Reading sense 3 teachers guide

After Reading Comprehension Practice Main Idea: Have the students read each possible answer.. After Reading Comprehension Practice Main Idea: Have the students read each possible a

Reading Sense 3

Teacher's Guide

Unit 1|

The First Aid Class

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about first aid

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

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 words from the story?

1 become

2 clean water

3 cut

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

ways (colors, shapes, pictures, etc.)

Treating cuts

Quick Check Up

1 Charlie wants to be a doctor

2 Charlie likes taking a first aid class

3 Charlie uses a fake leg for first aid practice

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:

Visualizing:

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

Review the steps to taking care of a cut Have the students put the steps in order

Then, have the students read each step out loud

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 Charlie, and one to play Mom 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 Give each group a bag with sentence strips

in it The sentence strips will all have a sentence from the story on them They

will be all mixed up The teacher will say, “GO!” The students will then work

together in their groups to try to put the story back together The first group to

put the sentences in the right order will win!

ANSWER KEY: STUDENT BOOK

Before Reading

1 What happened in this picture?

- One person is hurt Two people are helping him

- Two people are giving first aid to a hurt man

2 What is in a first aid kit?

- There are band aids, bandages, and medicine

- I don’t know I have never seen one

2 Charlie washes the cut

1 Charlie listens to the teacher

4 Charlie puts a band-aid on the cut

3 Charlie puts a medicine on the cut

Summarizing

first-aid, treat, fake, medicine, cotton swab

Listening & Speaking

class, cuts, arm, clean, band-aid

1 He wants to help sick people

2 Today he takes a first aid class

3 Charlie can’t wait for the next class

Translate each sentence into your language

Unit 2|

The School Marathon

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a school marathon

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

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 any words from the story?

1 charity

2 homeless children

3 lap

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

ways (colors, shapes, pictures, etc.)

The School Marathon

participate

Quick Check Up

1 We raise money for the same charity every year

2 The first lap was very hard

3 I raised over $200 this year

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 words, “this year.”

Visualizing:

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

Review the facts about the school marathon Then, have the students read (using

full sentences) each fact out loud

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 Teacher, one student to play Dennis, 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:

Give the students a few moments to read over the story again Then, ask them to

close their books Put the story on a PPT, and create many slides that take away

words and phrases from the story As you show the slides to the students, have

the students read the sentences that are missing words Make sure that, instead of

just saying the missing words, the students read the full sentences with the

answers in them

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are the people doing in the picture?

- They are running

- They are having a race

2 How do they look?

- They look little bit tired

- They look serious They all want to win

marathon, raised, homeless, field, hard

Listening & Speaking

charity, run, easy, lap, raised

ANSWER KEY: WORKBOOK

1 All students can run in the marathon

2 Students run to raise money

3 The third lap was a little hard

Translate each sentence into your language

Unit 3|

The Kite Flyers

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about flying kites

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

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

Extra Idea:

Divide the story up into two halves Let the girls read the first half Then, have

the boys read the second half If the students need more practice, have the boys

and girls switch parts, and read the story again

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

Can you remember any words from the story?

1 hot summers

2 festival

3 highest

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

ways (colors, shapes, pictures, etc.)

Peter Andrew

Quick Check Up

1 Andrew will fly a model plane after school

2 Peter holds the kite and throws it high

3 The two boys joined a kite-flying festival last year

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 words, “runs very fast.”

Visualizing:

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

Review the story Have the students complete each fact about Peter and Andrew

Then, ask the students to tell you about Peter and Andrew Have the students read

(using full sentences) each fact about each character Example: Peter holds the

kite

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 Peter, and one to play Andrew 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 think of an activity that would take two people to do Have

students work with their partner to come up with an activity How would they

work together? What would each partner do? Choose a few pairs and have them

share with the rest of the class

ANSWER KEY: STUDENT BOOK

Before Reading

1 Do you like flying a kite?

- Yes, I like it I often fly a kite with my friends on weekends

- No, I don’t know how to fly a kite

2 What shape of kite do you like?

- I like a triangle shape

- I don’t care about the shape but I like colorful ones

- hold the kite

- throws the kite

high

- holds the string

- starts to run very fast

Summarizing

together, holds, string, highest, flyers

Listening & Speaking

kite, after, hold, fast, highest

ANSWER KEY: WORKBOOK

1 Peter and Andrew like flying a kite

2 They fly kites after school

3 They really work well together

Translate each sentence into your language

Unit 4|

Ants

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about ants

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

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 any words from the story?

1 work together

2 queen ants

3 mate

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

ways (colors, shapes, pictures, etc.)

Males mate with Queen

Queens lay eggs

Worker ants do most

Quick Check Up

1 Ants live together

2 Ants do not divide their work

3 Male ants gather food and protect the nest

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 words, “all their lives.”

