.


1. I can distinguish the word Culture and give examples of different cultures for example: Mexican Folk Art Sun and Sol

• I can construct a Sun and Sol 3D art form


1. Give examples of Mexican Folk?

2. identify the elements of art?

This week’s activities will look like : Sun and sol Mexican art.

Homework:

Practice Mexican Folk at home.

Bring to class:

Paper plate

Aluminum Foil

String



Page 17 of 21

Fre

nch


During this week, students will learn how to use “j’aime”, “je n’aime pas”in sentences with the vocabulary of” les saisons”, “ma famille”, “les fruits” Learning Outcomes of the week

1.Use “j’aime” “je n’aime pas” to express their likes and dislikes.

2.Create sentences using "j’aime””je n’aime pas”.

3.Create a short dialogue: Bonjour, comment ça va? Comment tu t’appelles? Qu’est-ce que tu aimes....?


1.Quelle est ta saison préférée?

2.Quelle est ta couleur préférée?

3.Qu’est-ce que tu n’aimes pas ?

This week’s activities will look like:

Parents make sure that students listen to the song: https://www.youtube.com /watch?v=Nm3KP_2aDBk&t=35s .

https://www.youtube.com/watch?v=Nm3KP_2aDBk&t=35s

https://www.youtube.com/watch?v=Nm3KP_2aDBk&t=35s



Page 18 of 21

Ph

ysic

al E

du

cati

on


During this week, students will be introduced to two distinct kinds of Athletics that are Hurdles and High Jump Standard 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Standards used: 1.1 l 1.2 l 1.3 l 1.4 l 1.5 l 2.4 Learning Outcomes of the week 1. Lesson one: Learning techniques of Hurdles 2. Lesson one: High Jump Critical Thinking Questions of the week 1. How motivated are you to learn Athletics? 2. What do you know about Athletics? This week’s activities will look like dynamic activities for learn the movements Our Character Count Discussion for this week is Adventurous.



Page 19 of 21

PARENTS ARE KINDLY ASKED NOT TO STUDY ANYTHING DURING THE WEEKEND WITH THEIR CHILDREN AT HOME. ACCORDING TO THIS WEEKLY PLAN, IT IS EXPECTED THAT

PARENTS ONLY BEGIN STUDYING WITH THEIR CHILDREN STARTING SUNDAY. DURING THE WEEKEND, PARENTS CAN ALWAYS REVIEW PREVIOUS LESSONS FROM PREVIOUS WEEK

AND WORK ON READING AND MATH AS MUCH AS THEY CAN.

HOMEWORK SHEET

Sunday Monday Tuesday Wednesday Thursday

Study on Sunday Afternoon for Monday

Study on Monday Afternoon for Tuesday

Study on Tuesday Afternoon for Wednesday

Study on Wednesday Afternoon for Thursday

Study on Thursday Afternoon for Sunday

Engl

ish

(EL

A)

1. Log in to RAZ Kids and read the book as assigned by the teacher. Complete all related activities. 2. Spellings: Group 1: yes, child, into. Group 2: yes, yogurt, child, chew, into, new. 3.Tricky Words

1. Log in to RAZ Kids and read the book as assigned by the teacher. Complete all related activities.

2. Spellings:

Group 1: yes, child, into.

Group 2: yes, yogurt, child, chew, into, new.

3.Tricky words


2. Spellings Group 1: yes, child, into. Group 2: yes, yogurt, child, chew, into, new. 3.Tricky words


2. Spelling Test:

Group 1: yes, child, into.

Group 2: yes, yogurt, child, chew, into, new.

Parents are encouraged to always review all previous concepts and skills and to continue working on READING at all times.

RAZ Kids is an amazing tool to help here.

Mat

he

mat

ics

1.Solve GoMath Grade 1 Lesson 9.6 Pg.547 Q1-5

2. Log into Math Wowzers and practice Math skills

1. Solve GoMath Grade 1 Lesson 9.7 Pg.553 Q1-5


1. Solve GoMath Grade 1 Lesson 9.9 Pg. 565 Q1-5


Math Formative Assessment # : 4 Study & Revise; GoMath Grade 1 Lesson 9.6 Pg.547 Q1-5 GoMath Grade 1 Lesson 9.7 Pg.553 Q1-5 Solve GoMath Grade 1 Lesson 9.9 Pg. 565 Q1-5

Parents are encouraged to always review all previous concepts and skills and to continue working on MATH at all times.

Math Wowzers is an excellent tool for all revision.



Page 20 of 21

Scie

nc

e

Complete the Homework #10 activity sheet on sound.

Fre

nch

Practice the spelling of the sentence: j'aime ma mère"

Practice the spelling of the sentence: j'aime ma mère

Practice the spelling of the sentence: j'aime ma mère

UA

E SS

1.Social Studies Book:

Page 85

• Glue/ draw pictures of professions and occupations which fathers do in the UAE

• Choose the profession your father does.

Page 86

• Ask your father if he is doing any voluntary work and discuss this at home.



Page 21 of 21

MEP

• The children have to decide one way they can care for:

1. Themselves 2. Their families 3. Their friends.

Have a discussion about this at home.

Ara

bic

A

Ara

bic

B Write five words that has the letter ج

On a paper so the teacher will stick it in the activity copybook

Dictation No dictation for week 8

Isla

mic

A

26تسميع الحديث الشريف صفحة رقم

كتابة الطالب بخط يده عن موقف ساعد بها غيره أو التقاط صورة وهو

يمد يد العون لغيره ليتحدث عنها الطالب أمام زمالئه.

Isla

mic

B Take pictures for your child

while he is performing prayer And send them to school .

Going Miles with Smiles ☺

The Only Way Is Up

Documents

DIRECTORATE OF CURRICULUM, INSTRUCTION, AND …€¦ · DIRECTORATE OF CURRICULUM, INSTRUCTION, AND ASSESSMENT Academic Year: 2018-2019 Page 4 of 21 atics time on a clock Targeted