Reading sense 2 teachers guide

For example: Have the students return to the story to scan for the correct answers.. After Reading Comprehension Practice Main Idea: Have the students read each possible answer.. For

Reading Sense 1

Teacher's Guide

Unit 1 |

The First Day at a New School

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about Patty’s experience

2 Students will understand the key words

3 Students will practice reading comprehension

Power Vocabulary:

class, first, friend, get on, greet, kind, know, lucky, talk, worried

LESSON GUIDE

Before Reading

 Have your students look at the picture Who can you see in the picture?

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

Divide the class up into small groups Have them discuss their schools and

provide some details about their schools Have each group come up with a skit to

express a school situation Example: Being late for class, Forgetting to do

homework, etc

Let the remaining groups guess what topic the presenting group is acting out

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Divide the class into six areas Assign each area a number Roll a dice Have the

area of the class that was assigned then umber that matches the number rolled

read out loud They should read the same number of sentences as was rolled!

After each group finished, roll the dice again, and continue the process

Ask the students about the passage to see how much they can remember

Can you remember any names from the story?

1 Patty

2 Lisa

3 Miss Pine

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

 Makes a new friend

 Meets Lisa, talks about Miss Pine

 Gets on the bus

Quick Check Up

1 Patty goes to school by bus

2 Lisa is Patty’s old friend

3 Lisa knows Miss Pine

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

the correct answers

After Reading

Comprehension Practice

Main Idea:

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the very beginning of the story.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the events that took place in the story, and then put them in the correct order

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Extra Idea:

Prepare a PPT Before showing the PPT, give the students a chance to memorize

the summary of the story Just for a moment, show the summary on the screen

Slowly take away a few words Have the students try to guess which words were

taken away!

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play Lisa and one to play Patty To check the answers, have those students read

their full sentences in turn (Lisa, Patty, Lisa…etc)

Let the students choose a partner Have them practice the dialogue with their

partner

ANSWER KEY: STUDENT BOOK

Before Reading

1 Do you like going to school? Why?

- Yes, I like going to school I can meet my friends there

- No, I hate going to school My teacher gives out so much homework everyday

2 What is your school teacher’s name?

- My homeroom teacher’s name is Ms Lee

- My art teacher’s name is Mr Brown, but we just call him Ben

1 Patty gets on the school bus

3 Lisa knows Miss Pine and talks about the school

4 Now Patty has a new friend, Lisa

2 A girl greets Patty on the bus

Listening & Speaking

new, name, class, kind, lucky

ANSWER KEY: WORKBOOK

1 Patty is worried about her new school

2 She gets on the yellow school bus

3 A girl greets Patty on the bus

Translate each sentence into your language

Unit 2 |

Lunch Break

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about lunchtime

2 Students will understand the key words

3 Students will practice reading comprehension

 Have your students look at the picture Who can you see in the picture?

What are they doing?

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

In order to help students become more familiar with the key words, play a

charades game First, give the students some time to look over the key words

Choose one student to stand with their back to the board (Student A) Write a key

word on the board Have the remaining students explain or give hints to the

Student A Explain to the students that they cannot say the word, or say words

from the definition in the book Give the remaining students 1 minute to help

Student A guess all of the key words

She runs very fast The nurse gives her a band-aid

She runs very fast

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Have the students practice popcorn reading Choose one student to begin The

first student will read as much as they want, and then say, “popcorn.” That

student will then say another student’s name The next student will read as much

as they want, and then say another student’s name Continue this process until the

entire story has been read

Ask the students about the passage to see how much they can remember

Can you remember the characters from the story?

1 Mindy

2 friends

3 nurse

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Mindy plays with friends

She runs very fast

She falls over

Quick Check Up

1 Mindy plays on the playground with friends

2 Mindy’s friend falls over and hurts his knee

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

the correct answers

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 4th sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the events that took place in the story, and then have the students answer

when, where, what, and why

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play the School nurse and one to play Mindy To check the answers, have those

students read their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Ask the students to use their imaginations Have them come up with their own

dialogue Ask them to imagine being on the playground or in the lunchroom

Have them find a partner, write a dialogue, and practice the dialogue Choose a

few pairs to read their dialogues

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are the students doing in the picture?