Visualizing:

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

Review the roles of each type of ant Have the students fill in the missing words

Then, have the students read (using full sentences) the characteristics of each ant

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 Simon, and one to play Tiffani 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 imagine their home What are the roles of all of their family

members? Have the students draw all the members of their family, and write the

roles of each person beneath each picture Choose a few students to share their

ideas with the class

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are these in the picture?

- They are ants

- They are some kinds of insect

2 Do they live alone or together?

- They live together in groups

- When I see ants, there are always more than two ants together

social, divide, lay, mate, colony

Listening & Speaking

nest, wings, queen, female, work

ANSWER KEY: WORKBOOK

Vocabulary Review

1 Peter and Andrew like flying a kite

2 They fly kites after school

3 They really work well together

Translate each sentence into your language

Unit 5|

Jimmy’s Magic Show

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a magic show

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

During Reading

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

Extra Idea:

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 any words from the story?

1 very bored

2 magician’s cape

3 toy rabbit

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

ways (colors, shapes, pictures, etc.)

1 Jimmy is a real magician

2 Jimmy is at home without his parents

3 Jimmy has a toy rabbit

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 word, “neck.”

Visualizing:

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

Review the magician’s props Have the students write what Jimmy used for each

prop Ask the students, “What did Jimmy use for a magician’s hat?”

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 Jimmy, and one to play Mom 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 copy the visualizing chart from the book onto a piece of

notebook paper Then, have them think of what props they would use to put on a

magic show

Example:

Magician’s Cape Magician’s hat

Jacket Baseball cap

Magic Wand Magic rabbit

TV remote Teddy bear

ANSWER KEY: STUDENT BOOK

Before Reading

1 What is this man doing?

- He is doing magic

- He is performing a magic show

2 Why do people like magic?

- People like it because it is amazing

- People like magic because it makes anything possible

Magician’s cape Magician’s hat

A big towel His dad’s old hat

A pencil His toy rabbit

Summarizing

alone, towel, wand, tapped, closed

Listening & Speaking

magician, pencil, wand, close, disappeared

ANSWER KEY: WORKBOOK

Vocabulary Review

A_

1 He put on his dad’s old hat

2 Jimmy closed his eyes and shouted

3 I can’t see the rabbit!

Translate each sentence into your language

Unit 6|

School Games Night

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a school game night

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

Extra Idea:

Ask your students what kind of games they like to play Tell them that they are

about to play a game Prepare keyword cards along with their matching definition

cards Separate the word and definition cards into two columns Place them face

down on the board Choose a student Have the student choose two cards and

read what each card says If the cards are a matching key word and definition,

then that student will earn a point If not, turn those cards back over Continue

playing until all the cards have been matched

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 any words from the story?

1 musical chairs

2 Twister

3 school

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

ways (colors, shapes, pictures, etc.)

Quick Check Up

1 Joshua is Suzy’s younger brother

2 They will only play Musical Chairs

3 Suzy’s favorite game is Twister

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

Suzy:

Twister Joshua:

Musical chairs

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:

Visualizing:

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

Review the events of the game night Have the students put the events in order

Then, have the students read (using full sentences) each event in order out loud

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 Joshua, one student to play Suzy, and one to play Ms Julie 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:

Play one of the games from the story: Musical chairs! Have each student grab

one chair and put it in a circle Play some music Take away one chair Have the

students walk around the chairs Stop the music Each student should try to sit on

a chair The student who does not have a chair will be out Continue like this

until there is one student remaining He or she is the winner!

ANSWER KEY: STUDENT BOOK

Before Reading

1 What are the children doing?

- They are playing chess

- They are playing a game together

2 Do you like playing this game?

- Yes, I like playing it It’s interesting

- No, it’s too difficult for me

1 Joshua and Suzy are going to school

4 Suzy shouts with excitement and Joshua smiles

3 Ms Julie blows a whistle and makes an announcement

Summarizing

Games, kinds, whistle, announces, favorite

Listening & Speaking

children, tonight, blow, play, After

ANSWER KEY: WORKBOOK

1 Suzy wants to play her favorite game

2 At school, many children are running around

3 Joshua looks at her sister and smiles

Translate each sentence into your language

Unit 7

The Water Fight

Reading Sense:Teacher’s’sGuide

Unit Objectives: Students will

1 Students will read about a water fight

2 Students will understand the key words

3 Students will practice reading comprehension

the correct letter in each box

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 words from the story?

1 cousin’s house

2 water gun

3 water balloon

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

ways (colors, shapes, pictures, etc.)

*Draw each character on the board with their props

Lily – water gun

Bob – garden hose

Writer- water balloons

Quick Check Up

1 I am at Lily’s house

2 Lily makes water bombs with balloons

3 Bob sprays water at us with a garden hose

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:

Visualizing:

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

Have the students write each character’s water weapon Then, have the students

read (using full sentences) each out loud Example: Lily’s water weapon was a

water gun

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, one student to play Lily, and one to play Bob 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 out a blank sheet of notebook paper Have them choose

one of the water weapons from the story, and explain why they chose it Find out

which water weapon was the most popular in the class