The teacher writes the letter 'A' on the board and then asks the students to perform two actions related to this letter.

The first action the teacher asks students to do with the letter 'A' is 'Say 'A' with me'.

The teacher would ask students to 'Say 'A' with me' first to ensure they can correctly pronounce the letter before attempting to write it. This connects the auditory and visual recognition of the letter with its written form, aiding in phonological awareness and letter-sound correspondence.

The teacher would likely give the instruction 'Write 'B', please'.

Repetitive practice in saying and writing letters is crucial for young learners as it solidifies their recognition of letter shapes, sounds, and their corresponding written forms. This repetition develops fine motor skills necessary for writing, improves phonetic awareness, and builds muscle memory. It contributes significantly to early literacy development by forming the foundational skills needed for reading and writing, enabling children to eventually decode words and express themselves in written form with greater ease and accuracy.