- They are sitting together at the table and eating lunch

- They are eating sandwiches for lunch

2 What do you do at lunch break?

- I eat lunch with my friends first and then go out for soccer

- I finish lunch quickly and play with my friends in the playground

break, tag, counts, falls, hurts

Listening & Speaking

knee, pain, band-aid, tag, fun

ANSWER KEY: WORKBOOK

Why? She runs fast and falls over

1 She runs very fast

2 But she falls over and hurts her knee

3 Playing tag is very fun!

Translate each sentence into your language

Unit 3 |

May I Use the Bathroom, Please?

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about Dave’s bathroom emergency

2 Students will understand the key words

3 Students will practice reading comprehension

 Have your students look at the picture Who can you see in the picture?

What are they doing?

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

In order to help students become more familiar with the key words, play a

charades game First, give the students some time to look over the key words

Choose one student to stand with their back to the board (Student A) Write a key

word on the board Have the remaining students explain or give hints to the

Student A Explain to the students that they cannot say the word, or say words

from the definition in the book Give the remaining students 1 minute to help

Student A guess all of the key words

She runs very fast The nurse gives her a band-aid

She runs very fast

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Have the students practice popcorn reading Choose one student to begin The

first student will read as much as they want, and then say, “popcorn.” That

student will then say another student’s name The next student will read as much

as they want, and then say another student’s name Continue this process until the

entire story has been read

Ask the students about the passage to see how much they can remember

Can you remember the characters from the story?

1 Mindy

2 friends

3 nurse

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Mindy plays with friends

She runs very fast

She falls over

Quick Check Up

1 Mindy plays on the playground with friends

2 Mindy’s friend falls over and hurts his knee

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

the correct answers

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 4th

sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the events that took place in the story, and then have the students answer

when, where, what, and why

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play the School nurse and one to play Mindy To check the answers, have those

students read their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Ask the students to use their imaginations Have them come up with their own

dialogue Ask them to imagine being on the playground or in the lunchroom

Have them find a partner, write a dialogue, and practice the dialogue Choose a

few pairs to read their dialogues

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are the students doing in the picture?

- The students are raising their hands in class

- They are answering the teacher’s questions

2 What do you do when you want to go to the bathroom in class?

- I just hold it until the end of the class I feel too embarrassed to tell the teacher

- I raise my hand and ask my teacher

2 The bell rings for class

4 Dave runs quickly to the bathroom

1 David drinks a lot of water

3 Dave raises his hand in class

Summarizing

recess, thirsty, bathroom, raises, quickly

Listening & Speaking

start, water, recess, use, turning

ANSWER KEY: WORKBOOK

1 Dave drinks a lot of water at recess

2 He raises his had in class

3 Ms Jones looks at Dave’s face

Translate each sentence into your language

Unit 4|

The School Bazaar

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will become familiar with school bazaars

2 Students will understand the key words

3 Students will practice reading comprehension

• Have your students look at the picture Who can you see in the picture?

What are they doing?

• Ask your students to describe the picture to their partner

• Answer the before reading questions as a class

• Introduce the unit’s key words and phrases

• Let your students match the definition or picture to its key word by

writing the correct letter in each box

Extra Idea:

Let the students participate in a mini school bazaar! Prepare some pictures and

paper items Also prepare a quiz reviewing the past few units in the book Ask

the students a few questions If the students answer a question correctly, give

them one bazaar dollar Designate a secret item This item will be worth 100

points The student with the most of this item at the end of the bazaar will win!

After giving the students a chance to earn some money, let the bazaar begin!

Have the students trade and buy items After a few minutes, close the bazaar

Announce the secret item, have the students count up the number of that item that

they have, and find out who the winner is!

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Choose a student to begin reading Clap your hands after a sentence or two, and

choose another student to read This way, students will be on their toes, because

they do not know when the teacher will call on them!

Ask the students about the passage to see how much they can remember

Can you remember the characters from the story?

1 children

2 parents

3 people

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Children collect old items Everything is cheap

Parents sell home-made food Each class has a stall

Quick Check Up

1 There is a bazaar at school every year

2 Parents put price tags on everything

Bazaar

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

the correct answers

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 6th

sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over details that distinguish between the people and the things at the bazaar

Have the students check their partner’s answers

Summarizing

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play Mom and one to play Ben To check the answers, have those students read

their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Ask the students to take a blank sheet of paper out from their notebooks Have

them draw a 3X3 bingo sheet on their paper Ask them to write nine of the

following words in the boxes:

cheap, clothes, collect, crowded, hold, home-made, market, price-tag, sell, stall

Read a sentence using one of the words Have the students cross the words off as

you say each sentence The first student to get BINGO will win!

ANSWER KEY: STUDENT BOOK

Before Reading

1 Did you ever buy something at a school bazaar? What was it?

- Yes, I once bought an old book at a school bazaar It was old but interesting

- I bought a soccer ball at a school bazaar It was very cheap!

2 Why does a school have a bazaar?

- A school holds a bazaar to raise money for the school or for the poor

- I don’t know why school holds a bazaar every year

collect, bazaar, stall, price, cheap

Listening & Speaking

old, sell, class, everything, food

ANSWER KEY: WORKBOOK

1 Each class can have a stall

2 They also sell home-made food

3 It’s a fun day for everyone

Translate each sentence into your language

Unit 5|

Grandma’s Garden

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about Grandma’s garden

2 Students will understand the key words

3 Students will practice reading comprehension

 Have your students look at the picture What can you see in the picture?

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

Have the students think of as many vegetables as they can

Write the names of the vegetables on the board Show the students a picture of

each vegetable

Then, divide the class into large groups Play Pictionary with them! Give each

group strips of paper with a vegetable name on each

Also give them a white board and a marker Have the students do “rock, scissors,

paper,” to decide who will go first

The first student will choose a paper strip, look at it, and begin to draw the

Let the students choose a partner, or assign them to read with the student sitting

next to them Instead of having students read individually, have them read in

pairs Have each pair read a sentence, and then have the next pair read the next

sentence, and so on

Ask the students about the passage to see how much they can remember

Can you remember the vegetable names from the story?

1 lettuce

2 tomato

3 carrot

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Quick Check Up

1 I live with Grandma

2 My grandma grows fruits

3 I have lots of vegetables at dinnertime

Plant different

seeds every spring

Water the seeds to help them grow

Pick the plants in summer

double check their answers Give the students a few moments and then review

the correct answers

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 1st

sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the steps that Grandma took to plant her vegetables

Check the answers as a class

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play Grandma and one to play Jack To check the answers, have those students

read their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Have the students choose some of the vegetables from the activity earlier in the

class Have them draw a small vegetable garden, labeling the vegetables Have

them write the garden steps from the story at the bottom of the picture Let them

work with a partner

ANSWER KEY: STUDENT BOOK

Before Reading

1 What can you see in the picture?

- I can see carrots, onions, tomatoes, and cucumbers

- There are all kinds of vegetables in the picture

2 What is your favorite vegetable?

- I hate vegetables They are not delicious

- I love tomatoes because tomato juice is my favorite juice

5 b

Visualizing

4 The dinner table is full of vegetables

1 Grandma plants different seeds every spring

2 Grandma helps the seeds grow

3 Grandma can pick her plants in summer

Summarizing

holidays, garden, plants, seeds, vegetables

Listening & Speaking

dinner, pick, lettuce, different, spring

ANSWER KEY: WORKBOOK

1 My grandma is a good farmer

2 She plants different seeds every spring

3 I love Grandma’s garden best in summer

Translate each sentence into your language

Unit 6|

Strange Lemonade

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about strange lemonade

2 Students will understand the key words

3 Students will practice reading comprehension

 Have your students look at the picture What is the boy doing in the picture?

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

Let the students work with a partner for this activity Distribute one set of

picture/word cards to each pair While one partner looks at the cards and acts out

an action, the other partner will try to guess which key word their partner is

acting out Set a timer to thirty seconds Have the partners switch roles

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Assign each student a letter, A, B, C, or D Have all A students read the first

sentence Then have B Students read the next sentence, and so on

Ask the students about the passage to see how much they can remember

Can you remember the character names from the story?

1 Justin

2 Tom

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Quick Check Up

1 Justin is making lemonade

2 Tom gives Justin a bottle of sugar

3 The lemonade tastes sweet

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

the correct answers

Justin adds lemon juice

Justin

squeezes

lemons

Tom passes a white bottle

Justin puts the white powder

in

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 3rd to last sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the steps that Justin and Tom took in making lemonade Put the steps in

order

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play Justin and one to play Tom To check the answers, have those students read

their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Have the students choose some of the vegetables from the activity earlier in the

class Have them draw a small vegetable garden, labeling the vegetables Have

them write the garden steps from the story at the bottom of the picture Let them

work with a partner

ANSWER KEY: STUDENT BOOK

Before Reading

1 What is the boy drinking in the picture?

- The boy is drinking lemonade

- I can’t guess what he’s drinking in the picture

2 How does lemonade taste?

- It’s too sour I can’t drink lemonade

- I don’t know I haven’t tried it before

Visualizing

4 Tom puts some ice in his glass

3 Justin adds the lemon juice to the water

1 Justin squeezes lemons

2 Justin puts the white powder in the water

Summarizing

squeezes, white, adds, frowns, salty

Listening & Speaking

lemonade, bottle, water, juice, sweet

ANSWER KEY: WORKBOOK

Writing

D_

1 Pass me the sugar, please

2 Inside the bottle is white powder

3 Tom puts some ice in his glass

Translate each sentence into your language

Unit 7|

A Korean Restaurant

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will learn about some Korean foods

2 Students will understand the key words

3 Students will practice reading comprehension

 Ask your students to describe the picture to their partner

 Answer the before reading questions as a class

 Introduce the unit’s key words and phrases

 Let your students match the definition or picture to its key word by writing

the correct letter in each box

Extra Idea:

Prepare a PPT Include several pictures of famous Korean foods from around the

world Make sure to include the names of the foods Ask the students if they have

ever tried any of these foods

During Reading

First, have the students listen to the reading and follow along in their books

Extra Idea:

Divide the class into six areas Assign each area a number Roll a dice Have the

area of the class that was assigned then umber that matches the number rolled

read out loud They should read the same number of sentences as was rolled!

After each group finished, roll the dice again, and continue the process

Ask the students about the passage to see how much they can remember

Can you remember the characters from the story?

1 Mr and Mrs Lee

2 People

To display the students’ ideas on the board, organize your notes in different

ways (colors, shapes, pictures, etc.)

Mr and Mrs Lee’s Restaurant

- Not so big

- People visit in the evening

- Some food is hot and spicy

- Good and nice

Quick Check Up

1 Mr and Mrs Lee cook American food

2 They have a restaurant in America

3 Many people visit Mr and Mrs Lee’s restaurant

Have the students read each statement Let them decide which statement is true

and which is false Allow the students to read the story again quickly in order to

double check their answers Give the students a few moments and then review

After Reading

Comprehension Practice

Main Idea:

Have the students read each possible answer Let them rule on the incorrect

answers, selecting only the correct response

Detail:

Tell the students to scan for specific words or sentences This will provide the

students with the necessary details that will help them choose an answer

For example:

Have the students return to the story to scan for the correct answers Give them

hints like, “Look at the 3rd sentence.”

Visualizing:

Refer the students back to the notes that you took together earlier in the class Go

over the characteristics of the restaurant Have the students finish the sentences

describing the restaurant

Summarizing:

Have the students read each word in the word bank Give the students a few

moments to fill in the blanks with the missing words Choose a few students to

take turns reading the completed summary

Listening & Speaking:

Let the students listen to the dialogue once Have them try to fill in as many of

the blanks as they can Then, play the dialogue once more Choose one student to

play Jane and one to play Roy To check the answers, have those students read

their full sentences in turn

Let the students choose a partner Have them practice the dialogue with their

partner

Extra Idea:

Divide the class up into small groups Assign each group a Korean food Give

each group a list of the ingredients, a description of the taste, and a picture of the

food Have the group work together, make a small poster, and present their food

to the class